What is Detachment Disorder?

Detachment Disorder is a broad term educators often use to describe students who have difficulty forming healthy emotional connections.
While not an official diagnosis itself, the behaviors commonly referred to as “detachment” are linked to two recognized clinical conditions:

• Reactive Attachment Disorder (RAD) – Characterized by emotional withdrawal, mistrust of adults, and resistance to comfort or affection. Students with RAD may appear distant, avoid eye contact, or reject support, even when they need help.

• Disinhibited Social Engagement Disorder (DSED) – Involves overly friendly or inappropriate social behavior with strangers or authority figures. These students may seek attention indiscriminately, ignore personal boundaries, or form shallow connections quickly.

Both conditions develop from disrupted early attachment — when a child’s basic emotional and physical needs for safety, comfort, and consistency were not met during infancy or early childhood.

The Root Cause: Broken Bonds of Trust

Healthy attachment develops when caregivers respond consistently and lovingly to a child’s needs.
When those needs are neglected, the child learns a painful lesson:

“Adults can’t be trusted — I must rely on myself.”

This belief can follow the child into school, where relationships with teachers and peers feel unsafe or unnecessary.
As a result, these students may struggle to connect, regulate emotions, or accept help — not because they don’t care, but because caring once led to hurt.

Common Behaviors Teachers May See

Reactive Attachment (RAD)Disinhibited Social Engagement (DSED)Avoids eye contact or touchOverly familiar with teachers or strangersRejects praise, comfort, or helpLacks understanding of personal spaceAppears distant or emotionlessQuickly forms superficial “friendships”Displays anger when comfortedTalks freely to unknown adultsStruggles with empathy or remorseSeeks approval constantly

Why This Matters for Teachers

In the classroom, detachment can look like:

• “Cold” or “rude” behavior

• Inconsistent effort or participation

• Emotional numbness or outbursts

• Difficulty following authority or trusting adults

• Social isolation or superficial relationships with peers

These students are not unwilling to connect — they are unable to, without first feeling safe.
Your consistent, calm presence is one of the most powerful tools for healing.

🪞 Reflection Prompt

Think about a student who struggles to form relationships or pushes you away emotionally.
Could their behavior be rooted in fear or mistrust rather than disrespect?
What is one way you can show safety and consistency this week?

Module 2: Causes and Risk Factors of Detachment Disorder

Understanding Why Students Disconnect Emotionally

Overview

Children don’t become detached by choice — detachment is a protective response to emotional pain, inconsistency, or fear.
By understanding what causes attachment disruptions, teachers can approach students with empathy rather than frustration and recognize when to seek additional support.

🧬 1. Early Childhood Neglect or Inconsistent Caregiving

The earliest relationships — especially with parents or caregivers — teach a child what to expect from others.
When those relationships are unstable or neglectful, the child learns that adults are unreliable or unsafe.

Examples:

• Frequent caregiver changes (foster placements, institutional care).

• Unmet physical or emotional needs (hunger, comfort, attention).

• Caregiver substance abuse or mental illness affecting consistency.

• Parental incarceration, separation, or abandonment.

🧠 Impact:
The child’s brain adapts for survival, not connection. They may appear self-sufficient, emotionally flat, or hyper-alert to rejection.

💔 2. Trauma and Abuse

Exposure to trauma — physical, sexual, emotional, or witnessed violence — rewires the developing brain.
The student may come to believe that relationships are unsafe, and control or avoidance becomes a form of protection.

Classroom Effects:

• Difficulty trusting teachers or peers.

• Overreacting to discipline or correction.

• Sudden emotional shutdowns or angry outbursts.

• Flinching at physical proximity or unexpected touch.

“Trauma teaches children to survive, not to connect.”
Teachers can help retrain the brain through safety, predictability, and patience.

🏘️ 3. Environmental and Family Stressors

Even without direct abuse or neglect, chronic stress and instability can lead to emotional detachment.

Common Risk Factors:

• Persistent poverty or housing instability

• Domestic violence or high family conflict

• Loss or separation due to divorce, death, or relocation

• Parental burnout or emotional unavailability

• Community violence or unsafe environments

🧩 Teacher Insight:
When basic survival feels uncertain, forming relationships can feel like a luxury.
Students from unstable environments may test boundaries to see if adults will stay.

⚡ 4. Biological and Neurological Factors

Not all detachment stems from environment — some children have neurodevelopmental or sensory differences that make emotional connection more challenging.

