Young learners are easily traumatized, which influences both learner development and the family’s involvement in educational processes. For instance, the shooting at the Sandy Hook Elementary School eight years ago affected school students’ feeling of security and was followed by policy responses aimed at restoring that feeling in both students and their families by improving practices for the prevention of school firearm violence (Fisher et al., 2017). One strategy that can support children experiencing this less severe traumatic situation involves engaging in interdisciplinary collaboration with child psychologists and setting realistic expectations when it comes to traumatized children’s learning progress (Couchenour & Chrisman, 2013; Zimmerman-Orozco, 2015). By making referrals to other services, including mental health specialists, early childhood educators can promote children’s ability to overcome immediate crises and develop healthy coping strategies (Couchenour & Chrisman, 2013). Realistic learning expectations can give children enough time to cope with their traumatic experiences without interrupting their education. In other words, expectations may need to be adjusted to traumatized children’s psychological conditions to avoid making studying too challenging.
When it comes to young learners coming into my classroom, especially trauma survivors, I can support these children’s social and emotional development by focusing on their opportunities to communicate with peers. For instance, group work can be encouraged to support them in developing school skills and understanding communication norms in school environments (Geller et al., 2016; Zimmerman-Orozco, 2015). Extensive group work might also make these children feel supported by peers, thus motivating them to focus on the development of positive relationships instead of becoming too reserved. Additionally, I can support young learners’ emotional development by collaborating with these students’ families. It involves encouraging families to keep track of children’s psychological condition and reactions to stress and seek professional help in case of concerns.
Educators are expected to protect children’s safety and well-being in numerous ways, including reporting suspected cases of child abuse. According to California state law, educators and all other school employees belong to the number of so-called mandated reporters (California Department of Education, 2020). Regarding legal responsibilities, mandated reporters are obliged to report both known and potential instances of child abuse to child welfare and law enforcement organizations and do it immediately after learning this information from students and other sources (CDE, 2020). Importantly, educators should know that reporting such cases only to school administration/supervisors is not an appropriate response (CDE, 2020). In some instances, school supervisors may be interested in concealing the cases of child abuse from legal authorities, so contacting appropriate agencies is necessary. Also, all educators should know that mandated reporters are not to conclude on the validity of allegations and make investigations (CDE, 2020). For instance, if their students provide information about inappropriate treatment from adults, educators are obliged to report it even if they are not sure that this information is accurate and correct.
To uphold all of the expectations cited above during future practice, I can study specific guidelines for educators and improve my knowledge regarding behavioral changes associated with different types of violence against young students. Abuse takes different forms, including sexual abuse, neglect, physical abuse, and emotional violence. To be able to recognize and report suspicious circumstances, I can learn more about the unobvious signs of inappropriate treatment of children, for instance, difficulty sitting or unusual embarrassment when changing clothes as the possible symptoms of sexual violence (CDE, 2020). Next, to uphold the expectations above to the full extent, I can emphasize the interests of children and create an atmosphere of mutual trust in which students are not afraid of sharing their concerns with teachers. Finally, to fulfill all expectations in the future, it is essential to consult with employers’ internal policies regarding reporting cases of abuse.
References
California Department of Education. (2020). Child abuse identification & reporting guidelines. Web.
Couchenour, D., & Chrisman, K. (2013). Families, schools, and communities: Together for young children (5th ed.). Cengage Learning.
Fisher, B. W., Nation, M., Nixon, C. T., & McIlroy, S. (2017). Students’ perceptions of safety at school after Sandy Hook.Journal of School Violence, 16(4), 349-360. Web.
Geller, J. D., LĂłpez, R. M., Alcantara, V., Catone, K. C., & Tung, R. (2016). The i3 “We Are a Village” grant: Successes, challenges, and lessons learned about supporting family engagement in early childhood. Final evaluation summary. Annenberg Institute for School Reform at Brown University.
Zimmerman-Orozco, S. (2015). Border kids in the home of the brave. Educational Leadership, 72(6), 48-53.