Tag Archives: Tracy Trautner

Grandparents raising grandkids

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By Tracy Trautner, Michigan State University Extension


According to the 2017 U.S. Census Bureau and American Fact Finder, there were approximately 2,582,410 grandparents providing primary care to their grandkids under the age of 18. While this number has held steady in recent years, it is considerably lower than 2,687,216 in 2011 and 2,733,807 in 2013. When a parent is not able to care for their child, grandparents will fill this role to keep the family together.


According to Psychology Today’s “When Grandparents Raise Their Grandchildren,” reasons that grandparents are becoming primary caregivers include:

  • A rise in opioid and alcohol abuse.
  • The parent has a mental illness or is incarcerated.
  • The grandchild is suffering abuse and neglect at the hands of their biological parents.
  • The parent is in the military.

Tips for grandparents

AARP offers suggestions for grandparents that are welcoming grandchildren into their home. Due to the nature of addiction, incarceration and the sudden deployment of military, grandparents are typically thrust into the role of the primary caregiver with very little notice. Keeping good notes and staying organized is key to success. Keep birth certificates, social security cards, medical and dental records, attorney or custody papers, as well as other important documents, in a file folder or file cabinet.

Courtesy Michigan State University Extension

AARP recommends making lists of small tasks that could be helpful and sharing with well-minded neighbors, extended family and others. They will want to help. Another suggestion is to divide up tasks and make daily plans of what needs to be accomplished.


Michigan State University Extension recommends beginning conversations with the child’s teacher, building principal, pediatricians, counselor, school social worker and lawyers (if needed) about changes that are occurring in the child’s life. According to “Grandparents Raising Grandchildren” from HelpGuide, grandparents need to acknowledge their feelings. Anger, resentment, stress, worry, guilt and grief are typical feelings that will be triggered when grandparents take on their new role as parent. They can, however, expect to feel joy, love and peace in seeing the child in a stable environment learning, growing, making friends and more.


Grandparents absolutely must find moments to take care of their own spiritual, mental, emotional and physical health. It is difficult to be a caregiver when we are out of energy. They may be financially burdened by this new situation as well. Seeking help from support groups is very beneficial and highly recommended. It is not something that needs to be done alone.


Finally, while this may be difficult for grandparents, children will have mixed feelings as well in their new living arrangements. This is especially true for children who have lost their parents to death. In any situation, they may express feelings of abandonment, sadness, mistrust, confusion, anxiety and may act aggressively or exhibit other inappropriate behavior. Over time, children will begin to settle into the new situation and feel safe to express their feelings. Support the child as they work through the roller coaster of emotions they are experiencing.


MSU Extension recommends supporting children by establishing predictable routines, accepting input on house rules, how they would like to decorate their room, providing private space and offering consistent, unconditional love and attention to help them feel secure.


This article was published by Michigan State University Extension. For more information, visit https://extension.msu.edu. To have a digest of information delivered straight to your email inbox, visit https://extension.msu.edu/newsletters. To contact an expert in your area, visit https://extension.msu.edu/experts, or call 888-MSUE4MI (888-678-3464).




The importance of parent education

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Courtesy Michigan State University Extension

By Tracy Trautner, Michigan State University Extension


Parenting, for many, is the most important and challenging job to ever have and a role that gets little recognition. Parents and other primary caregivers of all types (foster parents, grandparents, adoptive parents, etc.) can all use an opportunity to learn tips and new strategies to relate with our children and enjoy being with them. It also allows an opportunity to engage with other parents that may be having similar issues and struggles.


Today, there are new parenting challenges to overcome. Skills, routines and values were passed from generation to generation and parents could rely on networks of support to help them parent. Compared to past generations, many parents and families have become isolated and are raising children in silos. These parents are trying to figure it out alone. The skills a child needs to be successful have changed as well.


Over the years, each generation sees a change in what society considers parenting issues. Currently, families struggle with behavior management issues including lack of expectations, child supervision and excessively severe and inconsistent punishment on behalf of the parent. According to John Geldhoff, an Oregon University assistant professor of behavioral and health science, all parents—high income, low income, mandated and non–mandated—can benefit from evidence-based parenting education. Parents who have attended classes and learned effective discipline and parenting techniques report having children with higher grades, fewer behavior problems, less substance abuse issues, better mental health and greater social competence.


