Returning to school

 
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How teachers and educators can help with the transition back to the classroom for children with trauma.

What we know from countless years of research into child development and neurobiology is that children’s learning is driven by curiosity. This in turn lead them to explore their environment, discover new experiences, practice new skills and, ultimately master these skills. Mastery then provides a sense of satisfaction and increases confidence, however this can all be slowed by fear.

For many children, not just the ones in out of home care, the fear response is deeply ingrained in their internal working model. When under threat, the smoke detector of the brain, our amygdala, begins sending out responses of fight, flight or freeze, ensuring that we focus on what is immediately in front of us: danger. This fear can be things such as shame or pain or embarrassment; it can appear as more simple, such as hunger or strangers or changes in temperature. Essentially, fear halts learning by eliminating curiosity and therefore child’s ability to explore, discover and, experience.

Children learn safety through consistent, attentive and, nurturing attention. This means that their world is predictable; that they can rely on consistent behaviour and responses from those that are around them, in addition to a predictable schedule or timetable. Upon returning to school, it is important to remember that novel situations, such as a staggered transition back into the classroom, may be overwhelming for some children. An overwhelmed child will be less capable of learning, showing tendency toward the familiar. For children who have experienced trauma or an unpredictable environment, this could manifest as ‘chaotic’ behaviour which mimics the environment that they were bought up in.

How can an educator provide consistency and predictability in the classroom?

  • First impressions matter. Your voice, your smile and, your body language all help a child to feel safe. Children who have experienced trauma are highly attuned to the people around them. If your body language is incongruent to the tone that your voice carries, a child will pick up on this and instantly go to a place of fear or shame. Reflect on how you carry yourself in front of children and take a moment to breathe if you are feeling tense or stressed.

  • Schedules and routine. Keep it simple but continue the routines that were in place from before. Use repetition of rules and routines for all children, preferably visually, to strengthen the connections and memories. Routines can change but only once there is comfortability with what is already in place. Introduce changes slowly.

  • Safe spaces. Safe spaces are important for children who are overwhelmed. Know your students and get to learn the behaviours they demonstrate in the lead up to overwhelm. Then, redirect the child to the safe space when you notice the behaviours occurring. This could just be a sensory space in your classroom but could also be a space agreed upon within your school, such as the school counsellors office or, the quadrangle, where an adult can maintain a line of sight to the child. Have an agreement about coming back into the class once the child has calmed. Avoid using screen time as a reward, as it increases cortisol levels and therefore increases stress and overwhelm.

  • Satisfaction, confidence and, self-esteem come from success and feeling good about your achievements. It is important to keep the challenges achievable for all children in your classroom, so that everyone is able to succeed. Some children may be at a higher level and it is okay to challenge them accordingly, but try not to forget the child who is in your classroom due to their chronological age, not their developmental age.

  • Slowly increasing challenge. Children need to be introduced to challenges, particularly new ones, gently. Try to discover where a child is at (baseline) in terms of their motor skills, emotional skills, cognitive functioning and, social functioning. Children will choose activities that align with their skills and give them a sense of satisfaction. Gradually encourage children towards achieving in areas that are not their strengths, to increase mastery and satisfaction.

  • Home time is not school time. Upon returning to school, children are bound to be irritable and cranky by the end of the day. They will be hungry and tired and need more time to be children after the long day of formal learning. Try to limit homework (or not issue any at all) in the beginning to ensure that children are able to unwind and get the rest and refuelling that they need to come back into the classroom the next day with a positive attitude to learning. And let’s face it, nobody likes to complete homework on the best of days!

  • Concentration is difficult. Learning is hard. It requires focus and concentration, as well as the ability tolerate frustration. Children will fatigue quickly, particularly as they are re-learning how to come back into the classroom. Schedule in more regular breaks or, break up activities with something fun, so that children do not become discouraged when they are unable to attend to a task. No two children are the same and leaving one behind will lead to feelings of shame and fear.

Most of all, remember to have fun and continue to support your own wellbeing through this difficult time. No one is immune to the impacts of social isolation and the fear of becoming unwell. You are just as important as your students.

If you or someone you know is in need of support, we have social workers who are available to assist, via face-to-face or telehealth appointments, with or without a Mental Health Care Plan.

Beyond Blue: www.beyondblue.org.au opens in new window 1300 22 4636

Kids helpline: www.kidshelpline.com.au opens in new window 1800 55 1800.

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