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FOCUS Program Overview:

Research shows that prolonged exposure to violence and trauma can seriously undermine a child's ability to learn, form relationships and focus appropriately in the classroom.  Our Focusing On Children Under Stress (FOCUS) Program is designed to decrease the effects of a child's exposure to violence and trauma.  FOCUS will help children achieve academically at their highest levels despite any traumatic circumstance(s) they may have endured.

 

FOCUS supports children exposed to violence and trauma through improved communication and collaboration between first responders (law enforcement, fire fighters, emergency medical responders, etc), schools and community resources.

When a first responder encounters a child that may have been exposed to a traumatic event, that child's information is included in a FOCUS Notification through the FOCUS App.  That information is sent directly to the school district and school of attendance. 

A simple "FOCUS Notification" alerts the school that this child may have been exposed to a traumatic incident (i.e. domestic violence, child abuse, death in the family, witness to a crime, loss of home due to a house fire, etc.) and may exhibit or develop academic/behavioral problems.  No specific details about the incident are given, just one simple request:  To focus on the child and handle them with care.

A designated school official will receive the notification and alert the child's teacher.  The teacher will observe the child's behavior/academic performance, and utilize trauma sensitive interventions as deemed appropriate.  If the child exhibits any problems, the teacher will address the issue or refer the child to the school counselor.

Our Philosophy

The ultimate goal of the FOCUS Program is for children to succeed to the best of their ability, regardless of the environment they live in.

Our History

FOCUS was modeled after the West Virginia Handle With Care Program.  Although we did not invent the concept of the program, we have certainly made it our own.

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