Abuse is rooted in a person’s lineage in response to social, economic, and cultural effects one is raised with. It occurs in families, schools, societies, and institutions where children get justice. Abuse can be neglect, physical, emotional, or sexual; it can also extend to suicide and selling children for slavery. However, some schools’ children having single parents, foster parents, or other caregivers are treated differently by teachers to feel the respect the others feel at school. It is ironic how some families criticize school personnel for not understanding the plight alternatives of households. The discussion post below discusses how teachers must adjust their teaching to compensate the needy students.
Teachers should offer books that discuss a variety of family understandings. The books are not within the syllabus to be covered, but they have excellent ways to raise consciousness about diverse kinds of families (Skrlac Lo, 2019). Instructors should find books where all kinds of families are discussed, be it a single parent, divorced parents, or any other form of care. It will help the kids expand their definitions of families (Willemse et al., 2018). If the teachers explain to the kids how to live within such families, the better because they will have all forms of motivation to stay well.
Teachers have to keep school activities general for every student. Activities such as visiting days, Father’s Day, or Mother’s Day will make the needy or orphans feel left out, and as a result, teachers should avoid them. Alternatively, students should be allowed to do general activities such as drawing, taking walks, playing together, and other activities (Gestwicki, 2015).). It helps the students from diverse families feel comfortable and considered. As a teacher, ask your students to draw the things they would like to own in the future when they grow up. However, do not ask them to draw their houses at home since they might have no houses, instead ask them to draw where they sleep.
To conclude, no one chooses to be needy or born into a diverse family. As a result, all students should be treated equally at school regardless of their origins. A teacher must the ability to discover the students from diverse families to welcome them warmly in the institutions. As per my thought, teachers are expected to offer the best and free counselling for the children from diverse families to ensure that they do not feel lonely at school.
Gestwicki, C. (2015). Home, school, and community relations. Cengage Learning. Web.
Skrlac Lo, R. (2019). Reflecting on heteronormativity and family diversity: Analysis of an after-school club. Theory Into Practice, 58(1), 51-60. Web.
Willemse, T. M., Thompson, I., Vanderlinde, R., & Mutton, T. (2018). Family-school partnerships: A challenge for teacher education. Journal of Education for Teaching, 4(3), 252-257. Web.