1

This case study will focus on Georgia (pseudonym), who is five years old. This paper

will detail a particular incident that occurred in Georgia’s classroom. However, as this

incident was not an isolated event and occurred due to many complex and interrelated factors,

the broader implications will be discussed. At the time of this incident, Georgia was Under

the Guardianship of the Minister, and I was her Youth Worker. See Appendix 1 for

background information on Georgia. This background information is important as it

contextualises the incident.

The Incident
One morning, I was dropping Georgia off at school. I was walking Georgia from her

locker to the floor, where the students would sit ready for the day to begin. I noticed a woman,

presumably another students’ mother/caregiver, glaring at me strangely. At first thought I

was being too sensitive and that this woman’s glare must not have been directed at me.

However, the mother then leaned into her daughter and said loud enough for those around to

hear “I do not want you to go near Georgia today. Do you hear me? Stay away from that brat.”

Again, the mother glared at me with a look of disgust. The mother’s actions had the intent to

publically humiliate Georgia, as the surrounding parents and caregivers could clearly hear her

opinion of Georgia. Other students may also have heard the mother’s hurtful comment. What

if the other parents/caregivers adopted this mother’s stance and urged their children to stay

away from Georgia too? This would leave Georgia socially isolated.

My initial reaction was pure anger. I felt like there was a rock in my throat and I

couldn’t swallow. I felt my face burn up and I could hear my heartbeat thumping in my ears.

I wanted to call this mother out on her horrible words. Regardless that I had many racing

thoughts in my mind of what I’d say to this woman, when I opened my mouth to speak, I

froze. Would confronting this woman be stepping over the line? Would I embarrass and

further isolate Georgia? Would I be interpreted as the young, dumb youth worker that was
 2

transient in this young girl’s life? I checked on Georgia and made sure she was settled sitting

cross-legged on the classroom floor. Georgia did not appear to have heard this woman’s

comment. I said goodbye to Georgia and left the classroom.

Walking back to my car, I felt a wave of guilt rush over me. Why didn’t I stand up for

Georgia? My role is to advocate for Georgia. I was really disappointed in my response to the

situation. I remained silent in such a crucial moment. Once I had collected my thoughts, I

reported the comment to Georgia’s social worker, and asked whether she knew if Georgia

had support and understanding from her teacher, peers, and their families. I suggested that

this mother could discuss with the teacher and social worker her worries about Georgia

interacting with her daughter. The social worker could then establish whether any actions

were required. Was there a conflict between this woman’s daughter and Georgia? Did

Georgia need support with her social skills/friendships? Did this woman need to be informed

about Georgia’s circumstances?

The only response I got back from the social worker was that Georgia is consistently

‘disruptive’ in class, as reported by Georgia’s teacher. I felt a deep sense of sadness that it

appeared as though Georgia’s social worker, her teacher, and the parents simply labeled

Georgia as ‘disruptive.’ Key people in Georgia’s life were only able to comment on her

surface level behaviour, which was misconstrued, rather than being able to recognise Georgia

as a unique individual. I felt as though Georgia’s school life and life beyond school were

failing her. I felt highly uncomfortable that I was apart of the system that was failing her. I

felt even more distressed that in a pivotal moment, where I could have advocated for Georgia,

I was voiceless and overwhelmed.

This incident highlighted the structural and social inequalities young people living in

out-of-home care face. Young people in out-of-home care, just like Georgia, are vulnerable.

Why do some people have such harsh perceptions of these young people? If people from all
 3

angles in Georgia’s life are not accepting, kind or accommodating, how will this impact her

long-term? What if Georgia goes through life without people standing up for her when such

injustices occur? Drawing on Stroud’s experiences (2018), young people with trauma

backgrounds are in desperate need of people, especially teachers, supporting and believing in

them.

Questions Raised

In addition to the personal thoughts and reflections that unfolded as the incident

occurred (as detailed above), this case has raised further questions. The following is a record

of the key questions:

1. Are teachers aware what living in out-of-home care would be like for a

student? Do they understand what it involves (i.e., living with other young

people, having rotating youth workers, being confined by their social worker’s

decisions, etc.)?

2. Do they understand how a student’s trauma background and current living

arrangement would impact their abilities in the classroom?

3. Are teachers educated on the signs of trauma? Can teachers differentiate these

signs from other behavioural issues?

4. What stigma is associated with being Under the Guardianship of the Minister

or living in out-of-home care?

5. How do people’s attitudes impact these young people’s sense of self-identity

and self-worth?