Parenting education programs offer support and education that can address issues and make parenting easier, more enjoyable and can strengthen a child’s ability to thrive. Building Early Emotional Skills in Young Children is one of many parenting programs offered by Michigan State University Extension. Many other reliable sources of information for parents are available to meet their needs. Resources are readily available online through YouTube videos, research-based websites, in person, podcasts, blogs and books that are readily accessible. Before you engage with a parenting resource, check the source of the information to be certain it is research based and reputable.


Your child’s childcare center or school, community center, local library and local county MSU Extension may offer in-person trainings. In-person parent education allows parents the options to ask pertinent questions to their situation and potentially meet other parents to share stories with. A frequent issue that is brought up is relatable to everyone in the class, quality discussions begins, and ideas are shared. Online classes may also offer valuable opportunities to explore materials at your own pace and connect virtually with other parents.

Courtesy Michigan State University Extension

Parenting education can be seen as something negative, like it is a reflection on your ability to parent. Parenting education is not just for parents who are struggling or having severe problems with their children’s behavior—it can be an opportunity for parents to feel more confident as a parent, prevent future problems, enjoy being with their children and help their family get along.


We may invest time and money to take our new puppy to obedience class, take golf lessons or practice our swing, or take our family out to eat or on vacation as a way to invest in ourselves and our families. Similarly, parenting classes are an investment in our personal growth and our children’s future ability to build healthy relationships, make and retain friends, get a job and keep it, and become great parents themselves.


To find more valuable, research-based information about parenting, check out the following resources:

This article was published by Michigan State University Extension. For more information, visit https://extension.msu.edu. To have a digest of information delivered straight to your email inbox, visit https://extension.msu.edu/newsletters. To contact an expert in your area, visit https://extension.msu.edu/experts, or call 888-MSUE4MI (888-678-3464).



Just get along!

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Courtesy Michigan State University Extension

By Tracy Trautner, Michigan State University Extension


“Don’t make me pull this car over!” Siblings will often bicker, fight and disagree, but wait a few minutes and they will be best friends and don’t remember why they were fighting. Or if they are like my boys, they will say, “We are just having a conversation,” yet it sounds like bickering to me and it is stressful to the outside listener!


Families heading out for a summer vacation or even staying at home know all too well sibling “conversations” are inevitable. Fighting can be frustrating for everyone involved. Kids can have conflict for many reasons including jealousy, different temperaments and even the developmental needs of the child. For example, a child that is in elementary school has a strong sense of fairness and will be upset if they are treated differently.


Michigan State University Extension offers the following suggestions when sibling rivalry erupts in your family:

  • Try not to get involved unless the argument becomes physical. Effective negotiating and problem solving are skills they will need for life. When we constantly rescue, they will learn to expect that from us and the opportunity to learn how to resolve a conflict is missed. In addition, kids that are always rescued may feel they can get away with more.
  • If necessary, resolve conflicts with your child.
  • Discuss with your kids that equal and fair is not always possible. Someone may sometimes get more. That is true in a family scenario as well as real life.
  • Sometimes it can be as simple as offering, or setting up, space for time apart. We don’t always get along with friends and coworkers, so it is unrealistic to think siblings will be non-confrontational.

According to a Mayo Clinic article, “Sibling rivalry: Helping your children get along,” parents can also respect each child’s unique needs, avoid comparisons, set ground rules and stick to them, anticipate problems, listen, encourage good behavior and show your love.


The silver lining is when children disagree, they are showing healthy signs that they are able to express their needs and wants. Sibling rivalry is normal. All children will disagree. Treating them as individuals is key to helping the family through those stressful times.


This article was published by Michigan State University Extension. For more information, visit http://www.msue.msu.edu. To have a digest of information delivered straight to your email inbox, visit http://www.msue.msu.edu/newsletters. To contact an expert in your area, visit http://expert.msue.msu.edu, or call 888-MSUE4MI (888-678-3464).



Building a solid math foundation should start early

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Courtesy Michigan State University Extension

By Tracy Trautner, Michigan State University Extension


Many adults did not enjoy math classes when they were in school and probably still don’t. When you ask a group of people if they enjoy math, a typical response would be, “No, I am not good at math.” However, when we think about our daily lives, we do math in a variety of ways several times a day. First thing in the morning you have probably measured the cream for your coffee, turned off your alarm clock, estimated how much longer you would be able to stay in bed and possibly added or subtracted the miles per hour you were going from the posted speed limit on your way to work.