• Differences in stress hormone regulation (cortisol) can affect emotional control.

• Prenatal exposure to alcohol, drugs, or extreme stress may impact bonding ability.

• Co-occurring disorders like ADHD, autism, or anxiety can complicate attachment patterns.

Key Point:

These biological factors don’t excuse behavior but help teachers understand why traditional discipline alone doesn’t work — these students need structure plus empathy.

💬 5. School-Related Triggers and Secondary Detachment

Sometimes detachment deepens at school due to repeated academic or social failure.

• Constant criticism or exclusion reinforces the belief: “Adults don’t like me.”

• Negative labels (“defiant,” “lazy”) further push students away.

• Peer rejection increases emotional withdrawal.

🧠 Teacher Takeaway:
Positive, consistent teacher-student relationships can rebuild trust where it was lost — the classroom can become the first stable environment a child experiences.

🪞 Reflection Prompt

Think about a student in your classroom who avoids connection or reacts negatively to attention.
What early experiences or stressors might explain this behavior?
How can understanding their background help you respond with compassion rather than frustration?

Module 3: Recognizing Detachment in the Classroom

Identifying Behavioral and Emotional Red Flags Early

Overview

Students with Detachment Disorder rarely express their struggles openly.
Instead, their pain shows up as avoidance, control, defiance, or emotional distance.
Recognizing these early signs allows teachers to respond with empathy rather than frustration — transforming the classroom from a place of tension into one of quiet safety.

👁️ 1. Behavioral Red Flags

Children with attachment difficulties often display inconsistent or puzzling behaviors.
They may seem independent one moment and emotionally reactive the next.

Common Signs:

• Avoids eye contact or physical proximity.

• Rejects praise or comfort — may say “I don’t care” or shrug off support.

• Displays controlling behavior — needs to be “in charge” of interactions or routines.

• Acts charming with strangers but is distant with familiar adults.

• Shows sudden mood swings when authority or closeness is involved.

• Pushes people away just when relationships start to feel comfortable.

🧠 Teacher Insight:
These students are not being disrespectful — they are protecting themselves. Rejection often feels safer than vulnerability.

🧍🏽‍♀️ 2. Emotional Indicators

The emotional world of a detached student is often hidden behind a mask of indifference or excessive control.

Signs of Emotional Detachment:

• Flat affect – limited emotional expression or response.

• Inappropriate laughter or lack of empathy in emotional situations.

• Sudden withdrawal or “shut down” mode after discipline or redirection.

• Fear of failure or rejection disguised as avoidance (“I don’t want to try”).

• Difficulty understanding or naming feelings.

🪞 Reflective Thought:
If a student seems emotionless, ask yourself: “Are they truly indifferent — or protecting a part of themselves that’s been hurt too often?”

📚 3. Academic and Social Impact

Students struggling with detachment often appear “unmotivated” or “difficult,” but their academic performance and peer relationships usually reflect deep emotional struggles.

Academic Patterns:

• Inconsistent performance (excels one day, fails the next).

• Difficulty accepting help or feedback.

• Lack of persistence — gives up easily when frustrated.

• Refusal to participate in group or partner work.

• Zoning out, daydreaming, or seeming disconnected during lessons.

Social Patterns:

• Prefers isolation — avoids group play or teamwork.

• Difficulty interpreting social cues or understanding empathy.

• May form surface-level friendships or none at all.

• Alternates between clinginess and rejection with peers or teachers.

🔍 4. Differentiating Between Shyness, Defiance, and Detachment

It’s important not to mistake typical classroom behavior for emotional detachment.
Here’s how to tell the difference:

Behavior TypeKey Features Motivation Shyness Hesitant but warm once comfortableFear of new situations Defiance Openly challenges authority Power or control Detachment Emotionally distant or avoidantFear of intimacy, rejection, or vulnerability

💡 Teacher Takeaway:
Detachment is rooted in self-protection, not opposition. The child isn’t pushing you away — they’re testing to see if you’ll stay.

🧰 5. When to Document and Refer

If patterns of detachment persist or worsen, teachers should begin documenting behaviors and consult school support staff.

Document When:

• The behavior continues for 6+ weeks despite supportive interventions.

• Emotional withdrawal impacts learning or peer relationships.

• There’s no response to typical classroom management or rewards.

