“A growing awareness of the impact of trauma and toxic stress shows how exposure to violence often manifests in destructive behaviours in children and youth.”
By Grant Steward
By Grant Steward A few years ago whilst working with a school on a trauma-informed process, an incident was relayed about a female teacher who had been cornered and then groped by a male learner in her classroom. It is a reminder, if we needed reminding, that schools are not neutral spaces, they are microcosms of the community, which is broader than geography. Characteristics of intergenerational trauma are present in schools. Indeed, the education system is part of the system that perpetuates
I do want to note that the causes and responses to violence, such as SRGBV are complex and thus there is the risk of oversimplifying the problem and its solutions within a short article. It is also not a criticism of individual educators, administrators, and even schools who are working hard to reduce SRGBV. Nevertheless, if traditional solutions are not working then a starting point is to acknowledge this and realise how pervasive trauma is, extending into the very fabric of the school with the effect we know, the re- enactment of violence. It is this that we must find the means to disrupt. There is broad recognition that SRGBV is a learning barrier to all genders, with serious harmful effects on physical, sexual, social, and psychological levels. The lack of safety (physical and emotional) that this causes inhibits learners’ and teachers’ ability to learn, teach, relate and work effectively. This is reflective of a growing awareness of the impact of trauma (and toxic stress) on the brain which has shown how exposure to violence often manifests in destructive
intergenerational trauma, where vast structural inequities have not been addressed effectively.
As traumatised and traumatising institutions, violence, including school-related gender- based violence (SRGBV) is, as we know, an experienced reality in school. In addressing this issue, forms of trauma have often been separated, lacking consideration of the broader historical and social context and the connection between all forms of trauma. Thus traditional strategies in schools about mental health, education, violence, and trauma prevention have proved minimally successful, especially in areas where violence and poverty are ongoing. Too often the focus has been on symptoms and not root causes, ultimately leading to frustration when these interventions do not result in the desired outcomes.
PATHWA behaviours of children and youth. In addition to these effects, adults often mirror similar behaviours further impeding their effectiveness in teaching and interacting with learners and their colleagues. The psychiatrist Bruce Perry makes the point that if we are not regulated, we cannot relate, and if we cannot relate then we cannot reason. 75 Dec 2022 | Collective Action Magazine
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