I started a Blog a while ago suggesting that adoptive parents needed to have realistic expectations of their children’s school and especially of the child’s teacher. Our children are (usually) 1 in a class of 30 and expecting the teacher to ‘get them’ and to cater for their specific needs is of course a tough ask – especially when we parents can often struggle on a one to one basis at home.
Something stopped me completing the blog and now it is evident why that was so… I was wrong! Which sadly in our case has resulted in us failing to protect our son and failing to do right by him.
Our son displays much of the typical behaviour resulting from trauma that we are told to expect – which can ONLY be controlled through therapeutic parenting/teaching. In his first two years at this school his teachers understood this and did a great job of making him feel secure and valued, however his teacher last year clearly didn’t ‘get it’ at all and this has resulted in a terrible year for our son and as a result of that it has been a very problematic and indeed stressful one for us.
A couple of months into the year we became aware of issues in class and we went into the school to discuss the situation, we attempted to point out our son’s history and his needs, but we were shut down by the new assistant head with ‘of course we know how to deal with adoptive children, we have plenty of experience and in fact we have about a dozen adopted children in the School at the moment’.
We accepted this at face value, as adoptive parents we often feel that we are ‘one step behind’ and we thought that it was perfectly reasonable to assume that professionals in a professional environment would be better equipped than us.
Yet it is now clear to see that these were hollow words and worse still that we were accepting them from the wrong person.
For 6 plus hours a day our children are sent to school and left in the care of another adult – this is likely to be as much time (or indeed for some – more time) than they spend awake with us the parents during a 24hr period – this is huge and the importance of this relationship in their lives can not be underestimated. It is imperative that we make sure that the teacher – and indeed any teachers assistants – caring for our child know their needs and know exactly how to deal with them.
Regardless of what the school thinks it knows or how good an understanding it feels it has, it is the direct relationship with the teacher that is most relevant and it is OUR responsibility to make sure that they do indeed understand and have the skills to cope.
My thinking that we should make allowances for the difficulties that teachers no doubt face – although empathetic – was naive and on reflection very foolish. They have a responsibility for our children and they have a need to ensure that our children are being treated appropriately.
Quite simply our son was not, his teacher failed him, the school failed him and we failed him too for not being on top of the situation.
Now we know better and this new year will be different, we have regular meetings with his new teacher and we have made her very aware of his needs and how to deal with him, in addition we have furnished her with books and handouts that we feel will help her in her understanding.
Sadly it is evident that quite a bit of damage has been done and we can see that our son’s relationship with the school, the teachers and in a broader sense adults in general has been badly affected. Great efforts now need to be made to address the issues – and the resulting challenging behaviour – that the year has brought about in him and we are making sure that his teacher is very much part of that process.