Refer To:

• School counselor or psychologist for evaluation.

• Social worker or child services if neglect or trauma is suspected.

• Intervention team or IEP/504 support if behavior affects academic performance.

Documentation Tips:

• Record objective facts (what you saw, not what you think).

• Note triggers and patterns — when does withdrawal or defiance occur?

• Include how the student responded to comfort, redirection, or routine changes.

🪞 Reflection Prompt

Think about a student who often withdraws, shuts down, or avoids connection.
Which signs from this module match what you’ve observed?
What first step could you take to make your classroom feel safer for them?

🌱 Module 4: Classroom Strategies for Building Connection and Trust

Creating Safety and Relationship in the Learning Environment

Overview

For students struggling with Detachment Disorder, the classroom can feel unpredictable and unsafe.
Traditional discipline or pressure to “open up” often backfires — these students need structure, calmness, and consistency more than anything else.

This module gives teachers concrete ways to build trust, foster emotional safety, and promote positive behavior without compromising classroom order.

🧭 1. Establish Predictability and Routine

Students who’ve experienced instability rely on structure to feel safe.
Predictability reduces anxiety and helps them relax enough to learn.

Strategies:

• Post the daily schedule in a visible spot; review it every morning.

• Give advance notice for changes (“We’ll have an assembly after lunch today”).

• Keep rules simple, clear, and consistent — no surprises or shifting expectations.

• Use visual cues or routines for transitions (music, countdowns, signals).

💡 Teacher Tip:
Predictability communicates security, which is the first step toward emotional trust.

💬 2. Communicate Calmly and Compassionately

Children with attachment difficulties often misread tone and body language as rejection or threat.
Teachers who model calm, steady communication help disarm that fear.

Strategies:

• Use a soft, even tone — avoid sarcasm, shouting, or abrupt gestures.

• Practice neutral correction: “Let’s try that again,” instead of “You never listen.”

• Offer private feedback to avoid public embarrassment.

• Keep physical space respectful — no sudden touch or crowding.

• Show warmth through eye contact, tone, and patience, not forced affection.

🧠 Remember:
Consistency, not intensity, builds connection.

🧩 3. Build Relationships Through Small Moments

For detached students, trust forms in micro-moments — a consistent smile, a calm reaction, or remembering something important to them.

Try:

• Greet the student by name each day.

• Notice and acknowledge effort: “I saw you stayed calm when you were frustrated — that’s growth.”

• Share safe personal stories (“When I was your age, I also felt nervous about tests.”).

• Offer small, reliable routines like “morning check-ins” or “quiet starts.”

❤️ Key Point:
Connection doesn’t require deep conversations — it requires reliable presence.

⚖️ 4. Balance Boundaries with Empathy

Students with Detachment Disorder may test limits to confirm whether adults will remain consistent.
They need both firm boundaries and gentle empathy to feel secure.

How to Balance:

• Be clear: “I care about you, and I can’t let you talk to me that way.”

• Avoid power struggles — offer calm, confident direction instead of confrontation.

• Reinforce rules calmly and predictably; don’t withdraw affection when enforcing discipline.

• Model emotional regulation: “I’m a little frustrated, but I’m going to take a deep breath before we continue.”

💬 Teacher Reflection:
Boundaries without empathy feel cold.
Empathy without boundaries feels unsafe.
Trust grows when both coexist.

🪞 5. Encourage Emotional Awareness and Regulation

Students with detachment issues often struggle to recognize, name, or manage feelings.
Teaching emotional vocabulary and coping skills helps them gain self-control.

In-Class Techniques:

• Emotion check-ins: “Point to how you feel today” (use feeling charts or emojis).

• Calm corners: Provide a space for students to reset safely, not as punishment.

• Mindful moments: One minute of deep breathing or stretching before transitions.

• Reflective journaling: Encourage writing or drawing about daily experiences.

• Modeling: When appropriate, label your own emotions (“I’m feeling a little tired today, but I’m excited to see your work!”).

🎯 Goal:
Teach that emotions are safe to feel and manageable with practice.

🧰 6. Reinforcement and Motivation

Detached students often reject praise because it feels unfamiliar or uncomfortable.
Reinforcement should focus on effort, stability, and self-regulation — not perfection.

Examples:

• “You stayed focused for five minutes — that’s progress.”

• Use token or sticker systems tied to calm participation or respectful communication.

