You may teach or work with young people who have experience
of violent conflict, perhaps having joined your group as refugees. For example,
there may be children from Afghanistan. This does not mean they cannot
participate in
Fly Kites Not Drones
activities, but you should consider whether and how to approach their involvement
safely and positively. Discussing feelings and thoughts in a safe,
collaborative space can help build resiliency.
Considering Trauma
Some young people who have experienced armed conflict may be
traumatised, meaning they continue to experience mental distress in their
everyday lives. Not all young people who have experienced dangerous or scary
events are “traumatised” however, and trauma itself can take different forms.
The role of educators is not to provide therapy, so if you
think a young person experiencing post-traumatic stress, you may want to
investigate other ways to help. However, a calm consistent environment can “buffer”
the experience of trauma, helping minimise distress. Educators may also be in position
to help identify trauma in the behaviour of young people, looking out for the behaviours listed in the box.
Behaviours associated with trauma
- difficulty in concentrating and completing tasks
- tiredness because of lack of sleep
- avoidance of particular activities and
situations
- physical ailments, such as headaches, vomiting
or stomach aches
- irritability or hyper-alertness
- impaired memory
- exaggerated startle responses
- preoccupation with violent events
(conversations, drawings)
- unrealistic worries about possible harm to self
and others
- excessive distress upon separation or when
anticipating separation from parent
- recollection of traumatic events Students who
manifest the above behaviours may be experiencing
- violent nightmares or flashbacks
- disturbing memories
- feelings of being in danger • feelings of
betrayal
- anger
- denial
- pervasive or generalized anxiety
Source: Students from Refugee Backgrounds: A Guide for
Teachers and Schools
Prepare
You will probably know your class well, but before exploring
a serious issue such as drone warfare, you may need to know more about your
pupils’ previous experience.
Speak to parents or key pastoral staff, sharing your plans
and taking advice. There may be general adjustments made for the young person,
or specific ones linked to Fly Kites Not DrtonesThis might be providing
alternative activities for the pupil, but not necessarily.
And of course, find an opportunity to speak to the young
person one-to-one to check their comfort levels.
A safe space
Discussion in circle time can be a good way for young
people. If the expectations or contract you have for circle time are being met,
it can act as a safe space for young people can understand and express their
feelings.
Provide an exit
Make sure there is a way for young people who would like to
step back from the activity to do so unobtrusively, and monitor their responses
(including non-verbal cues) to the content which may lead you to suggest they
step back.
Consider involving pupils in
peer learning
Where young people with experience of violent conflict feel able, you can give them a voice to share their experiences. This can focus on positive experiences: What was their favourite thing about that country? What did they play? What did they eat? Having someone with direct experience in the group can help avoid generalisations and provide a healthy opportunity for them to talk about their experiences and be the "expert". This could involve discussion as well as more creative ways to explore the topics including drama or music.
More advice:
Headlines: War and Conflict - Tackling Controversial Issues in the Classroom by Marguerite Heath (2010) | http://www.bloomsbury.com/uk/headlines-war-and-conflict-9781408113578/
Aiming High: Guidance on supporting the Education of Asylum
Seeking and Refugee Children | http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/DfES-0287-2004.PDF
Strategies to support the child of a refugee background | http://www.psych4schools.com.au/excerpt/refugee
Emotional Well Being | NALDIC | http://www.naldic.org.uk/eal-teaching-and-learning/outline-guidance/ealrefugee/refem
Students from Refugee Backgrounds: A Guide for Teachers and
Schools | https://www.bced.gov.bc.ca/ell//refugees_teachers_guide.pdf
Child Trauma Toolkit for Educators | http://www.nctsn.org/resources/audiences/school-personnel/trauma-toolkit
Peacemakers | In Focus:Teaching Controversial Issues | http://www.peacemakers.org.uk/wp-content/uploads/2015/09/Peacemakers-Annual-Report-2014.pdf
