While it was an unsettling moment for many, we are incredibly grateful that all are safe and that, in the midst of confusion and concern, the speech and debate community came together with compassion, calm, and care for one another.

Today, a safety concern that prompted an evacuation occurred at the National Speech & Debate Tournament in Des Moines, IA.

Coordinating a tournament of any size is a challenging task, and we are thankful to the National Speech & Debate Association (NSDA) for their diligence in addressing the issue and ensuring that safety measures were put in place quickly.

It must be said clearly: the fact that students, educators, and families must prepare for and respond to the threat of mass attackers is a heartbreaking reality. One that should not exist. Every student deserves to feel safe while doing what they love, and we must continue to advocate for a world where safety is not a privilege, but a guarantee. We can only hope that our students will one day use the very skills they’ve honed in speech and debate — persuasion, advocacy, critical thinking, storytelling — to build a future where such threats are no longer a daily fear, and where their children can thrive in peace.

As the students, coaches, and judges process today’s events, we want to also express our concern for those impacted by this crisis. It’s important to recognize that not everyone processes trauma in the same way; and its effects may not be immediately visible. As a community of educators and ethical professionals, we have a responsibility to support one another, to check in, and to remain attentive to signs of stress or distress in ourselves and for the others in our care and friendship. As a resource to those members present at the tournament, we have shared several trauma-informed care resources on our website, accessible on the homepage.

As we consider how to care for our student competitors, let us remember that this tournament represents the culmination of months — and in many cases, years — of dedication, talent, and resilience. Let us remain committed to celebrating the brilliance of our students, skills they've developed, and the stories they set out to share this week. As student continue to compete, let us ensure today's events do not overshadow their talent and dedication to the activity.

Thank you to everyone who supported one another today. Your strength and solidarity are what make this community truly extraordinary.

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Trauma-informed care resources for educators.

Here are some research-based trauma-informed care resources for educators. As more resources are identified, they will be added in the coming weeks.

SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach (Substance Abuse and Mental Health Services Administration [SAMHSA]). This guidance document introduces the concept of trauma and offers a framework for becoming a trauma-informed organization.

National Child Traumatic Stress Network (NCTSN) (SAMHSA). This Website, funded by the Center for Mental Health Services, serves as a resource for the public, professionals, and others serving children and who are concerned about child traumatic stress.

Child Trauma Toolkit for Educators (NCTSN). This publication provides school administrators, educators, school staff, and parents with basic information about working with traumatized children in the school system. 

Age-Related Reactions to a Traumatic Event (NCTSN). This publication describes how school-age children and adolescents may react to traumatic events and offers suggestions on how parents, physicians, communities, and schools can respond and provide children with support.

Helping Children and Youth Who Have Experienced Traumatic Events (SAMHSA). This publication shares information on how systems of care and trauma-informed services can improve the lives of youth who have experienced traumatic events.

Understanding Educator Resilience and Developing a Self-Care Plan Webinar (REMS TA Center and ED’s Office of Safe and Supportive Schools [OSSS] with University of Southern California Suzanne Dworak-Peck School of Social Work). This archived Webinar provides information on the concepts of resilience and compassion fatigue; the impact of stress, burnout, and compassion fatigue on the education environment; how to identify signs and symptoms of compassion fatigue; and concrete steps for developing a professional self-care plan.

Using the Secondary Traumatic Stress Core Competencies in Trauma-Informed Supervision (NCTSN). This publication discusses the importance of quality supervision that organizations can provide to staff members at risk for secondary traumatic stress.

Understanding Educator Resilience and Developing a Self-Care Plan Specialized Training Package (REMS TA Center). This downloadable resource features self-paced emergency management training materials on resilience strategies that can be used to increase the ability of educators and school staff to work more effectively with students impacted by stress, loss, and trauma brought on by emergency events.