THE IMPACT OF EARLY CHILDHOOD TRAUMA ON EDUCATION IN LESOTHO'S INCLUSIVE SCHOOLS AND POSSIBLE SOLUTIONS

Motlalepula Alphonci Khumalo, Pasa Rantho, Leteetee Ntsukunyane Nthoto, Malipolelo Nkhahle, Tiisetso Regina Nthoko

Abstract


Trauma at a young age can significantly affect a child's learning ability in an inclusive educational setting, leading to symptoms like post-traumatic stress disorder, anxiety, and depression. This article investigates the effects of early childhood trauma on education in mainstream primary schools in Lesotho and proposes potential solutions to address the challenges. Data from focus group discussions of nine teachers revealed a lack of professional training to address trauma-affected children effectively. Despite acknowledging the need for resources, inadequate assistance from the school administration hindered their integration of traumatised learners. Potential solutions to address the challenges include specialised teacher training, a secure learning environment, a social-emotional curriculum, and collaboration with community support systems. The study also recommends increased resources and cooperation between the Ministry of Education and Training and the Ministry of Health. It also recommends conducting a national study on early childhood trauma to inform the effective implementation of the Lesotho Inclusive Education Policy (LIEP) in 2018 and the Lesotho Basic Education Curriculum Policy (LBECP) in 2021.

 

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childhood trauma, trauma training, learner relationships

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DOI: http://dx.doi.org/10.46827/ejoe.v10i2.5942

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