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Adopted May 2021 – Health & Community Concerns Commission

California State PTA understands that everyone copes with death and grief differently. According to the Centers for Disease Control and Prevention (CDC), grief is a normal response to loss. California State PTA understands that people experiencing grief can be influenced by developmental level, cultural traditions, religious beliefs, mental health, disabilities, family, personal characteristics, and previous experiences.

According to Dr. David Schonfeld, Director of National Center For School Crisis And Bereavement Children’s Hospital Los Angeles, common grief reactions include:

• Fears and anxiety; school avoidance
• Sleep problems; change in appetite
• Difficulties with concentration and academic performance
• Sadness and depression
• Anger and irritability; distrust and suspiciousness
• Alcohol and other substance use
• Physical symptoms
• Grief
• Guilt

The CDC maintains that children may have a particularly hard time understanding and coping with the loss of a loved one. California State PTA believes that parents cannot protect children from loss and the pain it may cause, but parents can play a major role in helping children feel secure and cope in the healthiest way possible. It is important for parents or caregivers to engage with their children over their grief to promote healthy coping and acceptance. Parents may also need to obtain mental health services for the adolescent and family to deal with grief.

Ways Parents Can Help a Grieving Child:

• Take care of you. Grieving children do better when they have a healthy adult providing support and understanding to them.
• Be honest with your child. Discuss the tragic event with your child in a simple, direct and age-appropriate manner. Be honest and share clear, accurate information about what happened. Children need to hear the truth from someone they love.
•  Let your child share their story about what happened. Let them ask you questions and answer their questions as best as you can. Do not be afraid to say, “I don’t know.”
• Acknowledge your child’s grief. Recognize that your child is grieving. Be careful not to impose your grief on your child. Allow them to grieve in their own way. It is normal for children to move in and out of grief reactions.
• Tell your child stories about your own life — times you were afraid, sad or angry. Tell them how you dealt with these situations and what you learned
• Be creative. Give your child a creative outlet to express their feelings. This can be done through drawing, writing, doing crafts, listening to music, or playing games.
• Maintain clear expectations. Keep rules and boundaries consistent. Children will often use their pain as an excuse for inappropriate behavior. While you should always acknowledge the grief your child is experiencing, you should also teach them to be accountable for their choices, no matter how they feel.
• Reassure your child. Remind your child that they are loved and that you are there for them. Children often fear that you or other people in their life might die. Let your child know the plan if such an event occurs.
• Create rituals and new family traditions. Rituals can give your family tangible ways to acknowledge your grief and honor the memory of those who have died. Lighting candles, recognizing special occasions, sharing stories about those who have died or volunteering with a local charity as a family are some of the ways you can incorporate new traditions or rituals.
• Be patient. Grief changes us in many ways. Be patient as you and your child experience your grief. Be patient with your child with repetition. A child often has to come back to the same details and questions.

According to the National Association of School Psychologists, school-based support and increased understanding are essential when a student experiences the death of a loved one. While each student will be affected differently depending on their developmental level, cultural beliefs, personal characteristics, family situation, and previous experiences, there are some strategies that can be helpful in supporting bereaved students.

California State PTA believes that schools have a unique and essential role to play in supporting grieving students. According to the Coalition to Support Grieving Students, many educators feel under-prepared to help. A study conducted by the American Federation of Teachers revealed that only 7% of classroom teachers have received any amount of bereavement training and 92% of them said childhood grief was a serious problem that deserved more attention from schools.

According to the Coalition to Support Grieving Students, students often have difficulty concentrating or learning while they are grieving. For grieving students, just being at school can be a challenge. The school can work with grieving students to adapt their course demands—postponing a test, allowing a student to complete a paper instead of taking a final, providing alternative activities that better match the student’s current state of mind.

California State PTA supports the Grief Sensitive School Initiative which is defined as an accredited K-12 public or private institution that commits to help provide a supportive environment for students who have experienced the death of a love one. Schools implementing the Initiative provide specific professional learning opportunities, share information with the school community about Grieving Students.org, increase awareness of the issue of grief at school, and review relevant school policies and procedures.