Many adults use math without thinking much about it, but also cringe at the idea of completing a math equation.


It is important we start at a very early age to incorporate a foundation for future math learning so children do not struggle when they are taught geometry, algebra and calculus in future math classes. Children develop math concepts and skills very early in life. They do this through early experiences with a trusted adult.


Often, throughout the day, there are wonderful opportunities to expose infants and toddlers to the idea of math. The key is to do it naturally and consistently so they are beginning to understand how math affects their lives. The next five articles in this series will discuss the five basic math concepts that can be woven into our conversations and interactions with young children.


Remember to use math talk throughout the day. Children, even the young ones, are listening to you. Choose words that will make a difference. The more math talk adults use, the better chance infants and toddlers have to build a positive attitude towards math in general. Make math talk a routine for you and your child. It can be done while changing a diaper, making a snack, driving in the car, bath time and walks around the neighborhood. It can be helpful to make a list of words and post them in a visible location so you can remember to use them throughout the day.


Other resources from the National Association for the Education of Young Children:

This article was published by Michigan State University Extension. For more information, visit http://www.msue.msu.edu. To have a digest of information delivered straight to your email inbox, visit http://www.msue.msu.edu/newsletters. To contact an expert in your area, visit http://expert.msue.msu.edu, or call 888-MSUE4MI (888-678-3464).

Advantages of a bilingual brain

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Courtesy Michigan State University Extension

By Tracy Trautner, Michigan State University Extension


Why would we want young children to learn a second language while they are focused on learning their primary one? It seems like this would be learning overload at a time when they are also learning how to be friends, count, play on the playground and so much more. However, this is a time in our lives when acquiring a second language comes very naturally.


Between the ages of 0-3, the brains of young children are uniquely suited to learn a second language as the brain is in its most flexible stage. In fact, bilingually exposed infants excelled in detecting a switch in language as early as 6 months old. They can learn a second language as easy as they learned to walk and learn their primary language. According to the University of Washington News, the U.S. census shows that 27 percent of children under the age of 6 are now learning a language other than English. Learning a second language does not negatively impact the child’s native language.


As adults, we have to consider grammar rules and practice, but young children absorb sounds, structures, intonation patterns and the rules of a second language very easily. Up until the age of 8, young learners benefit from flexible ear and speech muscles that can detect differences between the sounds of a second language.


If youth can learn multiple languages, why not teach them? Exposure to two languages over one language has many benefits, according to What’s Going on Inside the Brain of a Bilingual Child? from KQED news. Bilingual children may have a superior ability to focus on one thing and change their response, easily indicating “cognitive flexibility.” Both traits require self-control, a very desirable trait in the early childhood classroom as well as life. When a bilingual toddler attempts to communicate, the languages in the brain “compete” to be activated and chosen. The child must select one and suppress the other, which requires attention and the ability for the brain to be flexible, which is possible at this early age. The interference forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles.


Bilingual children are also more adept at solving certain kinds of mental puzzles. A 2004 study by psychologists Ellen Bialystok and Michelle Martin-Rhee found that bilingual youth were more successful at dividing objects by shape and color versus their monolingual peers who struggled when the second characteristic (sorting by shape) was added. This suggests the bilingual experience improves the brain’s command center, thus giving it the ability to plan, solve problems and perform other mentally demanding tasks. These tasks include switching attention from one thing to another and holding information in mind, like remembering a sequence of directions when getting ready for school in the morning or, for adults, driving a car.


While it may be easier for young children to pick up a second language, there are benefits for adults as well. Researchers found that young adults who knew two languages performed better on attention tests and had better concentration compared to those who only spoke one language. They also respond faster or more accurately than their monolingual peers, according to Kapa and Colombo, 2013. This is largely because of the workout our brain receives while switching back and forth between one language and another when deciding how to communicate. It allows us to focus better during a lecture and remember relevant information.


Learning a second language can protect against Alzheimer’s as well. Recent brain studies have shown that bilingual people’s brains function better and for longer after developing the disease. On average, the disease is delayed by four years compared to monolinguals.