6. Are people aware of the systemic problems and structural inequalities that

young people who are Under the Guardianship of the Minister and who live in

out-of-home care are subjected to?

 4

Using the RfL resources and literature, I aim to address these questions. I also aim to

gain a thorough and holistic insight by considering the different perspectives of those

involved in the incident: Georgia’s, my own, the mother who made the comment, Georgia’s

teacher, and Georgia’s social worker. Using a holistic approach will enable me to draw upon

different ways of knowing. Different ways of knowing refers to the methods through which

knowledge is acquired, including emotional, relational, physical, rational (i.e., evidence-

based), spiritual, and intuitive ways (Burrows, 2011a). It is important to highlight that I do

not endeavor to answer or solve these questions. Rather, I aim to unpack the questions and

share some possible solutions.

Understanding Trauma (addressing questions 1 – 3)

Trauma, particularly in the early years of life, impedes a child’s neurological and

neurobiological development. As a result, young people with trauma backgrounds are at an

increased risk of developing physiological and psychological disorders across the lifespan

(van der Kolk, 2003). When a young person is not safe to live with their biological parents,

such as when abuse and neglect is occurring, the Department for Child Protection (DCP) has

the right to remove custody rights from the parents. When this occurs, the young person is

placed in an out-of-home care arrangement, such as residential care.

Residential care may be a foreign concept to those who have not had firsthand

experience with the DCP. Residential care involves young people living in homes staffed

24/7 by youth workers (DCP, 2018). These youth workers commonly work across many

homes, which presents many inconsistencies for the young people in care. Often these home

are minimalistic and uninviting. Young people are also relocated frequently depending on

accommodation vacancies. Essentially, these young people lack a nurturing and stable home

environment, with consistent and reliable people present (Downey, 2012).

 5

As expected, many of these students are coming into the classroom very unsettled.

Some students, particularly those who are living in situations where abuse and neglect

remains present, are coming to school without their basic needs being met. For example,

some students have not had breakfast, have not had sufficient sleep, or do not have access to

personal hygienic practices (e.g., showering, brushing teeth and hair, washing clothes).

Others do not know who is picking them up from school that afternoon, or do not know the

whereabouts of their siblings or whether they are safe. Many students are coming into the

classroom with significant baggage. Teachers must try to understand this baggage and

address their students’ basic needs before they can expect learning to occur. Supporting a

student with a trauma background is challenging, particularly for those teachers who do not

receive adequate resources or support.

The resource Calmer Classrooms: A guide to working with traumatised children by

Downey (2012) addresses the specific needs of children who have trauma backgrounds. The

resource details how abuse and neglect can have lifelong implications on children’s overall

development and level of functioning. The resource is particularly useful for understanding

how the countless ramifications of abuse and neglect can reduce a student’s capacity to learn.

These impacts on education are most evident in two categories: impacts on academic

performance and impacts on social relationships. These impacts are intensified by the

student’s sense of shame and emotional dysregulation.

Often children with trauma backgrounds have intensified shame responses when they

are insulted or humiliated, when they are being disciplined, or when they perceive they have

failed. Such shame responses lead children to feel intrinsically bad and worthless (Downey,

2012). This research suggests that Georgia may have been significantly impacted by this

woman’s comment, regardless that she did not appear to notice it. Georgia may have
 6

pretended to not hear the comment in order to diffuse the situation and limit further

humiliation, which in turn would activate an intense shame response.

Emotional dysregulation is manifested in two forms: hypervigilance and dissociation.

Children with trauma backgrounds can present with either or both of these forms (Downey,

2012). Children who demonstrate hypervigilance perceive neutral stimuli as dangerous or

threatening (van der Kolk & Courtois, 2005). For example, they may be startled easily,

present as irritable, or demonstrate exaggerated reactions. This may account for why Georgia

is perceived as a ‘disruptive student’. Georgia would be overtly alert and physiologically

prepared for danger. Georgia would not be in a space where she can concentrate or maintain

her undivided attention. As a result, her ability to effectively listen and learn is impaired.

Children who demonstrate dissociation have difficulties connecting to their emotions

and understanding the emotions of others. These children can appear as withdrawn, vague,

and numb (Downey, 2012). In relation to Georgia, emotional dissociation may account for

why she appears disengaged in the classroom, disinterested in forming friendships, and

untrusting of others. Those around Georgia should focus on acknowledging and naming

emotions. For example, “I feel happy when I see see you making such an effort” or “I feel

sad when you speak to me like that.” Hopefully, this would help Georgia to regulate her

emotions more effectively, and become more perceptive of others’ emotions. In turn, Georgia

could be supported to manage and express her emotions more productively.