Schools can be the best setting to provide services to students and staff after a loss that affects the school community:

• Schools provide a familiar environment
• Large numbers of students can be served
• Many children will benefit from supportive services that can be readily provided in a school setting
• Students coping after the loss can be monitored over time and referrals for clinical services can be facilitated as needed
• Parents may be more willing to accept services provided in school settings, where the stigma associated with mental health services may be decreased

According to the School Crisis Center schools should listen, acknowledge feelings, and be nonjudgmental to students experiencing grief. School personnel should express feelings in an open, calm, and appropriate way that encourages students to share their feelings and grief. Some fairly simple interventions can help students navigate their experience more successfully and better manage school, friends, family and their own emotions. Taking the time to listen and acknowledge feelings in a nonjudgmental way, encouraging students to share their feelings and grief, and avoiding making assumptions and imposing their own beliefs on students creates a safe school environment for students to express themselves and cope more effectively.

To assist schools in helping students cope with grief, the California Department of Education has provided some helpful resources that are applicable for coping. For more information, contact your school district’s coordinator for crisis response or your county office of education. Counseling and student support specialists (school counselors, school psychologists, school social workers, and school nurses) and local mental health specialists can assist in working with individual students and staff.

https://www.schoolcrisiscenter.org/

https://www.schoolcrisiscenter.org/projects/coalition-to-support-grieving-students/

https://childmind.org/guide/helping-children-cope-grief/

https://childrengrieve.org/resources/10-ways-to-help-a-grieving-child

https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-climate-safety-and-crisis/mental-health-resources/addressing-grief/addressing-grief-tips-for-teachers-and-administrators

https://chilliwackhospice.org/wp-content/uploads/2017/09/7-A-Helping-the-Grieving-Student.pdf

https://grievingstudents.org/gssi/

https://www.aft.org/press-release/training-gap-limits-educators-ability-help-grieving-students

https://www.cde.ca.gov/ls/ss/cp/tragedy.asp

https://www.cdc.gov

schonfel@usc.edu

Each PTA District, Council or Unit can create its own policies for members who use social media and identify themselves as PTA leaders or members. The California State PTA Social Media Policy is included as an example. 

The California State PTA uses social media and encourages leaders at all levels to participate in an engaging and productive exchange. The community-based aspects of social media can benefit PTAs in reaching out to new audiences and engaging an existing base. However, use of social media carries with it certain responsibilities. To assist leaders and members in making responsible decisions about using social media, we have established the following guidelines:

Guidelines

For our purposes, social media includes all means of communicating or posting information or content of any sort on the Internet – whether or not these channels are associated or affiliated with a PTA – Ultimately, you are solely responsible for what you post online.

Leaders and members may associate themselves with the organization in different ways—explicitly – by stating in a profile or on a site a PTA title or involvement and/or implicitly—by posting photos, graphics or other information that identifies them as a PTA leader or member.

You speak for yourself but your actions reflect on the organization. Do not post confidential information, accusatory statements, or any defamatory information. Be respectful, truthful, discreet and responsible no matter your privacy settings.

Consider the following:

If your profile picture identifies you as PTA, be aware when posting comments on other sites, both public and private. Remember PTA’s Noncommercial, Nonsectarian, Nonpartisan policies when posting on public sites (i.e., newspaper comments, public blogs, trade publications and other)

Privacy settings are no guarantee of privacy. Search engines and other technologies make it impossible to take something back once it’s been posted. Screen shots, forwards and other technologies can spread messages quickly beyond your intended circle of friends or followers.

Mistakes happen. If they do, apologize.

Website: capta.org
Provides up-to-date information on PTA programs and policies with how-tos for running your PTA.

PTA in California
Official magazine of California State PTA with a wealth of news and information for PTA members.

PTA Connects
Monthly e-newsletter sent by email to PTA members and leaders.

Membership Monday
Each Monday from mid-July through October, be on the lookout for “Membership Monday.” This special newsletter will be sent to all unit, council and district membership chairs, communications officers and presidents.

Leadership Made Easy Mailing
Contains ideas for running your PTA with tips and how-tos to boost membership, leadership, programs and family engagement. Provides updated resources for PTA finance, bylaws, scholarships, grants and awards, children’s issues, communications and more.

Financial (Insurance) Mailing
Annual mailing sent to PTA leaders containing the Insurance and Loss Prevention Guide, annual insurance premium notice and other California State PTA resources and materials.

Convention Mailing
Annual California State PTA Convention e-publications sent by email to PTA leaders and members. Contain convention registration and workshop information with attendance requirements, forms and directions. Provide overviews of convention activities, speakers and the agenda for handling the organization’s business at convention.

