Challenges Beyond the Curriculum -
An Interview with Dr. Heath Greene

Nearly every day there’s something in the media about academic performance—end-of-grade tests, SAT scores, rankings, etc., etc. But what of the classroom challenges which aren’t measured by standardized tests? Dr. Heath Greene discusses “Navigating Social Waters.”

We’re all familiar with the phrase “class clown.” We may even have funny memories of that classmate from our own childhood. What would your suggestions be to the parent of a child who may be the distraction in their classroom?
When a child is acting the role of class clown, the first thing to note is the child’s desire to be noticed and ultimately loved. In helping the child, the foundation is understanding his or her need for feeling wanted and loved. The solution usually rests in helping children get these God-given needs met in healthier ways.

When parents have been contacted by a teacher about their child’s behavior, they can see this not as a moment to dread, but a time to help their child adjust better to the classroom and school itself. If we think about it, the teacher may well have already tried a variety of things with the student before contacting the parents. The parents, on the other hand, who are just getting the call haven’t been on that journey. They may see the call as an initial notification that their child may need help when the teacher is stating that he or she feels the student’s behavior needs immediate attention. Consequently, both sides need to get on the same page and work as a team.

The next step would be to ask good questions. Parents should find out how long there’s been a problem, what the teacher has observed, tried, etc. Teachers might ask questions about appropriate amounts of sleep, good nutrition, unusual stressors, etc.

After all the information gathering, both the teacher and the parents can come up with a strategy for consistent intervention at school and home. As they communicate with each other, there efforts can be tailored for greater success. If nothing seems to be helping, it may be time for consultation with a mental health professional. The goal in all of this is to help the student feel wanted and cared for while addressing the behavior that is causing a problem.

What about the quiet child who never disturbs anything?
At a glance, they seem to be wonderfully easy students. It is important, however, for both teachers and parents to be sure that quietness doesn’t indicate something more.

Some folks, children or adults, are simply introverts. They are not socially awkward; they are able to be with people. Unlike extroverts who thrive on people and interactions, introverts are energized by being alone. The quiet student may simply be introverted.

There are other possible explanations, however, for a child being quiet or seeming invisible. The explanation could be as simple as needing glasses to see or having an auditory processing problem. They know they are not tracking with what’s going on in the classroom but are embarrassed to speak up. Because they are compliant, they may be overlooked. It is for this reason that the child who presents as quiet or withdrawn is especially important to notice because it is easy for them to become more and more disconnected and isolated without any attention-grabbing behavior. A child who regularly causes a class disturbance is quickly identified. A seemingly compliant child may go months struggling with school before being noticed.

There may also be social difficulties. A child may appear shy because they have trouble connecting with other children. If they are only children, navigating a group may be a new experience. If they are in a blended family, their interactions may have been shaped by potential rivalry for attention now being played out in the classroom trying to win the favor of the teacher.

Finally there are the transitions of life—a new grade, a new school, a new neighborhood. Any of these may create anxiety in a child. They may become quick to loose themselves in a book, both an emotional and physical barrier to connecting with others. If the behavior is ongoing or incapacitating, it may be time to see a professional.

Final thoughts…..
Generally speaking, parents want the best for their child. Teachers want the best for their student. Building a team to support and encourage each other is the best way to meet that goal. It is important for parents and teachers to view each other as allies and as a team invested in helping their children grow and succeed academically and socially. In addition, if it becomes necessary, a mental health professional can become a valuable addition to this team to help the child achieve success.

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