Disaster Distress Hotline: 1-800-985-5990


Guide children and young adults in recognizing when self-care is needed and how they can facilitate that for themselves.

Teachers and parents can conduct this grounding exercise with children or young adults by asking these five questions:


What am I grateful for today?


Who am I checking in on or connecting with today?


What expectations of “normal” am I letting go of today?


How am I getting outside today?


How am I moving my body today?


What beauty am I creating, cultivating, or inviting in today?

Grounding exercise suggested by Dr. Crystal Broussard, LCSW, Clinical Assistant Professor, Tulane University School of Social Work 

Proper planning and connection from parents and teachers can provide stability and predictability for children and young adults. For teachers, providing a balance between showing care/concern and continuing on with their goals and expectations allows for a better sense of healing. 

Links suggested by National Mental Health Innovation Center and Dr. Julie A. Larrieu, Professor of Psychiatry and Behavioral Sciences and Director, Psychology Division, Tulane University School of Medicine


As other ways to provide a sense of calm and predictability to children, caregivers can:

Prepare an adjustable schedule (i.e. work/schoolwork time, games, meals, FaceTime® with relatives, exercise).

Create work spaces and study spaces for family members.

Limit exposure to stories about COVID-19 to a minimal number of times daily AND from expert sources (i.e. CDC, family doctor).

Unplug from technology and work and being fully present for mealtime and family time (i.e. game night or prayer time).

Monitor reactions and responses to children (i.e. revisit a conversation when appropriate).

Tips suggested by Dr. Maurya Glaude, LCSW-BACS, Professor of Practice, Tulane University School of Social Work 


As other ways to provide order and normalcy to students, faculty members can:

Check in via email and provide resources that the student and perhaps their family members can use.

For those teaching live sessions, allow students time at the start of class to state anything they would like to share.

Check links to online classrooms.

Ensure course expectations are clear.

Publish nuanced due dates.

Answer student emails in less than 24 hours, even if the response is to say that you are securing additional information.

Tips suggested by Dr. Candice Beasley, LCSW-BACS, Clinical Assistant Professor, Tulane University School of Social Work