• Pair rewards with emotional reflection: “How did it feel to finish that task calmly?”

Tip:
Be consistent. Frequent, small, and predictable reinforcement works better than big rewards.

🧘🏽‍♀️ 7. Teacher Self-Regulation

Students mirror adult emotions.
Your calm presence is the most powerful intervention in a dysregulated moment.

Before Reacting:

1. Pause and breathe.

2. Lower your voice.

3. Use few words; keep directions clear.

4. Step back if emotions rise — both yours and theirs.

5. Return to the student once calm to process what happened.

🌿 Mantra:

“I can’t control their emotions, but I can control the atmosphere I bring into the room.”

🪞 Reflection Activity

Think of a student who struggles with connection.
Which one of these strategies can you begin using tomorrow to help build trust?
Write down one small action you can take — and one reaction you will practice controlling.

🤝 Module 5: Collaboration and Support Systems

Working Together to Support Emotionally Detached Students

Overview

Teachers are often the first to notice emotional withdrawal, avoidance, or relational struggles in students.
However, supporting a student with Detachment Disorder requires more than classroom strategies — it calls for a team-based approach that includes mental health professionals, administrators, and families.

This module helps educators understand how to collaborate effectively, communicate compassionately, and protect their own well-being while supporting students with complex emotional needs.

🧠 1. The Importance of Collaboration

No teacher should feel they have to “fix” emotional detachment alone.
These students often need wraparound support that includes mental health services, social work, and family consistency.

Key Team Members:

• School Counselor or Psychologist – provides emotional assessment, intervention plans, and counseling.

• Social Worker or Case Manager – coordinates outside resources, family services, or therapy referrals.

• Parents or Caregivers – offer insight into the child’s history and help reinforce routines at home.

• Administrators – ensure policy support, scheduling flexibility, and training access for teachers.

💡 Teacher Tip:
Your role is to observe, report, and support, not diagnose or provide therapy.
Consistency in your relationship is healing in itself.

🏠 2. Partnering with Parents and Caregivers

Building a healthy bridge between home and school is essential — but sometimes challenging.
Parents of detached children may feel guilt, frustration, or defensiveness. Teachers can open the door with empathy and nonjudgmental communication.

Strategies for Positive Parent Collaboration:

• Begin with strengths, not struggles. (“I’ve noticed your child really enjoys art class.”)

• Use neutral, factual language — describe behaviors, not labels.

  • Instead of “He’s detached,” try “He tends to work alone and avoids comfort when upset.”

• Share classroom successes — even small ones build hope.

• Keep communication consistent and brief — newsletters, progress notes, or quick check-ins.

• Respect boundaries: focus on school behavior, not personal family issues.

🪞 Reflection Prompt:

How can you communicate with parents in a way that encourages partnership instead of defensiveness?

🧾 3. Documentation and Referral

Accurate, professional documentation ensures that students receive proper support and that interventions are evidence-based.

When to Document:

• Behavioral patterns persist beyond 6 weeks.

• Emotional detachment interferes with learning or social functioning.

• Attempts at classroom support yield minimal progress.

What to Include:

• Objective observations (avoid judgmental terms).

• Context of behavior — what happened before and after?

• Responses and interventions used.

• Collaboration efforts — meetings, communication logs, notes from specialists.

When to Refer:

• Behavior significantly disrupts learning or safety.

• Signs of trauma, neglect, or abuse emerge.

• Student displays extreme indifference or emotional volatility.

Refer to the school counselor, psychologist, or child services as appropriate, following your school’s policy.

⚖️ 4. Maintaining Professional Boundaries

Students with attachment difficulties often form either avoidant or overly dependent bonds with trusted teachers.
It’s essential to remain compassionate but professional.

Boundary Guidelines:

• Keep communication within school hours and platforms.

• Maintain emotional empathy without becoming emotionally enmeshed.

• Avoid promises like “I’ll always be here for you” — instead say, “I care about you and I’m part of a team that supports you.”

• Set consistent expectations for all students — fairness builds trust.

• If emotional transference occurs (student seeks parent-like closeness), alert counselors for additional support.

💬 Mantra for Teachers:

“I can care deeply without crossing professional lines.”

💆🏽‍♀️ 5. Protecting Teacher Emotional Well-Being

Working with emotionally detached students can be rewarding — but also draining.
Teachers often absorb stress and pain from the classroom. Learning to recharge and release is essential.

