We are now five years in with our wonderful daughter who joined our family just after her 2nd birthday. She goes to a school that I would characterise as 'good' - not an OFSTED judgement but a feeling.
I come from a professional education background so think I'm reasonably well informed. Having said that, I've learnt so much about trauma and its impact that I definitely did not know when I was teaching. I wish I had!
We often feel we are on the recieving end of critique from school about our choices eg. She's anxious about your upcoming holiday so we are experiencing difficult behaviour in school, she's concerned because you are working until late today (one of us is always there to get her, she's never been picked up by anyone other than myself/partner)
I have concerns about unresolved issues, a supply teacher shamed her and another child by making them stand at the side of the room whilst other children were sat on the mat a couple of weeks before Christmas; the obligatory NSPCC assembly and workshop about child abuse happened, they promised to support her if she was triggered, she was, displayed some difficult behaviour and was then reprimanded for the behaviour rather than supported. These are a couple of examples put of a fairly long list.
They claim to be a trauma informed school. Academically she's doing well, but to be honest I think this is fairly irrelevant if they aren't supporting her wellbeing and differentiating for her as a young person who has experienced significant trauma in her life.
I've got no desire to change schools, I think that'd be incredibly disruptive, but what are my options in terms of bringing some additional support to the table? We have regular meetings for her as a PLAC but they don't always follow up on actions as a priority.
The benefit of some experience here would be much appreciated! She's in Year 2 at the moment.
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Adoption
A school one...
CottonHeadedNinnyMug · 08/01/2024 17:04
Jellycatspyjamas · 09/01/2024 09:31
I'd start by speaking to the school about what they mean by "trauma informed". Trauma has become the new catchphrase but all too often that "trauma informed" doesn't actually make its way into the class room - it may mean the HT did a day of training, but the classroom staff actually haven't had training or had support to relate that theory into practice. The things you're mentioned are pretty simple to be honest, recognising a child might be triggered by discussions about abuse and recognising the behaviour as stemming from that trigger, being able to recognise that singling a child out is shaming - which isn't a good discipline practice for any child much less a previously looked after child.
Being trauma informed is having a mindset that has empathy and compassion for the child, that looks to anticipate blocks and barriers they may have and put things in place before there's an issue.
Yes teachers have a lot on their plate, but it doesn't take any more time to not leave a child standing at the side, to not reprimand a child for acting out following a difficult presentation, to recognise that every day circumstances will mean the child struggles in class at times.
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