Our kids need compassion, not judgement.
There has been a disturbing trend at my kid’s mostly amazing middle school. One teacher started telling my kid’s class (they are in the 6th grade and in person for the first time since spring of 4th grade) that they were underdeveloped and behaving like 4th graders. She told them she had discussed this with other teachers who agreed.
This is problematic, to say the least. Stigmatizing and shaming a group of kids is just stupid, stupid pedagogy. Shame and fear shut down the higher functions of the brain. Learning becomes close to impossible. It certainly does nothing to endear these students to this teacher or create a safe container for learning.
Later that week the teacher stressed my kid out and they started crying. The teacher took them into the hallway and tried to force them to calm down, while my kid begged for a little time by themselves to self-soothe. The teacher ended up sending my kid to the counselor’s office, who called me while I was teaching a class. This whole psychodrama was entirely avoidable.
Some of the reasons my kid is struggling in this class, much more than their other classes, are they are dyslexic and the philosophy of this teacher seems to be “more is better” and “peer pressure makes better performance.” None of this tracks with kids with neurodiversity, so I do not know what her deal is.
I talked to the counselor about my concerns and contacted my kid’s 504 coordinator. My kid has had very few issues with their other teachers and is doing pretty well for a dyslexic kid newly in middle school. Imagine my surprise when the principal sent out his weekly newsletter, usually a mildly interesting mix of updates and recommendations, and instead echoed what my kid’s less-than-stellar teacher had been saying. They are having discipline issues and it’s because kids are emotionally delayed due to quarantine.
I have been beating the drum of Trauma-Informed Pedagogy for a while now, but this was special. How do we get from almost two years of uncontrolled sickness, death, and job loss to “emotionally underdeveloped” and just whiz past trauma? More than 50% of the school population in Austin is Hispanic. The Hispanic community has been hammered by COVID. My college students of color are much, much more deeply impacted by the pandemic than my white students, me, and my contemporaries.
At the beginning of the last school year, I wrote about forcing elementary school kids to be on camera all day for zoom school, because you don’t know what kind of things they are dealing with. The same applies here. How many relatives have they lost? Have their parents lost jobs? Are they homeless? Are family members experiencing mental health or addiction issues? Have they been deprived of social interaction beyond computer screens because their parents have to work and don’t have time to provide them with stimulation? Can they even access the internet for what little social interaction is available? Our kids still can’t get vaccinated, are trying to acclimate to an unrecognizable world where a deadly virus is still killing hundreds of people a day in our state, and you are acting like our kids took a vacation for a year.
The principal has trauma. My kid’s abusive teacher has trauma. I have trauma, and so does my kid. We are all just trying to roll with the continuing punches and function as best we can.
Trauma-Informed Pedagogy means we take stock of and honor all trauma, including our own. And as trauma-informed teachers, leaders, counselors, and parents, we do our absolute best to not make our trauma the problem of people with less power than us. EVER. If you are assuming that everyone has a problem but you, you need to take several seats.
My kid got COVID from their school last week and my husband and I have breakthrough cases. As older, higher risk-people, this has been frightening, but our main fear has been for our kid, who is unvaccinated. Our kid is struggling with guilt for making us sick, despite our assurances that it is not their fault. We are angry at the school for crappy contact tracing. THIS IS ALL TRAUMA. It does not disappear because we don’t want to deal with it. Our tendency to blame, mine included, is a way to avoid the helplessness we feel in the face of this invisible, deadly virus.
Schools, teachers, and administration need to stop putting all the responsibility and blame for COVID onto those with the least power and start dealing with everyone’s actual trauma. Blame is avoidance, which only gets you so far. Our kids need boundaries, yes, but they also need compassionate, healthy teachers, who in turn need emotional, psychological, and financial support to weather this continuing pandemic. We must do better.