“Childhood neglect is the most damaging trauma. The child must not have the basic needs threatened in any way or survival will be all they think about” – Dave Ziegler
Overview and learning outcomes
Chapter one focuses on understanding the nature and impact of child maltreatment on the academic and social-emotional development of students. This chapter is organised into:
Understanding child maltreatment, including an introduction to the nature and prevalence of child maltreatment
Childhood trauma, and the impact of child abuse and neglect
Trauma informed practice and implications for educators
On successful completion of this chapter, you should be able to:
Understand types of childhood abuse and neglect and the related risk and protective factors
Know the pervasive impact of adverse childhood experiences on the physical and emotional wellbeing of children
Be aware of the influences on the development of post-traumatic stress reactions in children
Identify the range of symptoms associated with complex trauma and its impact on learning
Understand the principles of trauma informed practice in education
INTRODUCTION
Every day, children enter their classrooms bringing backpacks, pencils, paper—and their unique views of the world. Every child has their own expectations and insights, formed from experiences at home, in the community, and at school. Inclusive schools and teachers recognise and respond to the diverse needs of their students, accommodating both different styles and rates of learning and ensuring quality education to all through quality curricula, organisational arrangements, teaching strategies, resource use, and partnerships within their communities.
When children witness violence between their adult caregivers or experience abuse or neglect, they can enter the classroom believing that the world is an unpredictable and threatening place. Teachers who understand the effects of such experiences of abuse and neglect on children’s education, who are able to develop teaching practices to help them, and who are able to participate actively and collaboratively in the systems designed to support these children, will not only improve educational outcomes for these children but will assist in their healing and recovery.