This resource also explores the power of relationship-based practices. The

development of a secure relationship between the teacher and student is possible if the

teacher makes a genuine effort to connect with the student and shows interest in their world,

is sensitive and supportive, and provides them with a structured, consistent, and safe

environment. Importantly, Downey (2012) suggests that understanding a child’s experience

helps one to develop compassion, patience, and empathy. These qualities are key
 7

interventions in themselves. This message is particularly powerful for Georgia’s situation.

That is, people should try to understand Georgia, rather than trying to ‘fix’ her. By simply

demonstrating compassion, patience, and empathy in all interactions, Georgia may learn to

trust those around her and form positive connections.

Downey (2012) acknowledges how influential teachers can be in these students’ lives.

For many students with trauma backgrounds, school can be a safe, predictable, and

supportive place where they can learn and grow. It is also an environment where the student

maintains some level of control over, where their voice is heard, and where people advocate

for them. In addition, due to the transient nature of out-of-home care (i.e., rotating youth

workers, young people being relocated to different homes), students will most likely spend

more time with their teachers than with anyone else. Therefore, teachers are perhaps the only

person consistently present enough to notice any changes in their students’ wellbeing. It is

essential that all teachers are aware of the symptoms associated with childhood trauma. Bell,

Limberg, and Robinson (2013) have devised a checklist of trauma symptoms. These

symptoms are categorised into physical, behavioural, emotional and cognitive symptoms. The

authors provide a description of possible symptoms, along with examples specific to the

classroom setting. Such resources would assist teachers to promptly identify and address the

signs of trauma. Following, the most appropriate course of action can commence.

Establishing a sense of mutual respect and trust with a student who has a trauma

background takes time and persistence. For Georgia to be receptive to other’s directions,

people need to demonstrate to Georgia that they will not disappoint her, and that they are

committed to her wellbeing. Shindler (2010a) refers to this idea as an emotional bank account.

Teachers make emotional deposits when they satisfy their students’ basic needs (e.g., keeping

them safe), demonstrate authentic care and interest, celebrate their successes, and recognise

their efforts. In contrast, teachers make emotional withdrawals when they ask students to do
 8

something, take emotional risks, or be tolerant of annoyances. The emotional bank account is

a balancing act, as teachers can only withdraw what they have deposited. If this relational

approach of give and take is adopted, Georgia’s teacher has the potential to be a key

protective factor in Georgia’s wellbeing. Georgia’s teacher is also in the best position to

advocate for Georgia, such as addressing the hurtful comment the mother made.

Understanding the Effects of Stigma (addressing questions 3 – 6)

The term ‘Under the Guardianship of the Minister’ is commonly abbreviated to

‘GOM.’ The acronym is widely used by people working in social services. However, young

people in care find the term to be particularly offensive and insensitive (Downes, 2016).

Applying an acronym to encapsulate a group of people, all whom are individuals, is rather

dehumanising. The term also insinuates that the young person is permanently defined by their

guardianship status, which in fact is factor they have no control over. There are countless

stories shared by young people in state care that detail the stigma they have been subjected to.

“I felt like I was always being judged…a friend told me she wasn’t allowed to play with me

because I was a kid in care and I was a bad influence,” Brooke states (ABC, 2017).

As previously mentioned, often young people with trauma backgrounds feel a large

sense of shame about their life. This shame response would be further amplified due to the

negative connotations attached to being in state care. As a result, many young people choose

to hide the fact that they do not live with their parents, and the reasons for why that is the

case. This internal conflict would be incredibly confusing for a young person to navigate, as

they may feel as though they are leading a double life. They may also have the false belief

that they are in state care because they are a bad person or because they are unlovable. In

relation to Georgia, as she was just five years old, she may have found it incredibly hard to

articulate this internal conflict, and her behaviours may have been the only method of

communication that received a response from others.

 9

Downey (2012) suggests that teachers should inform others about a student’s trauma

background, granted permission is given. This may increase understanding for the other

students if they perceive that particular student is receiving special treatment. It may also

encourage the parents to rally around that student and support them in whatever way possible.

However, informing others about a student’s trauma background or guardianship status may

have the opposite effect. Parents may urge their children to stay away from that student, or

view them in a bad light. Thus, it is paramount that the disclosure of information about a

young person’s trauma background or guardianship status is handled with the upmost

sensitivity, respect and care.

