Why the Australian education system needs a silver bullet.
“Safety is not the absence of threat….it is the presence of safety. ”
Why is it that our classrooms seem to have an ever-increasing need for behavioural, emotional, and academic support?
Why do we continue to see a rise in cases of anxiety, an inability to regulate emotions or make good choices, and a genuine concern for the difficulty children have to be able to focus, concentrate and complete tasks?
From my experience, we are seeing the presence of ‘school can’t’ more and more and parents are at a loss as to how to navigate the emotional and mental well-being of their child’s needs. Why is it that children don’t love to learn, are unable to thrive in the classroom and come home not feeling safe, inspired and optimistic? Why do children no longer feel supported in school? Why do they not have that sense of safety even when the threat of ‘getting in trouble’ is not there
If I was to ask most teachers, they would be able to tell you. But the problem we have is that the teachers are not the one’s with the loudest voice, the deepest pockets or the influence where it matters. Personally, I have seen a huge shift in teaching over the years and our voices should be heard. Our concerns should be taken seriously. Many people ask me what I think about the increase in behaviour issues, the rise in anxiety and the reasons behind unmanageable teacher stress. Why is it that so many teachers are leaving the profession? For me the response is always layered. Many factors have attributed to these rising concerns, such as, the increased pressure on teachers to meet deadlines, the increased accountability on teachers to monitor and improve students’ growth and achievement, increase stress levels for teachers and students, lack of time to fit learning outcomes in which in turn reduces the time they have to spend nurturing and building relationships, increased levels of screen time for students, parents stress and increase in work demands, sugar consumption, processed foods and poor diet, poor sleep hygiene and the lack of awareness around the importance this plays in every facet of a child’s behaviour, the misunderstanding of how a child’s brain develops and that it does not, in fact, fully develop till they are in their mid-twenties.
A child will not always remember what you teach them but they will always remember how you made them feel.
CARL W. BUEHNER
In an ideal world, every problem would have a silver bullet. Well, here’s mine -
CONNECTION!
As human beings, we have basic needs. Some are more obvious than others, but all contribute to building a sense of well-being, safety, purpose and contentment. In the work of Trauma, Dr Gabor Mate states that the absence of connection in a child’s life is equivalent to a ‘little trauma’. He references these as the big and little T’s. The word trauma is used often but not always in a way that helps us support and repair the damage it can do. When we chose to ignore these Little traumas, we are unwillingly and continually destroying the relationship between student and teacher. Let me give you an example if a child had an incident on the playground and they felt left out, alone and embarrassed because their friends had decided today that the game they were playing only needed 3 people and this child was unfortunately number 4. In turn, he lashed out and said some unkind words and kicked the ball they were playing with (in anger and frustration) which accidentally gave another child a read mark. All very normal responses for a child who has not developed the skills to regulate or manage overwhelming feelings. Now most teachers would investigate and deal with the situation there and then. However, if the child returns to class and the teacher (with whom they feel safe and connected to) does not take the time to check in and repair those feelings of shame, loneliness and embarrassment it won’t matter what she teaches him next. He cannot and will not absorb the content. The classroom is not the place the incident occurred so there is no presence of threat. However, if the connection is not built and prioritised when they return to the class the child will continue to feel disconnected and unsafe. In turn, this will then be the basis for continual behaviour concerns in the classroom because the child will react in a triggered and stressed space rather than a calm and safe one.
I often tell the teachers I mentor that the content they deliver can be the most inspiring, well-planned and executed lesson they will ever teach BUT if there is a disconnection between the students and their desire to learn it will not be absorbed, utilised or retained. With less and less time to build and foster these relationships and connections, we are slowly creating unsafe spaces where students cannot and will not thrive.
Lawrence Mogabi, an African studies professor wrote, 'It takes a whole village to raise a child' which enhances the notion that raising a child is the responsibility of a community to ensure their well-being is accounted for, nurturing is consistent, and connection is present. But what has happened over the last decade, or more, is that organically the village is no more. With the increasing workload on mothers and the inability to manage stress and regulate emotions, we spend less time with others connecting. The endless time to play, engage and be with others is no longer the priority and has been replaced with sports, work, chores, and life. I feel it even with my own extended family. We are all busy being busy. If this is the case in the family unit then it is fair to say that many children come to school already feeling stressed, unseen, unheard or misunderstood. So, in our efforts to tick boxes and comply with work expectations, we are fundamentally damaging our education system.
How can this change?
If I have found the silver bullet what does this mean for teachers and classrooms?
In the early years of teaching building connections should be paramount. Teachers should have the time to understand what makes this student want to learn. We need the opportunity to listen and nurture the child’s ability to process big feelings and reactions without shame, isolation or punishment. We need to build classrooms that are bright, colourful, fun and engaging. We need time to laugh, time to continue the amazing discussions we start when a child’s mind imagines the impossible. We need to continue to have our voice heard and prioritise the ‘proven’ ways students learn - through movement and play. We need every school to have a specialised leader solely responsible for encouraging and monitoring the well-being of teachers and students. We need training on how to empower students to believe in themselves even when their world is falling down around them. We need time for our students to see us smile, laugh and be silly. We need to have faith in a teacher’s ability to do what they are qualified to do – teach. We need parents to understand that it is not academic achievements that build success in a student’s future endeavours but rather the presence of someone that cared, someone that understood their child when no one else would and someone that can create and foster a space that feels safe and welcoming. A space that does not shield them from life but provides them with a haven of security to be who they are.
Learning will thrive when a child feels safe and connected. Connection might be the silver bullet BUT changing our priorities is the trigger.
Dominique is a children’s book author, teacher and mother of four. She is passionate about creating conversations for change, inspiring minds and supporting children through development.