Impact on schooling
Children naturally communicate through the way they behave including how they play.
It’s worth bearing in mind the difficulty adults have with expressing their thoughts and feelings following a trauma, this challenge is compounded for children whose brains are not yet fully developed. So that when things happen that are particularly confusing, distressing and overwhelming it is to be expected that they may well struggle to verbalise their experiences and feelings.
Behaviour
With any difficult behaviour it’s most helpful to think about what the underlying need is and what it is that the child is telling you about their experience. Naming what you think they are doing helps with these ‘muddles’ as the child understands more about their thoughts and feelings. This is often the best response, you convey understanding and acceptance, this does not mean that you are giving approval to unacceptable behaviour. You can still set boundaries as limits help children feel safe. Try and view the behaviour as an opportunity to begin a conversation about what they did, rather than ignoring it or punishing the child as adopting a sensitive approach is considered to be the most helpful way forward.
Talking about death and dying
Talking about subjects such as death and dying when children’s feelings may still be raw might not be such a good idea. When these topics arise, perhaps in connection with other subjects, liaise with parents and carers as making sure children know in advance what to expect is important; so is letting them know they can take time out with support if they wish, helping them avoid any shame or embarrassment which is also crucial.
At school
As school is the place where children come together this may also be where they talk about what has happened. Depending on what has happened, school may be the setting in which children can access support. Linking with child and adolescent mental health services (CAMHS) is appropriate to agree a plan of support.
In the aftermath of a major incident affecting class members other bereavements and losses often come to the fore. It is also important to be mindful that a single incident affecting one child can have a major impact for the wider school population. Sensitive acknowledgement of the events within the school community can be a way for pupils who have experienced loss to feel supported by their friends and teachers. This helps them realise their feelings are normal and reduces the potential for isolation.
It is really important that teachers listen and recognise the impact for the child of their experiences and when they are in need of personal support. Children who have been impacted by the event may also want to talk to you. There might also be occasions when a number of children have been impacted by an event. It may be that you want to think of some of the themes together. If you don’t feel comfortable you can always ask for additional support. Be mindful of bringing up sensitive subjects.
Give the child choices about what level of support would be right for them.
Anniversary of an event that involved a school or college.
There are a number of ways in to support those affected.
- Provide information to teachers and support staff about responses to trauma.
- Let staff know that an increase in emotional responses and trauma symptoms are to be expected near an anniversary. This might be changes in behaviour, friendships and academic performance.
- Identify the students and staff directly impacted by the incident and ensure there is support available.
- Identify a well known and trusted adult for the child or young person to talk to if they want to.
- Listen to and validate any concerns, formal counselling is probably not necessary.
- Reduce any unnecessary demands.
- Consider supportive measures for formal exams, such as placing the student in a room they feel at ease in, providing a known and trusted teacher to invigilate and make a plan to manage distress.
- Ensure good communication within staff teams and to pupils and parents.
- Avoid practice fire drills and non-essential safety practices. If these are unavoidable be sure to let those affected know in advance.
- Consider the content of the curriculum in the weeks around the anniversary. Where possible avoid unhelpful topics and focus on resilience and overcoming challenges.
- Consider ways to manage media interest. Think about how to support staff and students to manage their own exposure to the media and social media.
Adapted from Guidance for education providers. Supporting staff and students during the first anniversary of the Manchester Arena Attack (NHS Manchester Resilience Hub).
Video
To see how one school has coped in the aftermath of the Grenfell Tower fire watch this BBC Newsnight video.
Some things to think about
- Are you aware of the plan in your school in the event of an incident?
- If you are dealing with the aftermath of an incident is there a shared understanding so children receive a consistent and calm response?