A faithful reader, Dienne, posted the following comment:
“I used to work at a residential facility for kids we called “severely emotionally disturbed” (I don’t know what the proper terminology is now; I’d call them traumatized). Many of them were DCFS wards who had experienced horrific abuse and/or deprivation, but that’s not the reason they came to us. They came to us because no one else (besides locked psychiatric facilities) could handle them – they were too aggressive and disruptive.
“My experience was that they were as aggressive and disruptive as they were because they were so traumatized. They were in constant survival mode, they didn’t trust anyone, their traumatic experiences had left lasting damage to their nervous system, so they had extreme difficulty interpreting social situations and controlling their impulses. The only thing that worked with them was to keep the environment strictly controlled to instill a sense of safety and predictability so that they could eventually learn to trust. None of those kids would have had the capacity to apologize, sincerely or otherwise, and certainly not publicly.
“I don’t think the majority of kids in public schools are anywhere near that level, but there are certainly strains of that, especially among kids who live in high poverty situations where they are exposed to abuse, deprivation and trauma. If schools are actually going to help these kids, then the same types of interventions are needed. A secure, safe environment where their needs are understood and addressed.
“I understand that’s (allegedly) where the “no excuses” idea comes from – to maintain order and predictability. But where they go wrong is trying to control the child rather than the environment. No one reacts well to being controlled, least of all traumatized children who live in constant survival mode.”
from sarah http://ift.tt/2uS1CEh