Beyond the Headlines: Understanding and Supporting Our Most Vulnerable Students

A news article from 9 News Queensland came up in my Facebook feed a few days ago. With the title “#EXCLUSIVE: #9News can reveal shocking images of damage to a school caused by an 8-year-old student who trashed two classrooms in front of other children”, I was intrigued. I clicked.

Mere seconds into the video, without even delving into the abyss of comments from ‘the public’, I found myself wanting desperately to defend the unidentified 8-year-old child whom I have never met, who I will likely never meet, but who I know somewhat intimately. Delving a little further into the video and the comments section, my blood was pumping and I wanted to staunchly defend not only the anonymous child but also the parents, carers and teachers.

I’ve been the parent of the Grade 1 child who hid under the desk, refused to do their work, pushed a teacher away and was ‘asked to go home’ because they were putting other students ‘at risk’.

I’ve been the friend to the parent of the child who created a similar ‘mess’ in a classroom. Seen the parent, rallying all their strength to be called to the school yet again; juggling a professional career, a household, motherhood, and caring for other children with additional needs, desperately wishing the school better understood the child.

I’ve been the worker who supported caregivers of the children who were repeatedly suspended from school due to behaviour challenges. Caregivers who knew deep down they were not ‘at fault’, but every time the school rang, felt they were being reprimanded and were expected to have ‘all the answers’.

I’ve also been there at the funeral of the only-just-an-adult who had previously been this child; ‘misbehaving’ at school, further pushed away from school by repeated suspensions, turning to a life of significant risk-taking behaviours – risk-taking behaviours which led to an unnecessary early death.

For the 8-year-old, who I hope does not grow up to learn they were made an example of by a national news network, I ask myself: What happened to them? Not for the purpose of asking why or asserting blame, but to better understand so the right kind of support can be put in place.

Are they on an 18-month wait list to see a paediatrician in the public system, looking at a possible ADHD diagnosis with normal everyday parents who cannot afford to slightly speed up the process by paying hundreds of dollars to access a private paediatrician?

Did this child spend the night awake in bed listening to their parents arguing, worried if they did fall asleep, they might wake up to a parent missing?

Did they miss breakfast because their caregiver is waiting one more day for payday to do the grocery shopping? Maybe not a big deal to miss breakfast one day, but missing breakfast made them a little unsettled during first period, which meant they had to stay in for break time and miss out on a vital opportunity to have a snack from a friend and play.

Whilst I’m not a teacher and know I could never do the work of a teacher, I have teacher friends and family and hear firsthand the challenges, the rewards and the frustrations.

Over a weekend barbecue, we talk anonymously of children who, for one reason or another, are unable to access the support they need within the school setting, despite the best intentions and motivations of teachers, school staff and parents alike. We attempt to problem-solve over a sausage sanga before conceding we may never be able to ‘fix’ all the problems, and dream about what we would do if we were Prime Minister or in a position of greater influence. Then we remind ourselves of how lucky and privileged we are to be able to have this barbecue with family and friends, not worried about where we will find the money for school lunches next week.

I don’t blame the teachers speaking out about the challenging behaviours they are faced with, I don’t blame the child who is displaying these behaviours, nor can we blame parents, the school system might have a little something to answer for, but are by no means the cause, or the answer. It’s bigger than this. It’s not about attributing blame, it’s about doing things better.

Understanding and Supporting Our Most Vulnerable Students...

I am just one person and whilst my impact and reach might not be as mighty as a National News network, I will continue to champion for the unidentified 8 year old and all other anonymous children, who deserve better support, for the teachers who want to provide better support but are limited due to funding, training opportunity, systemic pressures, to the parents who want the best for their child but are struggling in one way or another. I am lucky, I get to contribute to change every day in my role with Social Care Solutions. I may not be big but together a difference can be made – I know cliché.

We need to do better. Maybe I will run for Prime Minister - one day. In the meantime, I will continue to encourage anyone who will listen to seek out support services and/or training opportunities to better understand and help to improve the lives of children and young people.

Driven by purpose, powered by passion, we are changemakers creating safer futures for children.