Teach Me Trauma

When looking at the many problems that children in under-resourced schools face daily, one can often be at a loss at how best to help these children. When events such as abuse, rape, depression, self-mutilation, gangs and teen pregnancy are common, where does one start? How can one help? Is the answer to work one on one with these children, or with their families, or with their communities or with the political system of the day? Perhaps the answer is ‘all of the above’ and ‘take your pick’.

This blog will focus on the school environment as an area needing intervention – transforming the school environment from one that arguably perpetuates trauma, to one that is an effective part of a child’s social support system.

Duncan and Rock (1997, as cited on National Children & Violence Trust site) argue that the structure and routine of school life is “calming” for children, and thus enhances their capacity for resilience when faced with a traumatic event.

While this ought to, perhaps, be the case, in many schools it is not a reality. Rather than forming a buffer to trauma, too many schools are actually the site of trauma.

Amanda finds being in class incredibly stressful. Her fellow students are noisy and aggressive, while the teacher does nothing to maintain order. Due to a background of domestic violence, Amanda is hypersensitive to the unruly activity in the classroom and finds it almost impossible to concentrate. Thus, not only is Amanda traumatised at home, but also at school, leading to truancy and risk of failing the year.

Nandipha is teased and taunted by her class because she is a committed, well-prepared student and the ‘teacher’s pet’. The teachers do nothing while students make comments to Nandipha, such as, (on Nandipha writing an answer on the board) “your writing is as ugly as your face”. Nandipha dreads school and feels that she cannot cope much longer. She feels hopeless and desperate about her situation.

Often, in an attempt to maintain control of the classroom, teachers will mock and humiliate a child in front of the class. In one case, this resulted in two teens attempting suicide. Another teen, with ADHD, is victimised by the teacher, who, when he is being disruptive will announce to the class that the boy needs his ‘crazy pills’. Other teachers are feared by the students, who know that if they do not give the correct answer, the wooden chalkboard duster or a pen will be thrown at their head.

These real life examples highlight that in too many cases, school is not the calming, orderly environment that Duncan and Rock (1997) envision. As such, students are losing out on a potential source of support, safety, respect and discipline. And something needs to be done. Perhaps the answer is more teachers. Better teachers. Teacher training sessions. Inspiring and educating educators of the vital role they play – to uplift or destroy.

Schools need to be reclaimed so that they can indeed be environments that strengthen children and protect them from the trauma they experience in other areas of their lives.