Post-traumatic stress on pupils a concern
JULY’s countrywide mayhem can only be described as an experience akin perhaps to being in hell. Given the real-life close-up and personal experiences of the drama, coupled with the endless media coverage, it’s unlikely that any South African has not been subjected to post traumatic stress (PTS).
An area of greater concern, however, is the manifestation of post-traumatic stress (PTS) among our school pupils.
Regarding PTS on pupils, here’s what some teachers and pupils had to say:
* The address by a top KZN politician, ‘this is racism and murder’ to an assembly of pupils has introduced racial tension among our otherwise good pupils. Some are afraid and tense about race-based violence starting in our school.
* I am in Grade 12. I shiver and panic all the time, and can’t concentrate. I keep looking towards the door to see if people are charging in to burn us.
* We could hear the gunshots and see the thick smoke. Now we don’t sleep at night.
* Is this really over? Will my house get burnt?
If PTS is appropriately attended to, some may develop Post Traumatic Growth (PTG) – emerging stronger and more able to cope with life’s stresses than
ever before.
However, unchecked PTS could, in around four weeks or so ‘graduate’ into Post Traumatic Stress Disorder (PTSD), a psychiatric condition requiring a professional diagnosis.
PTSD could have long-term negative effects on the ability to cope effectively with life functioning. The spectre of suicide is always a looming one.
The following are presented to schools only as some possibly useful ideas, and not intended to be a comprehensive tool of any kind.
· Where possible, get the services of specialists to provide either individual or group counselling for traumatised pupils.
· Note changes in behaviour from the ‘usual’ for that pupil. Encourage parents to be equally vigilant.
· Assure pupils that while some ‘bad people did some bad things’, the school itself is a safe place where their teachers are always available to support them should they be worried or afraid.
· Create an invitational atmosphere so pupils with ‘something weighing on their hearts and minds’ can feel free to talk to teachers.
· The notion of just ‘sweeping the recent chaos under the carpet’ and not addressing it with wisdom is questionable.
· Provide pupils with contact numbers of agencies such as LifeLine and/or teachers who are agreeable to it, and encourage pupils to call and talk through what’s worrying them.
· Liaise with the local SAPS and fire services, and have an emergency evacuation and safety plan in place. Practise the plan without causing panic.
· In talking with pupils, be measured and calm, bearing in mind that some of the pupils themselves or their parents may have been involved in the looting.
· One needs to avoid making any racist assumptions or comments that could stigmatise or further jeopardise learners’ mental health.
The PTS effect on teachers is no less of a concern and will be explored in upcoming articles.