Trauma not only affects attitude, but also negatively impacts a child’s ability to learn. Researchers have found that children who have regularly experienced trauma experience additional social, psychological, cognitive, and biological problems, such as difficulty controlling their emotions, paying attention, and learning.
Teachers and other staff may be unfamiliar with trauma-related needs despite their training in behavioral and educational strategies. Parents can help by developing an open and sincere relationship with your child’s instructor.
As a teacher, building interpersonal trust involves employing simple teaching strategies such as smiling, telling children about your life, getting to know them, and setting an example by being a responsible, well-behaved adult. In an interview with HT Lifestyle, Samir Bhattacharjee, Chief Operating Officer of the Institute of Occupational Training Services (IOTS), suggested, “To address this pervasive problem, we need a deliberate and consistent approach.”
He added: “The combined voice of parents, who can push to put the whole child first, is heard by teachers and institutions. Only then will teachers receive the instruction to recognize trauma, the freedom to build strong relationships, and support from their Educational institutions should support children who have experienced trauma by providing case management, individual counselling, life planning safety and crisis, behavior plans and self-care plans to address triggers.
Speaking about healing traumatized children, he said, “All family members can together recover and thrive after a traumatic experience with understanding, compassion and appropriate treatment. Despite the fact that teachers are not mental health professionals, trauma-informed learning prepares teachers for therapeutic modalities that can be integrated into the classroom to address issues students are experiencing as a result of trauma. trauma.
Teachers are taught to take certain disciplinary actions when children misbehave, which often includes detention, loss of recess, and visits to the principal’s office. However, none of these remedial measures help children return to normal after trauma.
In this situation, parents play a crucial role in helping teachers understand their child’s behavior and deal with interruptions. Teachers can effectively manage disruptive behavior, maintain a positive learning environment, and aid in the child’s recovery when they are aware of the motivations behind it.
While expressing her views on the same subject, Usha Patel, Academic Director of the Indian Institute of Art and Design (IIAD), said, “It is the collective responsibility of parents and teachers to help traumatized children through a standardized and strategic approach. Reporting and talking about trauma and events and ensuring they are normalized by providing a safe and understanding environment should be our primary concern.
She advised: “If the trauma is severe, then medical help should be sought. Awareness campaigns to educate the masses about the problem and ways to address it are also of paramount importance, while showing care and a deeper level of understanding towards children. Parents and teachers can help children build resilience and recognize their inner strength not only to help children heal, but also to help them grow.”