Public schools have become a place of healing. With the increase of child abuse, and numerous cases of violence in communities...

Child Abuse

Our profession is often confronted with issues of child abuse. However, with time, abuse is impacting children at younger and younger ages. Many of the kids we work with either witness abuse or are victims of abuse-in their own households. They come to school with these issues, and we expect them to perform as if all is well with life. Of course, we are not always aware of what's happening; our clues don't often arrive until a child comes to us directly. In any event, we need to be aware that the reality is, somewhere in your classroom or school or school system, children are being abused.

In 2006 the U.S. Department of Health released a report detailing the various forms and types of child abuse. According to that data, · an estimated 3.3 million referrals were made, involving the alleged maltreatment of approximately 6.0 million children · an estimated 905,000 children were determined to have been victims of abuse or neglect · slightly more than one-half of child abuse victims were girls (51.5% to 48.2%) · 48.8% of all victims were White; 22.8% were African-American; 18.4% were Hispanic · 64.1% of the victims suffered neglect · 16.0% of the victims suffered physical abuse · 8.8% of the victims suffered sexual abuse · 6.6% of the victims suffered emotional maltreatment · 78.0% of the children who died due to child abuse and neglect were younger than four years old

Teenage Gangs On another front, gang issues are no longer specific to poor urban communities-suburban and rural communities are now seeing the devastating effects of gang life, too. Young people run to gang organizations because they want the sense of being a part of something, of belonging to a whole-a feeling that is often missing from their broken homes; they also want, or in some cases need, the sense of protection that comes from belonging to a gang. Gang life and child abuse have some very close ties, as one often bleeds into the other . . . literally.

Various forms of child abuse and gang life, as well as broken families (caused by divorce, death, or domestic violence), homelessness, and many other human relational issues stream into school systems frequently, becoming an unwanted partner in what we do. Because of these issues, teachers must become part of a healing community. They must work with social workers, counselors, and community advocates to help students navigate the tumultuous terrain. Dealing with these problems is not something we are all trained for, but it is a fact of the teaching profession that we will deal with such issues at some point-some of us more than others.

I know gang issues are huge right now in our school system. We must be on alert for possible gang activity twenty-four hours a day, seven days a week. It is critical that we stay on top of related situations to ensure that the majority of students feel safe and can learn, free from the fear of violence or intimidation.

A Healing Moment Recently, at the end of a school day, I was ready to go home. The bell had not rung, yet, but the time was nigh. As I strolled routinely down the hallway, a teacher called me as I walked by her class. She had a student in her classroom who had reportedly been involved in some gang activity, and she needed assistance dealing with the situation. Her feelings were backed up by other students, who had mentioned to me that week that this specific student had been associating himself with the gang culture and had been doing so rather consistently by participating in discussions, using hand gestures, and wearing certain apparel. When I approached the classroom, the teacher pointed him out. I motioned him toward me and he came, and he walked with me down a long hallway back to my office. Behind a closed door, I spoke with him about the allegations.

"Son, I understand that you are claiming to be in a gang. Is that true?" "Naw," he replied. "Well, I understand, based on a few witnesses, that you have a handkerchief that you have been flashing in the bathroom and in the hallway." This is a notorious tradition of gang members. "Are you in a gang?" I asked. "No, I ain't in no gang. I ain't claimin' nothin'." Soon thereafter, I started to call the parents of the student. It was at this point that he began to break down. "Please don't call my momma and daddy, sir. I ain't in no gang. I was just playin' around in the bathroom." "Flashing handkerchiefs is not a game. People take the action seriously and someone could have been hurt today as a result of your actions." "What you care for, anyway? Why you care? Nobody cares-nobody!"

As I sat there, looking at this kid, I was thinking, "Wow, what a statement: 'Nobody cares anyway.'" I bet a lot of kids feel this way, but it is far from the truth. I know, because millions of teachers throughout our school systems in America and around the world do care. Thousands of administrators stay up late in the evening designing programs because they care. Counselors and school staff drive to homes in the roughest of neighborhoods because they care. Teachers pick students up for school because the parent has no way to take them. Educators do care, and they care a lot because most love their students and the education field.

As my mind returned to the immediate situation, I decided that, rather than disciplining this kid, I would talk with him. "I do care, and I care because I have three boys. I want a good life for them, and I want you to have a good life, too. I care because you are one of my students, and I know you will succeed if you put your mind to it. I care because it is my responsibility to care, son." He broke down and cried like a baby.

21st Century Healers I bet few teachers consider the fact that they are in the healing business. Not physical healing, but healing of the psychological and spiritual variety. Many young people walk through the doors of schools with a spirit that has been broken from inconceivable neglect and minds that have been abused from violence. Essentially, teachers are 21st century healers, as they often confront broken souls, minds and bodies--kids depend on us and often turn to us for help.

The young man in my story is a mere microcosm of the beliefs of our young learners; so many of them have been challenged with so many negative situations that they really do feel that the world is more against them than for them. Their outlook on life is pessimistic and dreadfully untrusting. For some teachers, it only takes a quick reflection on the past to be reminded of the pain and trauma of their own childhood and teenage years.

Ours is a profession that has the power to heal the many broken spirits and minds that burden and sometimes hold back our learners from progressing in life. A little patience, kindness, and empathy can be the impetus for a healing process-for both students and teachers. Teaching is healing, and healing only comes by way of love. Do you love your students in a way that will enable you to see and hear their pain? This is not always easy, as some students work hard to be defiant and disrespectful.

Just remember, many have been hurt enough already, which puts you in the healing business. Our calling, as teaching professionals, is to offer a community that is safe, vibrant, and forgiving, while working to maintain a consistency in rules and values that provide fairness and compassion to every student. Yes, this does include discipline. Yet, even in that, healing should be at the forefront of what we do-especially if teaching is to make a positive difference in the lives of the young people placed at our feet.

Join the Movement today and make a difference.

Dr. Graysen Walles
Author, Reasons to Keep Teaching: The Greatest Career on the Planet
http://theteachersmovement.com

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