Self-Care Practices:

• Schedule daily or weekly quiet resets (deep breathing, mindfulness, reflection).

• Use peer support groups or “teacher circles” to debrief challenges.

• Celebrate progress — every small connection counts.

• Keep perspective: You plant seeds; healing takes time.

• Seek help when you feel emotionally exhausted — self-care is professional care.

🪞 Reflection Activity

Identify one way you can strengthen collaboration this semester — whether it’s with a counselor, parent, or another teacher.
How can you better balance empathy for students with protection of your own emotional energy?

🕊️ Module 6: Trauma-Informed and Empathy-Based Teaching

Responding to Behavior with Understanding Instead of Reaction

Overview

Students who struggle with emotional detachment are not misbehaving — they are protecting themselves.
Trauma and early attachment disruptions alter how the brain perceives safety, trust, and relationships.
This module helps teachers shift from punishment-based approaches to understanding behavior as communication, using empathy, safety, and consistency to support learning and healing.

💬 1. Understanding Behavior as Communication

Behavior is a language — especially for children who can’t express complex emotions in words.
What looks like defiance, coldness, or indifference is often a signal of fear, confusion, or pain.

Common “Hidden Messages” Behind Behavior:

BehaviorPossible Underlying MessageWithdrawal or silence“I don’t feel safe to connect.”Anger or defiance“I’m afraid of being controlled or hurt.”Excessive independence“I learned early that I can’t rely on anyone.”Clinginess or attention-seeking“I’m desperate for reassurance.”

🧠 Teacher Takeaway:
When teachers learn to interpret these behaviors through a trauma-informed lens, they stop reacting to what’s being shown and start responding to what’s being communicated.

⚖️ 2. Restorative Practices vs. Punitive Discipline

Traditional discipline often reinforces feelings of shame and rejection, while restorative practices rebuild safety and trust through accountability and repair.

Punitive DisciplineRestorative PracticeFocuses on rules and punishmentFocuses on relationships and repairCreates fear and resistanceBuilds responsibility and reflectionTeacher controls outcomeStudent participates in solutionLeads to avoidance or defianceEncourages empathy and growth

Examples:

• Instead of “You broke the rule — detention,” try
  “This hurt others — how can we make it right?”

• Use reflection sheets to guide students through:
  What happened? Who was affected? What can you do differently next time?

• Offer restorative circles or quiet one-on-one conversations to rebuild trust.

❤️ Result:
Students learn that mistakes can be repaired, relationships can recover, and adults can be trusted again.

🛡️ 3. Promoting Trust, Safety, and Emotional Regulation

Before students can learn, they must feel safe — both emotionally and physically.
Safety comes from consistency, calm communication, and predictable reactions.

Strategies to Build Safety:

• Maintain a calm tone, even when correcting behavior.

• Never humiliate or shame a student publicly.

• Allow calm-down breaks instead of automatic punishment.

• Use non-threatening body language — keep a comfortable distance.

• Follow through on promises — reliability builds emotional security.

🧘🏽 Regulation Tools for the Classroom:

• “Feelings check-in” charts or journals.

• 2-minute mindfulness or deep-breathing routines.

• Visual “calm corner” with sensory tools.

• Model emotional expression: “I’m feeling frustrated, so I’ll take a slow breath.”

🌿 Teacher Reminder:
Your calm is their stability — your consistency is their safety.

🤝 4. Encouraging Peer Acceptance and Social Skills

Students with detachment challenges often struggle with peers — they may appear aloof, manipulative, or overly friendly.
Teachers can model and coach healthy peer interactions that promote inclusion and empathy.

Classroom Practices:

• Pair with kind, patient peers for cooperative learning.

• Use structured group roles to ensure inclusion and responsibility.

• Teach empathy through stories, role-play, and guided discussion.

• Celebrate teamwork and kindness — not just academic success.

• Intervene early in peer rejection or bullying.

💡 Pro Tip:
Highlight effort-based social success: “You waited for your partner to finish — that showed great teamwork!”

🪞 Reflection Activity

Think of a student whose behavior feels difficult to manage.
What might their actions be communicating about their needs?
How can you respond differently to make them feel safer without losing structure?

🧩 Key Takeaways

• Behavior reflects unmet needs, not bad intentions.

• Restorative discipline rebuilds trust instead of reinforcing shame.

• Emotional safety precedes academic and social success.

• Empathy is not leniency — it’s strategy.

