Written by Paul Dix
How many times must a 9-year-old threaten suicide before the adults will drop the bureaucratic defences and actually help. I have lost count of the number of times children in desperate situations have been flatly refused help or deliberately been referred to another agency to delay intervention. Last week a colleague had to go down to the offices of one agency and threaten to call the press unless they saw the child. It took 4 hours for them to relent. He visits the same office, every week, to advocate for children. Each week the same faceless response. At the same time politicians are proudly talking about safety nets there are children falling through gaping holes that are being wilfully ignored. It is a national scandal. An asset stripping of the ugliest kind.
Schools used to confuse mental illness with bad behaviour choices. In good schools we are well past this. Teachers recognise those whose behaviour is not driven by deliberate choices. They know those children whose struggle is deeper than the day to day ups and downs of childhood.
When you speak to teachers working in referral units the will tell you that the issues that many children arrive with are more complex than they were 15 years ago. These are the children who are growing up with complex needs, in families with addiction, domestic violence, foetal alcohol syndrome, ADHD and compounded by old fashioned neglect. We could search for the reason behind this change if we weren't so tied up with dealing with the symptoms.
Emotional trauma in the early years is a scar that people carry for the rest of their lives. It is a hidden injury that rarely produces the same empathy in others as a physical disability. It is easy to imagine the brief and limited pain of a broken bone. Not so easy to imagine the constant emotional pain of childhood trauma that displays itself in behaviour not bandages.
Some children hold it in, appear to be ‘normal', pretend to be like everybody else but it is exhausting. Without the space to talk, to rest and refocus the tension builds and releases in an explosion of anger, tears, aggression and self injurious behaviour. In school where there is no differentiation of intervention, where children are forced to conform, where punishment is used too liberally there are real dangers. ‘Behaviour' labels are given to children who need medical interventions. Classroom management polices are used to try and crush behaviours. I have even heard of schools unilaterally rejecting evidence of mental illness because it doesn't fit with their systems. It is cruel, misguided and has long-term repercussions in later life.
As a profession we need to do more to stimulate collaboration between agencies. We must refuse to sit in endless meetings talking around problems. Instead we need to use the time and the professionals aroind the table to act, to intervene, to stand up for those whose voice is rarely heard. I have lost count of the number of day long meetings where social workers, Ed Phys, Pastoral leaders, learning mentor etc sit around and chew the fat. "We should write a report on this and come back to it next time'. While the child sits and waits for the adult world to help, those that can help are sat in endless reviews filling in pointless paperwork.
Therapeutic approaches can be highly affective but are never part of a ‘behaviour' policy. When executed properly they can help children to operate within the ‘normal range' of school behaviour. Many schools are now providing their own support while they are waiting for appointments with other agencies. Many have gone further and trained teachers and LSAs in talk therapy, play therapy, safe touch, nurture, eye contact games and positive self-talk routines.
Of course the consistent empathetic responses of all adults to children with mental health issues is at the core of good practice. Making time to listen, to try and understand or just to be there can be as effective as planned interventions. The consistent caring approach of every adult must be the foundation for exceptional practice regardless of the learners we are working with.
We must challenge the poor practice, speak out for those who have no voice and make the bean counters understand that taking support from the children in need is the most inefficient use of their money.