Trials for Teachers

Today's Scenario: After receiving a consequence for using misogynistic language towards a female Grade 6 student, Aaron's father rings the school in a rage. He claims that the girl had been antagonistic towards his son, and that the consequence provided suggests that the school had gone 'woke'. He refuses to let Aaron engage in any education as a part of his sanction.  GUEST: Dr Stephanie Wescott (Monash University) Contributing to references in this discussion: 'Gender Prejudice Within the Family': The Relation Between Parents' Sexism and their Socialization Values' https://pmc.ncbi.nlm.nih.gov/articles/PMC8908212/

Today's Scenario: At the end of recess, a teacher- Samantha returns from yard duty to the staff room, and she breaks down in front of a small group of colleagues. She discloses that in the Year 10 building she had asked a group of boys to move outside as they were being too loud and physical in the space. Instead of following instructions, they surrounded her and laughed. Samantha dismisses offers of support from the staff present and says she will be fine, going about her day. GUEST: Dr Stephanie Wescott (Monash University) Referenced in this discussion: ANROWS:  An Introductory Guide to the Manosphere and the Impacts for Young People, Teachers and Schools

Today's Scenario: Staff have noticed an uptick in students arriving at school without breakfast or with very minimal lunches. These students are often lethargic by 10:00 AM and show increased irritability during learning tasks. While the school has a small emergency cupboard, the need is outstripping the current supply. GUEST: BEN SHIELDS (Primary School Principal with the Diocese of Ballarat) Referenced in this discussion: SA Government Research on Breakfast skipping: https://www.education.sa.gov.au/docs/support-and-inclusion/student,-health-and-disability-support/breakfast-skipping-among-children-and-adolescents-in-south-australia.pdf

Today's Scenario: Over the weekend, a well-known family in the local community, The Smiths, who have three children at the school, are involved in a serious house fire. While everyone is physically safe, they have lost all their possessions and are temporarily without accommodation. News is spreading rapidly through parent WhatsApp groups and many parents are reaching out, offering support. The class teachers of the children are particularly worried about how they can support them and navigate the circumstances in class. GUEST: BEN SHIELDS (Primary School Principal with the Diocese of Ballarat) Referenced in this discussion: Trauma-informed practice. Further reading: https://www.mentalhealthaustralia.org.au/articles/news/trauma-informed-practice/

Today's Scenario: David, a 14-year-old in Year 9, frequently misinterprets social cues. He tries to join peer groups by dominating conversations, often stands too close to others, and struggles to understand why his humor sometimes offends his classmates. This leads to him being consistently excluded from group activities, resulting in significant feelings of loneliness and low self-esteem. Several parents have requested that their child is not placed in future classes with David as a result. GUEST: ASHLEIGH DALTON (Practice Director and Senior Occupational Therapist with Connected Kids) https://www.connectedkid.com.au/ Referenced in this discussion: Social Involvement of Children with Autism Spectrum Disorders in Elementary School Classrooms (2010) Rotherham-Fuller, Kasari, Chamberlain, Locke.

Today's Scenario: Liam, a 10-year-old in Grade 4 , frequently has intense, unmanageable outbursts when he perceives an instruction as unfair or when he makes a mistake. These episodes involve yelling, throwing objects, and sometimes aggression towards peers and also teaching staff. The school is considering a suspension due to the frequency and severity of the incidents. GUEST: ASHLEIGH DALTON (Practice Director and Senior Occupational Therapist with Connected Kids) https://www.connectedkid.com.au/ Referenced in this discussion: Bill Rogers. Read more about Bill's approach to behaviour management here: https://tinyurl.com/2bd94wx4    

Today's scenario: Maya, a 6-year-old in Grade 1, dreads the school gym. The combination of loud sounds, moving people and objects, and unpredictable routines causes her significant distress. She often retreats under seating or nearby bathrooms and covers her ears, leading to isolation and missed social opportunities. Teachers struggle to help her regulate when she enters this state. GUEST: ASHLEIGH DALTON (Practice Director and Senior Occupational Therapist with Connected Kids) https://www.connectedkid.com.au/ Referenced in this discussion: Ross Greene and CPS. Further Reading https://livesinthebalance.org/our-solution/