Do not fear that learning two languages will confuse or distract your child. Remember, their brains are flexible, and the skills develop beyond learning a second language is immeasurable. Bilingual children learn that an object stays the same even though the object has a different name in a different language (object permanence). For example, a foot remains a foot in English as well as French. Studies have also repeatedly shown that foreign language learning increases critical thinking skills, creativity and flexibility of mind.


Michigan State University Extension suggests the following articles for additional information about the advantages to learning a second language as well as helpful tips to support your child:

For more articles on child development, academic success, parenting and life skill development, visit the Michigan State University Extension website.


This article was published by Michigan State University Extension. For more information, visit http://www.msue.msu.edu. To have a digest of information delivered straight to your email inbox, visit http://www.msue.msu.edu/newsletters. To contact an expert in your area, visit http://expert.msue.msu.edu, or call 888-MSUE4MI (888-678-3464).

Spatial awareness with infants and toddlers

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By Tracy Trautner, Michigan State University Extension

Spatial awareness, also known as geometry, includes knowing about shapes, space, positions, directions and movement. All children need opportunities to play with blocks and puzzles. To help teach the concept of spatial awareness with young children, use puzzle and block play vocabulary as your child plays: above, below, in front of, next to, rectangle (all shapes), rhombus, edge, corner, face and side. “The block that is red is above the block that is blue.”

Playing with puzzles helps build spatial awareness skills. A child is required to determine which piece goes where and then manipulate the piece to get into the shape. Puzzles also help develop problem-solving skills by recreating patterns.

Michigan State University Extension provides the following ideas to help young children learn about spatial awareness:

  • Use math talk: “Jason went under the climber and Suzie is on top of the climber.” “You are sitting next to the dog/cat/your sister.” “Some of the blocks are round and some of them are triangles.”
  • Play with shape sorters. Talk with the child about the color and number of sides.
  • Have the child crawl through a tunnel or be in a space where they can see both ends.
  • Play games like “Pat-a-Cake” and “This Little Piggy.”
  • Play with puzzles with knobs.
  • Boys and girls need exposure to blocks. Girls may play differently with blocks, but it is very important that all kids have access to blocks. It will be the foundation for success in future geometry classes.

Other resources from the National Association for the Education of Young Children:

This article was published by Michigan State University Extension. For more information, visit http://www.msue.msu.edu. To have a digest of information delivered straight to your email inbox, visit http://www.msue.msu.edu/newsletters. To contact an expert in your area, visit http://expert.msue.msu.edu, or call 888-MSUE4MI (888-678-3464).

Strategies to help young children learn life skills and gain self-confidence

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Courtesy MSU Extension

By Tracy Trautner, Michigan State University Extension

 

“I love you too much to deny you the privileges of making mistakes.” – Kathy Lee Gifford, The Gift That I Can Give.

 

If your goal as a parent is to protect your child from getting hurt or avoid confrontation, then you are parenting from a fear-based perspective. This can create anxiety for a child attempting to explore their world and learn from their mistakes. It is difficult to let “stuff happen”, as a parent’s natural instinct is to protect their children. We don’t want our children to feel distressed so we protect them. However, is parental protection worth missing out on some of the valuable life lessons a child can learn when they are given the opportunity to explore and make mistakes on their own?

 

When children are able to process their emotions related to good or bad decisions, parents may not need to say or do anything else. Instead of jumping in and protecting children, learn to trust natural consequences to do much of the teaching for you. Dealing with frustration is a building block for coping skills in life.

 

When you constantly remind your child what to do, such as pack their backpack or put their dishes in the sink, you are teaching your child they are not capable of being responsible without you telling them what to do. This parenting technique will not teach your child to respect themselves or develop necessary confidence skills to be successful later in life. When we allow our children to attempt something new and fail at a young age, the consequences are far different than when they make a similar mistake later.

 

For example, allowing them to negotiate on their own for a turn on the swing or deciding to do something against the rules of the school just because they want to be liked by their friends are both scenarios that will teach valuable lessons for the future. The worse possible outcome is they are sad because they did not get a turn on the swing or sent to the school office for a few hours of detention. Next time—and there will definitely be a next time—they will be a better negotiator or able to stand up to their friends and say “no” when they are making bad decisions. These lessons would not have been learned if a parent or caregiver was hovering and guiding their child’s every move.