All humans crave social connection; we all want to feel valued, loved, and safe

(Shindler, 2010b). More specifically, peer acceptance and one’s social status are key

determinants of student wellbeing (Sherwood, 2008; Burrows, 2011a). When these basic

needs are not met, we use compensation strategies such as adopting a negative identity

pattern (Shindler, 2010c). These identity patterns are adopted to mask something that the

student fears, such as feeling unloved, unworthy, guilty, depressed or anxious. For some

students, their identity pattern becomes their primary mode of functioning. These identity

patterns cause significant internal conflict and are self-destructive (Shindler, 2010c). For

example, Georgia may prefer to be viewed as the ‘class disruptor’ rather than a ‘nobody’ or a

‘reject.’

Looking at the different types of negative identities, Georgia appears to align with the

‘unloved’ identity. In this identity, students believe that unless they are getting some form of

love and affection, they are unworthy and do not belong. This identity stems from a deep

desire to feel loved and accepted, a need that was perhaps unfulfilled in early life. This

student often relies on external factors to determine their sense of identity and worth. To

address this, Georgia’s youth workers, social worker and teacher should support Georgia to
 10

identify her intrinsic value. For example, they could congratulate Georgia for her admirable

qualities and strengths. In addition, Georgia’s teacher should show her that there are healthy

ways of receiving attention and affirmation in the classroom. For example, Georgia’s teacher

could give Georgia daily responsibilities, such as collecting the lunch-orders. If Georgia feels

as though she is positively contributing to the class, perhaps she will not feel the need to

source attention from more destructive methods.

It is important that people are aware of the systemic problems and structural

inequalities that young people in out-of-home care are subjected to. Many of these young

people in out-of-home care are born into a world where abuse, neglect, alcohol and drug use,

violence, mental health problems, unemployment, low educational attainment, poverty, and

social isolation are present. These young people begin their life already significantly

disadvantaged. These young people are further disadvantaged by labels such as ‘the GOM

kid,’ and the stigma associated with such terms. These disadvantages are evident throughout

the lifespan in relation to access to healthcare, education, employment, housing, and

resources (Young, 2009; Henry, 2000). For example, many young people who have trauma

backgrounds and who live in out-of-home care have left or have been expelled from the

education system by the age of 12 to 14. These young people often continue without access to

education (Downey, 2012). Essentially, these young people are placed in a lower social

echelon based upon factors beyond their control.

Understanding the Differing Perspectives

I believe the lack of compassion, patience, and empathy is the crux of what angered

me about the situation. I perceived the woman who made the comment, Georgia’s social

worker, and to an extent Georgia’s teacher, to demonstrate minimal understanding toward

Georgia and her background. However, in reflection, perhaps I lacked empathy towards these

people. There may have be many things going on in the classroom that I was not aware of.
 11

For example, perhaps Georgia did not stay on task or complete her work, perhaps she

distracted others, perhaps she found it difficult to share with her peers, or perhaps she

responded inappropriately in some social situations. It is possible that the mother witnessed a

snapshot of this and automatically labelled Georgia as a ‘bad student,’ ‘bully,’ or ‘trouble-

maker’ and was trying to protect her daughter from being involved. When people do not have

the capacity to understand one’s situation, they often revert to generalisations and

assumptions. Alternatively, the mother’s comment may have been driven by fear. The mother

may have wanted her daughter to stay away from Georgia in attempt to avoid acknowledging

Georgia’s complexities and horrific past. Making a hurtful comment like she did may have

been her effort to create distance between her daughter and Georgia, and remain ignorant in

regard to what goes on in others’ homes.

I should also acknowledge that both Georgia’s social worker and teacher could have

their own reasons for remaining passive in the situation. Firstly, Georgia’s social worker

would have spent minimal time, if any, observing Georgia in her classroom environment.

Therefore, it was easier for the social worker to rely on others’ perception of Georgia and

agree that she is a ‘disruptive student’ rather than stepping into the space where she can

implement a plan of action (as I requested). This may be due to the social worker being

immensely overworked or overwhelmed. Social workers in DCP roles have large caseloads,

with very little time available to dedicate towards each of the young people in their care.

