@westernsydusonm I have previously written about trauma and its pervasive negative effects on the health and well-being of children, subsequently compromising their ability to learn. I have also written about the importance of being ‘trauma-informed’. That is, having a clear understanding of trauma and its effects on children. Such an understanding generates empathy and enables adults to work more effectively with children who have experienced trauma. Recently, I have also acknowledged teachers’ predisposition to the experience of vicarious trauma, as a result of their unique investment in their students.
COVID-19 has created an environment that creates and perpetuates trauma. Children with a trauma history may be triggered by sudden changes and increased loss of control. Children previously free of trauma may find themselves faced with the death of a loved one or the inability to see a parent who is also an essential service provider. These children are exposed to continuous reporting on television, radio, and the internet regarding the impact of COVID-19 on the economy, health, and lives of everyone in the world. Children are not immune to what is occurring around them. They look to adults who they trust for answers… and right now, those adults are also looking for answers while trying to reassure children.
Some children are considered ‘at risk’ in their family environments, but when there are external supports, they can remain at home. One of those supports is the school. Generally, teachers are aware which of their students are ‘at risk’, and seeing them in the classroom each day provides reassurance to the teacher that the student is safe. If/when the student is not in the classroom, the teacher can call the home and check on the student or raise the concern with proper authorities if they are unable to make contact. But what happens if neither the teacher or student are in the classroom?
Unfortunately, there is evidence that the events surrounding COVID-19, such as job losses, school closures, and community restrictions, have led to an increase in the incidence of domestic violence, child abuse, and neglect. These traumatic events have implications for children and require immediate attention when/where they are occurring. But without daily, face to face contact between teachers and students, these traumatic events may go undetected.
Teachers do not stop being teachers when the school bell chimes at the end of the day. Indeed, teachers are often thinking of their students. In these current times, when schools close, it is not unimaginable that teachers are fretting for particular students who may have unsafe homes. This genuine concern can negatively impact the health and well-being of teachers. There is a clear need to offer support for teachers who do so much more than teach.
Bio
Stacy Blythe is a Registered Nurse, a Senior Research Fellow in the School of Nursing and Midwifery at the Western Sydney University, and the Deputy Director of the Translation Research and Social Innovation (TReSI) Group, based at the Ingham Institute. Her research focuses on the health and well-being of children in out-of-home care and their families (both birth and foster families). As a lecturer in Infant Mental Health, she is particularly interested in infants who are prenatally exposed to harmful substances (eg. illicit drugs). In addition to her nursing, teaching and research qualifications, Stacy has post graduate certification in Developmental Trauma. Stacy has also been an authorised foster carer for 15 years. Drawing on her skills as a nurse, knowledge as a researcher and experience as a carer, Stacy provides training to health care workers, social service providers and foster carers in relation to working with children who have experienced trauma.
Stacy has experience with qualitative methodologies and systematic reviews. She has taught in the undergraduate and post graduate nursing programs and provides research training and mentoring to Registered Nurses and Clinical Nurse Consultants in the local health district Research interests include: infant mental health, substance exposed infants, foster care, foster carers, the foster care family. Stacy competed her PhD in 2013 and commenced supervising higher degree students. Stacy is currently supervising two PhD Candidates, one MRes Candidate, two BN(Hons) students and mentoring two BN(Adv) students and one Clinical Nurse Consultant from the local health district.
Stacy has served as the Director of Engagement (2016-2020), the school coordinator for Aboriginal and Torres Strait Islander students and alumni (2015), the Deputy Director for Clinical Education (2013-2014), and the Deputy Director of Casual Workforce (2013-2014).
COVID-19 has created an environment that creates and perpetuates trauma. Children with a trauma history may be triggered by sudden changes and increased loss of control. Children previously free of trauma may find themselves faced with the death of a loved one or the inability to see a parent who is also an essential service provider. These children are exposed to continuous reporting on television, radio, and the internet regarding the impact of COVID-19 on the economy, health, and lives of everyone in the world. Children are not immune to what is occurring around them. They look to adults who they trust for answers… and right now, those adults are also looking for answers while trying to reassure children.
Some children are considered ‘at risk’ in their family environments, but when there are external supports, they can remain at home. One of those supports is the school. Generally, teachers are aware which of their students are ‘at risk’, and seeing them in the classroom each day provides reassurance to the teacher that the student is safe. If/when the student is not in the classroom, the teacher can call the home and check on the student or raise the concern with proper authorities if they are unable to make contact. But what happens if neither the teacher or student are in the classroom?
Unfortunately, there is evidence that the events surrounding COVID-19, such as job losses, school closures, and community restrictions, have led to an increase in the incidence of domestic violence, child abuse, and neglect. These traumatic events have implications for children and require immediate attention when/where they are occurring. But without daily, face to face contact between teachers and students, these traumatic events may go undetected.
Teachers do not stop being teachers when the school bell chimes at the end of the day. Indeed, teachers are often thinking of their students. In these current times, when schools close, it is not unimaginable that teachers are fretting for particular students who may have unsafe homes. This genuine concern can negatively impact the health and well-being of teachers. There is a clear need to offer support for teachers who do so much more than teach.
Bio
Stacy Blythe is a Registered Nurse, a Senior Research Fellow in the School of Nursing and Midwifery at the Western Sydney University, and the Deputy Director of the Translation Research and Social Innovation (TReSI) Group, based at the Ingham Institute. Her research focuses on the health and well-being of children in out-of-home care and their families (both birth and foster families). As a lecturer in Infant Mental Health, she is particularly interested in infants who are prenatally exposed to harmful substances (eg. illicit drugs). In addition to her nursing, teaching and research qualifications, Stacy has post graduate certification in Developmental Trauma. Stacy has also been an authorised foster carer for 15 years. Drawing on her skills as a nurse, knowledge as a researcher and experience as a carer, Stacy provides training to health care workers, social service providers and foster carers in relation to working with children who have experienced trauma.
Stacy has experience with qualitative methodologies and systematic reviews. She has taught in the undergraduate and post graduate nursing programs and provides research training and mentoring to Registered Nurses and Clinical Nurse Consultants in the local health district Research interests include: infant mental health, substance exposed infants, foster care, foster carers, the foster care family. Stacy competed her PhD in 2013 and commenced supervising higher degree students. Stacy is currently supervising two PhD Candidates, one MRes Candidate, two BN(Hons) students and mentoring two BN(Adv) students and one Clinical Nurse Consultant from the local health district.
Stacy has served as the Director of Engagement (2016-2020), the school coordinator for Aboriginal and Torres Strait Islander students and alumni (2015), the Deputy Director for Clinical Education (2013-2014), and the Deputy Director of Casual Workforce (2013-2014).