Help our children heal

In Australia, there has been an increase in child abuse and maltreatment. Statistics revels that in the year 2015-2016 there were 61,000 substantiated cases of child abuse which equates to around 1.3% of children being confirmed victims (Child Family Community Australia, 2017). Therefore, rather sadly most teachers will at some time during their career be confronted with a child or children in their classroom who are at risk of harm. However, teachers may be able to help children stay safe or be removed from harm. This is because they spend a large quantity of time with children in their classroom therefore they are in a prime position to notice injuries or changes in behaviour which may alert them to suspected child abuse.

Children are more susceptible and vulnerable to the risks of being abused and harmed because they depend on adults for their care (Australian institute of Family Studies, 2013). Physical abuse, sexual abuse and neglect of children is a complex societal issue and often has a foundation in intergenerational abuse. Ecological theory may best explain the complexities of this problem in the way it describes how both internal and external factors such as services provided by the government, schools, community, the nuclear family, and extended family of the child all interplay and impact the child’s overall health, development and wellbeing (Bowes & Grace, 2010). Hence insufficient community and societal support and inadequate government legislation may result in families experiencing stress, a lack of parenting skills, mental health issues and drug and alcohol problems (Department of Human Services, 2017).

Teachers may also notice that there is an alarming increase in mental health issues in the student they teach. Sadly, poor mental health is becoming an epidemic in Australia and it is not just occurring in children who have been abused or maltreated. Many young children in Australia today have it better, especially in regards to resources and material needs, than any previous generation. They have more entertainment opportunities, more money, more toys and more holidays. Despite this studies have shown today's children in the western industrial world are less happy than ever before (Claveirole & Gaughan , 2010).

Maybe then, in the knowledge of protecting children is every bodies businesses, communities as a collective need to consider ways in which strong caring communities can reemerge. Maybe, a teachers priority needs to be developing community and community connections? It is evident that connectedness, positive relationships, positive role models and mentors are protective factors for children (France, Freiberg & Home, 2010). Maybe we need to as a society stop looking at the material things in life and refocus our attention on relationships. Maybe then our children will begin to heal.

References

Australian institute of Family Studies (2013). The long-term effects of child sexual abuse. Australian Government. Retrieved from: https://aifs.gov.au/cfca/publications/long- term-effects-child- sexual-abuse/complex-interplay

Bowes, J., Watson, R., & Pearson. (2010). Children Families and Communities: Looking Forward, In. J. Bowes; R. Grace & A. Hayes (Eds), Children, Families & Communities. Contexts and Consequences. (3rd ed., pp. 219-229). Melbourne: Oxford University Press.

Child Family Community Australia. (2017). Child family neglect statistics. Australian Government, Australian Institute of Family Studies.

Retrieved from: https://aifs.gov.au/cfca/publications/child-abuse-and-neglect-statistics

Claveirole, A., & Gaughan, M. ( 2010). Understanding Children and Young People's Mental Health,Wiley, 2010. ProQuest Ebook Central, https://ebookcentral-proquest-com.ezproxy2.acu.edu.au/lib/acu/detail.action?docID=589169.

France, A., Freiberg, K., & Homel, A. (2010). Beyond Risk Factors: Towards a Holistic Prevention Paradigm for Children and Young People. Br J Soc Work 2010; 40 (4): 1192-1210. doi: 10.1093/bjsw/bcq010