Running Your PTA Made Easy
Brief 24-page guide with tips and encouragement for PTA leaders. Available in English and Spanish.

Download the Communications Job Description

Obtain (from predecessor) and study the procedure book and other materials related to performing the duties of communications leader:

• Print publications: past issues, deadline schedules, duplicating process and mailing permit information, templates.
• Electronic communications: email account names and passwords, web hosting information, domain name information, social media usernames, logins and passwords, webmaster contact information.
• Calendar of events and contact information for PTA officers and chairmen.
• Budget
• Names and contact information for local media contacts.

Download or obtain the Communications section of the California State PTA Toolkit to learn the basics of PTA communications, responsibilities, publications and available resources.  See PTA Style Guide.

Subscribe to California State PTA’s and National PTA’s print and electronic publications and communications.

Meet with communication board members (newsletter editor, social media chairman, website manager, etc.) before the beginning of the school year to develop a communications plan. Work closely with the school principal and the unit president.

Attend communications-related workshops and trainings.

DEVELOPING A COMMUNICATIONS PLAN

Develop a communications plan by first establishing your PTA’s communication objectives.  Solicit feedback to verify that current communications are meeting member needs. Determine:

• Who is the target audience? Consider who you want to reach.
• What are the right communications tools? Determine the best way to reach your audience.
• What is the right message for each tool? Think through what needs to be said and how and where to say it. Be concise and to the point.

Consider using:

• Newsletters (digital or print)
• Website
• Emails
• Mobile
• Social media
• Video
• Fliers
• Banners
• Word of mouth

Review PTA calendar of events. Schedule website, social media updates, event promotion and publicity around these dates.

Set submission deadlines for the year for all publications. Create a content calendar for social media and website postings.

Develop a budget to support the plan.

Present the communications plan to the executive board for approval.

A successful PTA communications plan should:

• Adhere to PTA noncommercial, nonpartisan and nonsectarian policies.
• Inform every family in the school of the aims and accomplishments of the PTA.
• Encourage and highlight attendance at PTA meetings and family engagement in PTA projects and activities.
• Foster cooperation with the school in keeping parents informed about school functions, regulations and/or procedures on child-related issues.
• Inform the community about PTA activities and school functions.
• Express appreciation to those participating in or contributing to programs.
• Tackle barriers such as language and culture.

ENSURING QUALITY COMMUNICATIONS

• Make sure that all publications material is cleared with the principal and PTA president prior to publication or posting.
  • Principal is responsible for the accuracy of school information and compliance with the State Education Code and school district policy.
  • PTA president is responsible for the accuracy of PTA information and compliance with PTA policies.
• Use the PTA logo in all communications.
• Abide by copyright laws and republish articles and art in an ethical manner.
• Do not include photographs of or specific information (names, class, email, address, etc.) about adults or students without written permission.
• Keep your message brief and to the point.
• Create visually interesting communications with careful use of photographs, bullets, quotes, charts, and graphics.
• Date all materials.
• Have 2-3 people other than the author proofread prior to publishing or posting.
• Arrange for translation services.
• Learn more

CREATING MEDIA NEWS

Local media may be interested in news coverage of your PTA event or project if it:

• Piggybacks on breaking news.
  • Be prepared to be one of the experts and demonstrate that PTA is a voice on the issues being debated.
• Ties in with anniversaries and annual happenings.
  • Identify events or dates related to schools and children (i.e.  Back-to-School) and find a way to tie them to PTA  programs.
• Spotlights a special event.
  • Announce activities that may be of interest to a large audience and invite local VIPs.
• Uses a “hook” or “angle.”
  • Tell the story in a new way. Provide a new angle.

ONGOING RESPONSIBILITIES

• Give a regular communications report to your PTA.
• Use PTA publications to promote PTA events and share information.
• Maintain an up-to-date website.
• Use social media to communicate with members.
• Encourage officers and chairmen to contribute short articles and reports for the newsletter, website, or social media site.
• Provide media releases as requested.

Adopted January 2009 – Reviewed, retitled and deemed relevant May 2016 – Revised and retitled March 2019 – Health & Community Concerns Commission

Caffeine drinks are everywhere, promising to keep a person energized, revved, and alert. California State PTA encourages PTAs to:

• Educate parents about the caffeine content of various caffeine and energy drinks.
• Understand the short-and-long-term effects of caffeine on the health and well-being of children and youth.
• Encourage parents to limit their children’s intake of caffeine.