 

Fast forward when they are 18 years old and have not developed a strong sense of self because they have been protected their whole life. They may get into a bad situation where the outcome is much more severe and possibly has life-altering consequences.

 

While it is hard thing to witness, when we allow a child to fail frequently early in life, they will build strong resiliency skills that will allow them to deal appropriately with letdowns and sticky situations in the future. According to pediatrician Dr. Jennifer Cunningham, young children are more resilient than we think and cannot grasp the gravity of situations like adults can and don’t dwell on things to the same extent.

 

When a child makes a mistake, help them reflect the situation as well as the part they played in the scenario. Focus on the moment they made a decision to participate or make a bad choice and discuss alternative options that would have had a better outcome. We want our kids to feel equipped and competent. It can be a great feeling for parents when they feel they have raised young adults who are responsible, trustworthy and resilient.

 

Michigan State University Extension suggests helping the child process their decision by asking what happened, how it happened and why it happened. In the future, they will think about this process, make better decisions and take responsibility for their actions. It will encourage them to think things through next time. With some thoughtful, compassionate guidance, we can turn unhappy events into a valuable learning experience that will help the child make better decisions in the future.

 

To learn about the positive impact children and families experience due to MSU Extension programs, read our 2017 impact report: “Preparing young children for success” and “Preparing the future generation for success.” Additional impact reports, highlighting even more ways Michigan 4-H and MSU Extension positively impacted individuals and communities in 2017, can be downloaded from the Michigan 4-H website.

 

This article was published by Michigan State University Extension. For more information, visit http://www.msue.msu.edu. To have a digest of information delivered straight to your email inbox, visit http://www.msue.msu.edu/newsletters. To contact an expert in your area, visit http://expert.msue.msu.edu, or call 888-MSUE4MI (888-678-3464).

 

 

Children and grief

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By Tracy Trautner, Michigan State University Extension

Loss can mean many things. It can come in many forms and possibly be the loss of a loved one, a pet, a house due to a fire or of a family due to a divorce, just to name a few.

Everyone experiences and copes with a loss differently and children are no different. Depending on the developmental stage and age of the child, the responses will vary. Preschool children usually see death as temporary because they see the cartoon characters on television die and come back to life. Children 5 and older think more like adults about death but still feel it will not happen to them or people they know.


Young children may feel that the death is their fault. They may also act younger than they are, need extra attention and cuddling, make unreasonable demands and possibly wet their beds. Children of all ages may have nightmares, be irritable or show anger towards surviving family members. Additionally, older children may withdrawal from others, have a drop in academic performance, be distracted, unable to focus, have memory problems, profound sadness, experience loneliness and depression and irregular sleep and appetite patterns.

A child should never be forced to attend a funeral. Discover other ways to honor or remember a loved one. Some possibilities include planting a tree, lighting a candle, writing a story about that person, looking at photographs or telling stories. In addition, allow the child to decide how they would like to be comforted and greeted at a memorial service and funeral. Respect the child to decide if they would like to give or receive a hug or kiss, a high five or not be touched at all. Adults assume that a hug or kiss will comfort a sad child, but it absolutely needs to be the decision of the child.

When talking to children about death or loss, be direct and simple. Use words such as “died” or “death” or the “body has quit working” instead of “passed away” or “went to sleep”. Children are literal thinkers and may be afraid to go to sleep as a result. Allow them to take a break from grieving. They will not grieve continuously and will need opportunities to laugh and play. It’s OK to laugh. It doesn’t mean they aren’t still grieving the loss. Also, with a hurtful loss there is really no such thing as closure. Whether it is the death of a loved one, pet, family unit, house, etc., they will remember the situation for the rest of their lives.

Children will eventually process, learn to cope and are able to move on with their lives. Encourage them to remember in a way that works for them. One way to help is for adults to validate a child’s feelings and comments. Let them know it is OK to feel sad, mad, afraid, confused or lonely and that, possibly, you do as well sometimes. Avoid saying “you have to be brave this time of year”, “everything will be OK”, “I know how you are feeling”, which will only repress their feelings and keep them from expressing their feelings to you now and in the future.

