The Highland Park Fourth of July shooting in HIGHLAND PARK, Ill. (WLS) had a significant psychological effect on students, encompassing the entire community rather than solely those present at the parade.
During the current academic year, Mark Rivera from ABC7 interviewed District 113 Superintendent Bruce Law and Jennifer Ginopolis, the district’s inaugural recovery director, to discuss their innovative approach to learning that takes into account the impact of trauma.
Law informed ABC7 about the district’s reaction to the shooting on the day it occurred.
Additionally, take into account that the individuals affected by the Highland Park parade shooting were honored through a prayer and the placement of an oak tree nearly one year afterwards.
Law stated, “Our top priority was ensuring the safety of all our students. During the parade, we had bands participating, as well as football players.” “What unfolded next was, in my opinion, truly remarkable. We swiftly engaged in discussions regarding the assistance we needed to offer.”
Law stated that they endeavored to transform the school into a conducive environment where individuals could obtain such assistance.
Law stated, “There were so many people who came to Highland Park to either connect with others or actually talk and get help from someone. It became the central point of the community.”
Ginopolis discussed how the approaching school year changed the event in a traumatic way, as students witnessed carnage and violence during the parade.
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Ginopolis stated, “Everything has completely transformed. Additionally, our approach to the curriculum, the way we activate it, and how we look at our school have all undergone significant changes. Consequently, everyone was affected and shaken by these alterations. Those in positions charged with working with students who have experienced trauma have established interventions within each building, recognizing that trauma enters through our doors.”
Ginopolis stated that their students often experience trauma, and being ready is crucial.
Ginopolis stated, “We have learned that almost one out of four students will experience trauma when they come into our doors, because we know that they were not going to tease us when we were isolated from the Fourth of July or whether they have trauma from the Fourth of July. How do we support the students who need the highest level of individual support?”
Ginopolis also discussed the optimal approach to engaging with students who have undergone traumatic experiences.
Ginopolis stated, “The way I see it, the power lies in listening to people’s stories and being an advocate for them. It is important for us as leaders to be proactive in addressing the trauma in our world, rather than simply reacting to it. We have implemented practices that support this proactive approach, instead of being completely reactive to the horrible events that occur.”