According to the American Academy of Pediatrics, sports drinks and energy drinks are significantly different products, and the terms should not be used interchangeably.

• Sports drinks are flavored beverages that often contain carbohydrates, minerals, electrolytes (e.g., sodium, potassium, calcium, magnesium), and sometimes vitamins or other nutrients.
• Energy drinks typically contain stimulants, such as caffeine and guarana, with varying amounts of carbohydrate, protein, amino acids, vitamins, sodium, and other minerals. The main psychoactive ingredient in energy drinks is caffeine, typically containing from three to five times the amount contained in cola, with the highest concentrations found in energy ‘shots’.  Energy drinks are not suitable for rehydration.

The American Academy of Pediatrics maintains a position that stimulant-containing energy drinks have no place in the diets of children and adolescents.  Furthermore, frequent or excessive intake of caloric sports drinks can substantially increase the risk for overweight or obesity in children and adolescents.

The stimulant effect of caffeine increases the heart rate. In higher doses, caffeine can cause more significant effects on the heart by changing the speed and regularity of the heartbeat.

Other caffeine related health concerns include:

• Dental erosion
• High blood pressure
• Gastrointestinal disorder
• Shakes, tremors and chills
• Nausea and vomiting
• Agitation
• Disruption in the classroom
• Dehydration
• Dizziness

Energy drink labels often state that they are not recommended for children, but sales of the drinks are not restricted by age as are products that contain tobacco and alcohol. California State PTA believes it is important for parents to monitor and understand the effects of energy drinks and coffee beverages on children and youth.

California State PTA encourages legislation that requires caffeine content be included on the labels of all energy and caffeinated beverages purchased in cans and bottles and posted in establishments that sell caffeinated drinks.

https://pediatrics.aappublications.org/content/127/6/1182

https://www.healthychildren.org

Founders Day is a perfect time to renew the dedication to the Purposes of the PTA that were defined by PTA’s founders more than a century ago. Each year in February, PTA honors the three founders as well as past and present PTA leaders. Through special programs and events, PTA also attempts to increase the awareness of its members and the community by highlighting achievements, activities, projects and goals.

The Founders Day celebration was created in 1910 by Mrs. David O. Mears, a charter member of the National Congress of Mothers founded by Alice McLellan Birney and Phoebe Apperson Hearst in Washington, D.C., February 17, 1897. The Founders Day observance has continued through the change of organization names in 1925 to the National Congress of Parents and Teachers, and the uniting in 1970 with the National Congress of Colored Parents and Teachers, founded in 1926 by Selena Sloan Butler, to become the National PTA (A Brief History: Working Together for Children Since 1987).

Issues concerning immigrants, homeless children and families, the unemployed and the uneducated, and numerous health and safety concerns still need attention. However, through PTA advocacy to enact and enforce laws, children’s health is better protected and children are better fed, housed and educated, with parents more involved in their upbringing. The vision of PTA’s founders has been realized in many ways, and now it is up to present PTA members to continue the vision.

There are serious truancy and school dropout problems in California. This issue affects students from all socio-economic backgrounds. Truants and dropouts are prone to committing offenses associated with juvenile delinquency and put themselves at risk physically. Keeping children in school through graduation is a proven method for developing productive and successful adults.

A study is in order whenever the association (membership) is concerned about a subject or an issue. A study committee must gather facts, investigate carefully and prepare a final report. The possible reasons for making a study are many.

PTAs are encouraged to explore a range of local issue areas, as long as these concerns fall within the scope of PTA activities. PTAs should share their successful programs with their council, district PTA and California State PTA, so that other units with similar concerns may benefit from their successful experiences. Use these tools, tips, and suggestions as a starting point to seek solutions.

Identify solutions and actions that need to be taken.

Contact community agencies for additional information and assistance.

Make an action plan (Action Plans; Event Planning Worksheet).

Educate the community including parents, staff, elected officials, and the general public.

Points to Remember
Be familiar with the basic policies of the PTA (Basic Policies for All PTAs).

Review position statements and convention resolutions of California State PTA and the National PTA (Where We Stand Resolutions, Position Statements and National PTA Quick-Reference Guide).

Review California State PTA Legislation Policies and Legislation Platform.

Utilize existing resources and publications from California State PTA, National PTA, allied agencies, and government sources.