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A group of senior students make a disclosure of sexual abuse in relation to another students. The students express their concern for the well being of one of their friends who is being sexually abused and they want to know what they can do to stop it. The situation is further complicated by the fact that these students have been sworn to secrecy and refuse to reveal their friend's name or participate in any further investigation unless initiated by themselves. The students expressed a real concern for their friend's safety as it was the student who asked her friends to help her stop her from being the subject of continued abused.
A new student arrives in Kindergarten with a less than glowing reputation unusual for one so young I am a teacher of many years experience and well regarded professionally by both my colleagues and parents. As a teacher I enjoy the daily interaction with my class and believe that students learning is facilitated when the learning environment is safe, happy and nurturing. Unfortunately, my new student has presented with very profound behavioural problems and by the second week has hit and kicked teachers and students, run away from school, defied directions, refused to participate in class activities and has also thrown rocks at two teachers who reprimand the student for inappropriate behaviour while on the playground.
This impact of this child's behaviour on my class is distressing not only for me but also for the students in my group. The children in the class have arrived at school very well prepared; they socialise well, are eager to learn and appear to be really enjoying the school experience until the impact of this behaviour.
Many of my students' parents are anxious and concerned by the apparent change that is sweeping over their children. While not quite total school refusal many parents have expressed that their child no longer enjoys coming to school and is in fact frightened by this new child's behaviour. The class as a whole has not given up on the idea that perhaps they can make friends with our new student, which is in keeping with their strong sense of right and wrong. However, after their attempts in forming friendship results in some physical altercation. After the children are left in tears after these incidents and many children are withdrawing from the group in search of a safe space.
As a teacher of Kindergarten children I understand the need for close contact with all my students but because of the constant demands of correcting this child's inappropriate behaviour I begin to feel guilty about the amount of time I must spend with this child.
From the day one I have sought assistance from my colleagues and school executive. The child's parents have been interviewed by the Principal and the school has approached counselling services to assist in the development of a behavioural management program. It is becoming heart breaking to see this child so far out of control and I don't know how long I can continue to see my children's work destroyed and their enjoyment of school taken away from them. The wheels turn slowly and we are getting good support from the Integration services but change is not occurring I have been able to maintain or mostly keep the lid on this child's behaviour but the impact on this class is huge.
The behaviour of this child is so overt and has impacted upon so many children that several parents have approached me as the class teacher demanding to know......
I now not only have the pressure of managing this child but the added pressure resulting from the parents concern. I know that I am doing all in my capacity to improve and modify the situation but I most certainly feel that my skill as a professional is under scrutiny and question. I also believe that while the other children in the class has rights, the right to learn, the right to feel safe so to does the child in the middle of all this. There is a need to modify this child's behaviour and a strong need to respect the child's privacy and protect him from further vilification.
The year continued on with reasonable days, bad days and completely shocking days. The school instigated several management plans and held many case reviews with the child's mother, teacher, Integration Support Aide, ISTB and School Counsellor and finally with the child's General Practitioner.
It was nearing the end of the school year and I had agreed to have another year on a Kindergarten class. My school records were almost complete and the Kindergarten reports were already finished and sent out to parents. It now almost possible to see the light at the end of the tunnel with the academic year coming to a close. I was in the middle of dismissing the class when a very agitated parent appeared in the doorway. Sensing her very obvious distress several other parents had joined with her to offer support The parent was critical of her child's report. I had made a huge mistake. She believed that the report ' to be totally inaccurate and blatancy unjustified. Confused by this outburst I re read the report. I could find no comment that I had contradicted my professional judgement of this student's progress but nothing I could say or any records that I could show relieved the parent's anxiety.
The parent was extremely upset and demanded to know why I wrote such things. I went on to say that he was one of my most capable pupils, well mannered and polite. Unfortunately, this was not how this child acted when outside the school environment.
I receive an anonymous phone call regarding a child in my class being subject to physical abuse. I have seen no obvious evidence of this and the student presents as happy and socially well adjusted A week or so after the initial phone call I am approached by a very well respected member of the school community who states that they have witnessed this abuse first hand but because of their trusted position feel unable to approach her the parent concerned or the welfare agencies.
The community member stresses the risk that this student and his sibling are in and implores me as class teacher take action without delay.
I am new to this present school setting and I find myself working in the very junior section of the school The class has settled in to the school routine quickly and the children appear to working well with one another and I have noticed that quite a few after school friendships have blossomed with the students and some of the parents.
About half way through the school year I am approached by two parents who express concern about their children and the relationship between them and another student in the group. The parents have come to express their concern at the behest of other parents in the group. It would appear that it has become common knowledge among the parent body that a parent of one the student's in my class has been recently charged with a criminal offence. The parents were concerned that they often let their children play at this person's house. On several occasions they had noticed that their children had pieces of underclothing missing after visiting this house to play after school. While the parents were unsure of exactly what the criminal charge was they feared that their children may have been sexually abused. Other parents were convinced that this was the case and wanted me to take action on their behalf.
As a beginning teacher I feel enthusiastic and progressive as I embark upon my teaching career. I have inherited a very difficult student from another class. This student has been caught stealing from the classroom as well as from other students, has been refusing to participate in activities and has run away and hidden on several occasions. The child has settled in remarkably quickly and is showing a marked improvement in behaviour and in his academic progress. My colleagues have noticed the difference including the original class teacher, who is one of the most experienced members of the teaching staff. I sense this teacher's discomfort. I am a new and relatively inexperienced teacher but I feel the need to make a professional stand on how this child needs to be managed and supported.
Copyright M.Teach, University of Sydney