Walking With Children

For a child, missing breakfast can feel like a tragedy.  Not because he cannot survive the loss of calories, but because the food represents something missing from her life that is far larger. Perhaps, an unmet need for love, care, and emotional sustenance.

As a teacher, I frequently encounter unfavorable circumstances in the lives of the children I serve. Some students are not equipped to mask their difficult emotions, as many children (and adults) do. These students often develop, instead, emotional weapons that distort our perspective and originate from deep within their amygdala; the most primal area of the human brain.

Students who 'open carry' emotional baggage are a challenge for traditional classrooms. When a student who is emotionally-armed loses control,  a uniquely trained response is required. A response that redirects the child, allows other students to learn, and maintains the integrity of the teacher.

Teachers, and students are not generally trained to respond in a manner that meets this criteria. Consequently, outcomes vary.  Usually there are negative after effects.  What could have been a learning experience, in the end, inflicts further injury on some or all involved.

A Few Important Facts and Observations

• A well-programmed Robot should not lose control.  Humans do.  

• When Humans lose emotional control of themselves, there can be a range of negative outcomes.

• Losing emotional control of oneself is a traumatizing event. It is messy and very uncomfortable. 

• Between 1980 and 1992, the CDC reported an increase in suicide for the age groups 10-14 and 15 to 19.

Suicide devastates families and entire communities. Young people who are at greatest risk for suicide are those who are challenged by circumstances and emotions that are beyond their current control. In some cases, the causes seem obvious.  In other instances, the student may seem to have the 'perfect life.'

As teachers, we have a unique opportunity to work with our students, colleagues, and our communities to become trained and savvy regarding the emotional responses and well-being of our students.  How we handle the difficult emotional outbursts of our students sends a powerful message to all involved.  It isn't always, but it can become a positive message.

There are extraordinary gifts that can emerge from the most difficult situations.  I believe that the emotional well-being of our students is paramount to their success in school and life.  Creating a classroom where difficult situations are managed, to result in positive outcomes, is essential to developing a secure environment. An environment where all students can learn and thrive.