The biggest challenge of divorce is dealing with the impact it has on the children involved. Many times children are affected by some of the events leading up to their parents' separation, but most have a much more difficult time coping once the divorce is final and living arrangements and family structure change.
As that change unfolds, adults in the child's life become extremely important as sources of support, love, understanding, and sharing. Of those adults, those most commonly associated with children on a routine basis are teachers and teacher associates in the school setting. This short article provides some guidance and information for educators working with children from divorced families.
Teachers should pay special attention and learn to identify any changes in a child due to the events going on at home. Because of the No Child Left Behind movement, a lot of teachers have become too focused on meeting the standards of that program and a little less focused on the personal attention each child needs.
Secondly, educators should familiarize themselves with community programs and assistance that are available for children of divorced parents. These can include programs for the parents themselves and financial aid for expenses such as child care.
Thirdly, educators should work with school administration to support the addition of social workers and school counselors who provide intervention and support for children experiencing the family trauma of divorce. Since children the majority of each weekday at school, this is the natural location for behavioral health services and related social supports.
It may be most important for educators to make sure they take the time to listen to the concerns of the single parent in parent-teacher meetings and wherever personal contact is made. This is a valuable opportunity for the parent to express their frustrations, to compare the behavior of the child at school and at home, and find common ground with the educator when it comes to meeting the child's needs.
Significant changes in a child's life that are not addressed in the early stages of the change can lead to life-long emotional and attachment challenges for the child. Educators have the opportunity to provide support and intervention at that critical time when the newly single parent and the children involved need those supports the most. Taking the time to recognize changes in the child and provide openings for conversations with the child and family is a key action step for teachers in the 21st century. - 16928
As that change unfolds, adults in the child's life become extremely important as sources of support, love, understanding, and sharing. Of those adults, those most commonly associated with children on a routine basis are teachers and teacher associates in the school setting. This short article provides some guidance and information for educators working with children from divorced families.
Teachers should pay special attention and learn to identify any changes in a child due to the events going on at home. Because of the No Child Left Behind movement, a lot of teachers have become too focused on meeting the standards of that program and a little less focused on the personal attention each child needs.
Secondly, educators should familiarize themselves with community programs and assistance that are available for children of divorced parents. These can include programs for the parents themselves and financial aid for expenses such as child care.
Thirdly, educators should work with school administration to support the addition of social workers and school counselors who provide intervention and support for children experiencing the family trauma of divorce. Since children the majority of each weekday at school, this is the natural location for behavioral health services and related social supports.
It may be most important for educators to make sure they take the time to listen to the concerns of the single parent in parent-teacher meetings and wherever personal contact is made. This is a valuable opportunity for the parent to express their frustrations, to compare the behavior of the child at school and at home, and find common ground with the educator when it comes to meeting the child's needs.
Significant changes in a child's life that are not addressed in the early stages of the change can lead to life-long emotional and attachment challenges for the child. Educators have the opportunity to provide support and intervention at that critical time when the newly single parent and the children involved need those supports the most. Taking the time to recognize changes in the child and provide openings for conversations with the child and family is a key action step for teachers in the 21st century. - 16928
About the Author:
Cristi Trusler offers practical advice at AustinDivorceHelp.com. Learn how divorce can be different by reading about Austin collaborative divorce and how it's changing the way that divorce is done.
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