Finally, as an important person in a child’s life, remember to take care of yourself and your well-being as well. It is OK for children to see your tears and to feel your pain. Ask them for a hug when needed. It allows your children to know it is OK to feel emotions and ask for comfort. If being around your child or other family members is too much, take a break and allow others to spend time with them. Care for yourself by eating, exercising and sleeping well. Grief can come in waves and be overwhelming at times. You cannot take care of others if you are hurting yourself. Give yourself a break when it comes to committing to extracurricular activities, cleaning the house or feeding the family home-cooked meals every night. Accepting help is a good lesson for young children to learn for the future.

During this time, everyone’s life may be in chaos. Young children need structure but at the same time change will happen, and change is good. They thrive on rituals and traditions but those will change as well. Make new traditions, talk about the future in a positive way, and share specific, good memories of the person, pet or life that has been lost.

This article was published by Michigan State University Extension. For more information, visit http://www.msue.msu.edu. To have a digest of information delivered straight to your email inbox, visit http://www.msue.msu.edu/newsletters. To contact an expert in your area, visit http://expert.msue.msu.edu, or call 888-MSUE4MI (888-678-3464).

We need our children to love words

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Courtesy MSU Extension

By Tracy Trautner, Michigan State University Extension

 

Young children are naturally drawn to books. When children listen to a book, they are in the beginning stages of learning to read and also hear words that are quite different from the spoken language. According to Reid Lyon from the National Institute of Health and Human Development, approximately 20 to 30 percent of children have difficulties learning to read. In addition, 15 million children do not have access to any sort of reading materials. In order for children to be successful readers, they need daily exposure to books, have caregivers or parents speak to them on a continual basis throughout the day, recognize letters of the alphabet and know the parts of a book including the role of the author and illustrator.

 

Struggling to read can be embarrassing for children, which can lead to unmotivated young students with low self-esteem. In the long term, many of these students end up dropping out of high school in part due to reading difficulties.

 

So what skills does a child need to learn how to read? Reading requires phonemic awareness, phonics, reading fluency and comprehension skills. Not one of these skills is more important than the other. (For more information, see International Literacy Association.) Learning to read is not a natural process and requires a lot of practice and exposure.

 

There are some common signs to look for when children are struggling to learn to read. These include but are not limited to:

  • Struggling to recite the words they are reading.
  • Starting and stopping frequently when reading.
  • Not really knowing the content they just read when asked about it.
  • Having a difficult time understanding simple directions and following routines.
  • Easily distracted.
  • Their fine motor skills are slow to develop and have difficulty holding a pencil and picking up small objects.
  • Avoiding storytelling and circle time.

If difficulties are determined in kindergarten or first grade and the child receives intervention services at school, many children can learn to read. A child is learning to read until the end of third grade at which time instruction makes a big shift to reading to learn at the beginning of fourth grade. In fourth grade, there is very little reading instruction and children are reading to learn in their classes.

 

Every year, all students in Michigan take an assessment on what they know and are able to do. For children in grades third through eighth, they are given the Michigan Student Test of Educational Progress, or M-STEP. Only half of Michigan third graders performed at or above in the English Language Arts section of the M-STEP. As a result, Michigan passed a third grade reading law to ensure all children are proficient in reading by the end of third grade. Students that may not pass may have to repeat the third grade. The third grade reading law requires school districts to come up with an improvement plan to help students who are struggling. More information is available at the following resources:

Michigan State University Extension recommends talking and reading to children as much as possible. One of the ways to do this is to describe the colors and features of things you see throughout the day. Pointing out the yellow bananas at the grocery store or the green leaves on the tree, or mentioning the soft shirt they chose to wear to school are all simple ways to increase word exposure for your child. This is called “thinking aloud” when we talk about what we are doing and why. The more words a child hears, the more words they will learn and use. Learning experiences should be engaging and fun to keep a young child’s interest.

 

To learn about the positive impact children and families experience due to MSU Extension programs, read our 2017 impact report: “Preparing young children for success” and “Preparing the future generation for success.” Additional impact reports, highlighting even more ways Michigan 4-H and MSU Extension positively impacted individuals and communities in 2017, can be downloaded from the Michigan 4-H website.