Similarly, perhaps Georgia’s teacher was over-worked, exhausted, or unsupported and

thus, chose to focus on Georgia’s surface level behaviours. Working with children with

trauma backgrounds can be extremely demanding. Teachers who work daily with these

children, while simultaneously meeting the needs of the rest of the class, can quickly become

drained. Downey (2012) suggests that these teachers need extra support in regards to time

and energy in the classroom. Further, these teachers need support in regards to debriefing and
 12

reflecting outside the classroom. It is essential that teachers are aware of their personal

triggers and boundaries, and continually monitor their own sense of social and emotional

wellbeing (Burrows, 2007). Those who work with people with trauma backgrounds are

susceptible to vicarious trauma and compassion fatigue (Newell & MacNeil, 2010). If a

teacher is burnt-out, they are unable to provide their students with the level of enthusiasm,

passion, drive, kindness, patience and understanding needed to be an effective teacher

(McCallum & Price, 2010). In relation to Georgia, learning about her background and

managing her needs would be extremely emotionally charged for her teacher. Relational

mindfulness may be a useful approach to assist Georgia’s teacher to be aware of her own

emotional state, as well as the emotional climate of her classroom (Burrows, 2011b; Burrows,

2011c).

Conclusion
Considering the competing perspectives and the complexities of Georgia’s story

allowed me to have an increased understanding and acceptance of the situation. Until this

point, I held significant anger and frustration toward that mother for making a hurtful,

humiliating comment. However, I now see that perhaps that mother was being protective of

her own daughter. I also held this anger and frustration toward Georgia’s social worker and

teacher in regards to simply labeling Georgia as a ‘disruptive student’ without taking further

action or investigating the situation. I now have more empathy toward how challenging and

draining their roles must be. There is only so much one human can do. Overall, this case

study has highlighted that instantly judging and making assumptions can be harmful,

particularly when the situation involves many competing factors and perspectives. I believe if

all people were more compassionate, patient, and empathetic, we could have a more socially

just and inclusive education for young people with trauma backgrounds.
 13

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Appendix 1: Background Information on Georgia

Georgia is under the Guardianship of the Minister, and has a long-term custody order

implemented. That is, Georgia will not be reunified with her family and she will remain in an

out-of-home care arrangement until the age of 18. At the time of this incident, Georgia was

living in residential care. Residential care is a care arrangement provided by the Department for

Child Protection (DCP) in a residential building. Young people reside in these homes with other

children who are also in out-of-home care (AIHW, 2017). These young people may be

siblings, or they may be unrelated. Residential care facilities are staffed 24/7 with DCP

employees or youth workers from non-government organisations (DCP, 2018). I was one of

Georgia’s youth workers at the time of the incident.

Georgia has a complex trauma background, as a result of the abuse and neglect she

was subjected to in early life. As Georgia lived in such a volatile environment during the

formative years of birth to two years old, Georgia’s neurobiology has been altered (van der

Kolk, 2003). This has impacted Georgia in all aspects of her development. The effects of

trauma are particularly apparent in Georgia’s ability to regulate her emotions and her

interactions with others. Georgia has difficulties reading others’ emotions, and recognising

and connecting with her own emotions. Also, Georgia’s reactions are often extreme in nature.

That is, when she is happy she is extremely happy, but when she is angry she is extremely

angry. This is due to Georgia having an overactive stress response system (Perry & Szalavitz,

2017), which will be discussed more in-depth later in the case study. Above all else, Georgia

is a caring and vibrant young girl. At the core of Georgia’s being, she simply wants to love

others and be loved in return.

Georgia was at a time of significant change. At the time of the incident, Georgia had

only been in residential care for a few months. Beforehand, she had been living with a foster

family. However, her foster family relinquished their care rights. Georgia was then placed
 17

with her biological siblings in emergency/commercial care, before being moved into the

current placement with a sibling group (where I was the youth worker). As Georgia was

placed with two biological sisters, Georgia was instantaneously the outsider. Essentially,

Georgia was dealing with the upheaval of her living arrangements, the loss of connection to

her foster family and biological siblings, and being in a new placement with new youth

workers and a new routine. Georgia was only five years old, and left to process

incomprehensible things. Why did her foster family not want her anymore? Where are her

siblings living? Are they safe? Who are these new people she is now living with? Georgia

would have been wildly confused and overwhelmed, and would have felt vulnerable and

unsafe. How is a five year old meant to navigate these experiences?

Georgia was in reception at the time of the incident. Georgia often had troubles with

maintaining friendships at school and found it difficult to listen and follow instructions in

class. In particular, Georgia had difficulties staying on task and regularly distracted her peers.

Georgia was behind in all areas of her learning. However, considering the impacts of

complex trauma and the current turmoil occurring in Georgia’s life, how was she expected to

concentrate, learn and complete her work? Where was her support? Where was the

understanding of what occurred beyond the classroom?