Assistant Professor Xie Huichao, Psychology and Child & Human Development (PCHD) Academic Group

Children acting up in classes could be undergoing toxic stress from adversities and crying for help. A healthy dose of optimism and kindness on the part of teachers can go a long way in helping them regain confidence and resilience in their lives.

Children come from a wide variety of experiences and environments. While everyone experiences stress from time to time, some stress can be chronic and toxic. For example, toxic stress resulting from child abuse or malnutrition could change the way a child’s brain functions and lead to problematic behaviours and difficulty in learning. It has been reported that two in every three adult residents in Singapore have experienced some forms of adverse circumstances in their childhood¹.

It could be particularly challenging for teachers when a child acts out in class. In a class of 20 or 30 students, it may be easy to dismiss a child who is acting out. Take for instance “Ashley”, a nine-year-old girl who is usually quiet and staying alone. She would scream and yell whenever she was asked to do something against her will. Most people would consider Ashley a difficult learner. In our experience, however, she could belong to a group of children who had experienced or was experiencing toxic stress.

Schools are a source of powerful resilient factors in countering negative consequences of toxic stress in children. A supportive and secure relationship holds the key. Teachers, principals and other school personnel whom the children have become familiar with could nurture such a bond with them. While there is no quick solution to build trusting relationships, below are four tips that teachers might find useful in conducting an effective class.

1. Be positive about your students and believe that all of them strive to excel in school. Children with adverse experiences are particularly sensitive and vulnerable to distrust and prejudgment. When you genuinely believe in your students, you would discover effective ways to communicate with and help them.
   • Compliment them regularly to show and embrace your positive attitudes and beliefs in your students.
   • When students act out, remain calm and find out what they need and how to help them. Admonishments and publishments may reaffirm their abusive experiences.
2. Create a safe and inviting environment in class. Children who have been traumatised from adverse experiences yearn for safety and acceptance. Once they feel safe and secure, they are more likely to engage, participate, communicate, interact and learn. Teach your students the rules of behaviour in class instead of implying them. Careful planning and arrangements in the school environment are necessary to ensure the students feel safe and are able to predict the next course of action. For example, you can provide visual diagrams to remind students what would happen next and what they are expected to do.
3. Offer opportunities for students to make choices. It is essential to rebuild a sense of self-control in children with traumatised experiences. Teachers can create opportunities to encourage students to make choices. For example, when the class is divided into small groups for project work, teachers can allow students to form their own groups within certain guidelines (e.g., group size). Structure your classroom to allow non-participation as an option. Children with adverse experiences may be temperamental and fluctuate in their engagement level. During these bad days and low moments, they need to be reassured, and least of all, be judged by their teacher or peers.
4. Handle inappropriate behaviours as a means of communication. When a child with adverse experiences misbehaves, it is their way of communicating “I need help!” to you. Be alert and sensitive to this social cue so that instead of disciplining the child, you could seize the opportunity and be there to support the child. The “Check and Connect system” is an example to consider. Students would individually select a school personnel (e.g., a classroom teacher, a learning support specialist or a school administrator) as the “call for help” adult. Students can consult the adult to help them regulate their emotions, solve problems with peers or calm down from an outburst.

Being a teacher, we have a unique opportunity to serve as a critical resilient factor in a child’s life. Be aware of assumptions and stereotyping. Setting up a mirror in your mind to reflect on your words and actions can be beneficial to prevent or rectify such pitfalls.

Daily Reflection

Did I raise my voice and tone when I was talking with a student who has experienced or witnessed violence?

Did I say or do something that could cause or reactivate the trauma to a student, e.g. scolding a student who had experienced child abuse?

Did I talk to a student from a low-income family using a sympathetic tone that can embarrass or lower the self-esteem of the student?

Did I stop a student from doing something without mentioning what was the right thing to do?

Can I use a different language or action to show compassion to students who need my advice and help?

All children can learn and thrive in a supportive environment. For those who have been or are currently experiencing adverse circumstances, there are many ways for teachers to support and enhance their resilience. Adverse experiences do not always result in toxic stress and compromised outcomes. It takes the whole community, including schools, to protect the physical and mental well-being of children experiencing adversities.

Do you have students suffering from toxic stress in class?

Calm down as help is on hand. NIE has a series of degree programmes and courses, including the Master of Education in Developmental Psychology, where you can gain knowledge and competency on managing children’s social emotional development and learner motivation. The Advanced Diploma in Special Learning and Behavioural Needs also features a module in helping students with emotional and behavioural difficulties.

Reference:

• Bethell, C., Gombojav, N., Solloway, M., & Wissow, L. (2016). Adverse childhood experiences, resilience and mindfulness-based approaches: common denominator issues for children with emotional, mental, or behavioral problems. Child and Adolescent Psychiatric Clinics, 25(2), 139-156.
• Center on the Developing Child at Harvard University (2021). Toxic stress. Retrieved from https://developingchild.harvard.edu/science/key-concepts/toxic-stress/
• Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2016). Toward a blueprint for trauma-informed service delivery in schools. School Mental Health, 8(1), 144-162.
• Harper, K., & Temkin, D. (2019). Responding to Trauma through Policies That Create Supportive Learning Environments. Child Trends. Publication 2019-15.
• Masten, A.S. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6-20
• Powers, K., Hagans, K., & Linn, M. (2017). A mixed‐method efficacy and fidelity study of Check and Connect. Psychology in the Schools, 54(9), 1019-1033.
• Sege, R., Bethell, C., Linkenbach, J., Jones, J., Klika, B., & Pecora, P. J. (2017). Balancing adverse childhood experiences with HOPE: new insights into the role of positive experience on child and family development. Boston: The Medical Foundation.
• Tishelman, A. C., Haney, P., O’Brien, J. G., & Blaustein, M. E. (2010). A framework for school-based psychological evaluations: Utilizing a ‘trauma lens’. Journal of Child & Adolescent Trauma, 3(4), 279-302.