 

This article was published by Michigan State University Extension. For more information, visit http://www.msue.msu.edu. To have a digest of information delivered straight to your email inbox, visit http://www.msue.msu.edu/newsletters. To contact an expert in your area, visit http://expert.msue.msu.edu, or call 888-MSUE4MI (888-678-3464).

Staying safe at college

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By Tracy Trautner, Michigan State University Extension

 

Safety on and off college campuses should be a major concern for parents. As parents want to ensure a safe learning environment for their children, this is a logical emotion to have. When thinking about college crime these days, statistics show that property crimes far outweigh violent crimes on campuses.

 

Having more burglaries than robberies means kids have to be smarter about protecting their personal property. Campuses across the country have increased security in many ways, including additional training for campus police as well as more video cameras strategically placed around campuses.

 

Advise your child to lock their door and windows and stay alert when alone or walking around campus. If possible, use the buddy system when exercising or going to parties. Safety experts also recommend avoiding shrubbery and hedges where assailants could hide.

 

Safety messages and warnings seem to be typically directed towards the safety of women, however men can also be victims of a crime. Share the following safety information with both your son and daughter.

 

Michigan State University Extension recommends the following measures to keep college students and their property safe.

  • Keep an eye on belongings when at the library or cafeteria. A quick trip to the bathroom, grabbing copies off the printer or getting another piece of pizza are all great opportunities for someone else to get their hands on textbooks, phones or laptops.
  • Get a lock for a laptop. It is a simple and inexpensive investment to protect college projects, homework and class notes.
  • Load important numbers into your phone such as campus police, roommates and resident advisor, as well as numbers to call to cancel credit cards that might have been stolen.
  • Use a campus escort system if available. They are there for the sole purpose of students making it home safely at night. Use this valuable service when out at night or any time you don’t feel safe.
  • Know where the campus safety office is located. Visit the office and ask campus police if they have:
    • Blue light emergency phone stations.
    • Campus escort services.
    • Safety maps with suggested routes.
    • Support for safety apps like those listed below.
  • Discretely tell a close friend, such as a roommate, where you are going.
  • Trust your instincts. If you think you are being followed, quickly get someplace safe. If you think you are indeed in danger, run and make a lot of noise. Criminals like quiet, distracted guys or girls who will be easy victims.
  • A lot of crimes occur at parties, so go with friends and keep a close eye on beverages and food.
  • Enroll in a self-defense class and learn how to defend yourself. It is empowering and a great exercise. Many campuses offer self-defense classes, and a class will make you feel safe and more confident. A few classes and tips from a professional instructor is really what you need to be able to stay safe—however, still follow the safety tips listed above whenever possible.

The campus of Michigan State University has this statement as part of their safety policy: “MSU is a safe campus, and student safety and security is our first priority. However, students should always keep personal safety in mind. We recommend that students always lock their room doors and never prop or hold exterior doors; walk in groups on campus at night and make sure someone knows where they are going and when they will be back if they are going to be away.”

 

Every college or university is required to submit an annual security and fire safety report. For more information about the safety of the college your child is interested in, review their security and safety report.

 

For more accurate information on on-campus crimes versus crimes in the vicinity of the campus, visit Campus Safety and Security. It is a website that can give you more specific data about crimes at campuses around the country.

 

For very detailed information about a specific college, visit the National Center for Education Statistics, which is handy for researching everything about a potential college, from varsity athletic teams to financial aid and enrollment numbers, not just crime statistics.

 

Parents are always concerned about their child’s safety, but this is especially true as they let go of many of the safety measures they had in place before the child left the home. Check out the following links for great information to discuss with your child on issues they might not have thought about before. Much of the information could be applied to students of all ages, including high school students as well as adults.

To learn about the positive impact children and families experience due to MSU Extension programs, read our 2016 impact report: “Preparing young children for success” and “Preparing the future generation for success.” Additional impact reports, highlighting even more ways Michigan 4-H and MSU Extension positively impacted individuals and communities in 2016, can be downloaded from the Michigan 4-H website.

 

This article was published by Michigan State University Extension. For more information, visit http://www.msue.msu.edu. To have a digest of information delivered straight to your email inbox, visit http://www.msue.msu.edu/newsletters. To contact an expert in your area, visit http://expert.msue.msu.edu, or call 888-MSUE4MI (888-678-3464).