🌿 Module 7: Teacher Wellness and Compassion Fatigue

Sustaining Your Calm, Boundaries, and Purpose While Supporting Students with Emotional Challenges

Overview

Working with children who struggle to connect can be both rewarding and exhausting.
Teachers often become emotional anchors for students carrying invisible trauma — and that constant empathy can quietly drain even the most passionate educator.

This module helps you recognize the signs of compassion fatigue and burnout, maintain healthy emotional boundaries, and build a supportive network to protect your mental well-being.

❤️ 1. Recognizing Compassion Fatigue and Burnout

Compassion fatigue occurs when caring deeply for students’ struggles leads to emotional exhaustion.
Burnout develops when chronic stress and unmet needs deplete motivation and joy.

Common Warning Signs:

• Persistent fatigue or irritability

• Emotional numbness or detachment from work

• Feeling unappreciated or ineffective

• Increased absences or procrastination

• Difficulty separating school stress from home life

• Loss of enthusiasm or creativity

💡 Self-Awareness Exercise:
Take a quick inventory — on a scale of 1–5, how often have you felt drained, hopeless, or “on edge” in the past two weeks?
If you’re at 4 or 5, you may need intentional rest and support.

🧘🏽‍♀️ 2. Practicing Mindfulness and Emotional Boundaries

Mindfulness helps teachers stay calm and grounded, even during emotionally intense moments.
Boundaries protect your heart from burnout while allowing genuine care.

Daily Mindfulness Practices:

• Two-Minute Reset: Before class, take three deep breaths and set an intention: “I will lead with calm and compassion.”

• Grounding Check: Notice five things you can see, four you can touch, three you can hear, two you can smell, one you can taste.

• Reflective Pause: After challenging interactions, jot down one positive observation or moment of growth.

Healthy Boundaries:

• Be compassionate without over-identifying with student pain.

• Avoid carrying emotional stories home — decompress with exercise, journaling, or silence.

• Keep communication professional: school hours, school platforms.

• Remember: You can guide healing without being the healer.

🧩 Mantra:

“I can care deeply and still protect my peace.”

🤝 3. Building a Supportive Professional Community

Healing happens in community — for students and for teachers.
A supportive professional network helps normalize stress, share strategies, and rebuild joy.

Ways to Build Connection:

• Peer Circles or Check-Ins: Weekly 10-minute gatherings to debrief challenges and share successes.

• Mentorship or Coaching: Pair newer teachers with experienced staff for guidance and perspective.

• Professional Learning Communities (PLCs): Collaborate on trauma-informed practices.

• Celebrate Wins: Recognize small victories publicly in staff meetings or newsletters.

Why It Matters:

• Prevents isolation and hopelessness.

• Encourages collective problem-solving.

• Creates a sense of shared purpose and belonging.

💬 Teacher Reflection:
Who in your school community helps refill your energy? How can you strengthen that connection?

💆🏽 4. Creating a Personal Self-Care Plan

Every teacher needs a personalized wellness plan — one that fits your personality, schedule, and emotional rhythm.

Self-Care Menu (Choose 1–2 from Each Category)

Physical: Stretch breaks, walking, balanced meals, adequate rest.
Emotional: Journaling, therapy, prayer, gratitude lists.
Social: Coffee with a colleague, joining a teacher book club, connecting with family.
Creative: Music, painting, gardening, or any relaxing hobby.
Spiritual: Meditation, reflection, affirmations, or worship.

🪞 Worksheet Prompt:

Write one realistic action you’ll take this week to recharge physically, emotionally, or spiritually.

🧩 5. Reconnecting with Purpose

When compassion fatigue sets in, returning to why you teach can reignite motivation and hope.

Ask yourself:

• “What impact do I want to leave on my students?”

• “How does my presence model safety, empathy, and strength?”

• “What is one student who reminded me why this work matters?”

✨ Affirmation:

“I may not see every result, but every moment of patience and consistency plants a seed of healing.”

🪞 Reflection Activity

Which wellness practice or boundary do you need to strengthen most this semester?
Write one sentence that begins:
“To care for others well, I will begin by caring for myself through…”

🌈 Key Takeaways

• Compassion fatigue is a signal to rest, not a failure to care.

• Mindfulness and boundaries protect emotional balance.

• Supportive professional relationships prevent burnout.

• Teacher wellness is essential — not optional — for student success.