JULY’s countrywide mayhem can only be described as an experience akin perhaps to being in hell.
Given the real-life close-up and personal experiences of the drama, coupled with the endless media coverage, it’s unlikely that any South African has not been subjected to post traumatic stress (PTS).
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An area of greater concern, however, is the manifestation of post-traumatic stress (PTS) among our school pupils.
Regarding PTS on pupils, here’s what some teachers and pupils had to say:
• The address by a top KZN politician, ‘this is racism and murder’ to an assembly of pupils has introduced racial tension among our otherwise good pupils. Some are afraid and tense about race-based violence starting in our school.
• I am in Grade 12. I shiver and panic all the time, and can’t concentrate. I keep looking towards the door to see if people are charging in to burn us.
• We could hear the gunshots and see the thick smoke. Now we don’t sleep at night.
• Is this really over? Will my house get burnt?
If PTS is appropriately attended to, some may develop Post Traumatic Growth (PTG) – emerging stronger and more able to cope with life stresses than ever before.
However, unchecked PTS could, in around four weeks or so ‘graduate’ into Post Traumatic Stress Disorder (PTSD), a psychiatric condition requiring a professional diagnosis.
PTSD could have long-term negative effects on the ability to cope effectively with life functioning. The spectre of suicide is always a looming one.
The following are presented to schools only as some possibly useful ideas, and not intended to be a comprehensive tool of any kind.
• Where possible, get the services of specialists to provide either individual or group counselling for traumatised pupils.
• Note changes in behaviour from the ‘usual’ for that pupil. Encourage parents to be equally vigilant.
• Assure pupils that while some ‘bad people did some bad things’, the school itself is a safe place where their teachers are always available to support them should they be worried or afraid.
• Create an invitational atmosphere so pupils with ‘something weighing on their hearts and minds’ can feel free to talk to teachers.
• The notion of just ‘sweeping the recent chaos under the carpet’ and not addressing it with wisdom is questionable.
• Provide pupils with contact numbers of agencies such as LifeLine and/or teachers who are agreeable to it, and encourage pupils to call and talk through what’s worrying them.
• Liaise with the local SAPS and fire services, and have an emergency evacuation and safety plan in place. Practise the plan without causing panic.
• In talking with pupils, be measured and calm, bearing in mind that some of the pupils themselves or their parents may have been involved in the looting.
• One needs to avoid making any racist assumptions or comments that could stigmatise or further jeopardise learners’ mental health.
The PTS effect on teachers is no less of a concern and will be explored in upcoming articles.
* Logan Govender is an educational psychologist and former chief education specialist of special needs education services in the King Cetshwayo district
