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In rural communities, it is easy for us to see some children being ‘neglected’ through our privileged perspective, but behind this facade are invisible truths and reasons that we cannot imagine. In schools, we address individual care issues, and even female mothers with daughters and sons watch at the door, seeking to learn something that will allow them to break the cycle of neglect they themselves experience.
When we live respectfully with our children, we understand that there are boys and girls who cannot take a regular bath because there is no water within five kilometers; who do not use toothpaste because their fathers have abandoned them and their mothers earn only ten quetzales a day; or who cannot grow a family garden because they live in a rented room and, fortunately, they also rent the right to cook and bathe next to the bed where everyone sleeps.
Lack of family care can have serious consequences for children’s emotional, social and cognitive development. In school, neglect manifests itself in poor hygiene, hunger, lack of medical care, disruptive behavior and emotional problems.
This childhood often feels undervalued, which affects their self-esteem and creates feelings of low self-esteem. Lack of emotional support and feelings of abandonment can lead to mental health issues such as anxiety and depression, making it difficult to form safe and trusting relationships.
Socially, the lack of a safe home environment increases the likelihood of disruptive behavior, aggression, and impulsivity. Physical health issues include poor nutrition and chronic illness, as well as difficulties with motor development. Additionally, the lack of reference models at home can lead to a lack of moral and social clarity.
Let us take this issue seriously; we must give it a higher priority than learning academic content. As a community teacher, you can be a symbol of the whole that can make a significant difference in the lives of boys and girls who need love and empathy.
The role of schools, and teachers in particular, is vital to protecting and supporting children. As key figures, they can have a significant impact on children’s lives and protect their privacy and dignity.
(frasepzp1)
As we all know, teachers can only adapt to evolving curriculum topics, or, as we did in this project, we can decide to become agents of change and seriously address the circumstances that lead some boys and girls to be segregated in their social circles in early years. We know that this approach can make the difference between an adapted childhood and one faced with personal and social problems that also affect the community. We have been learning it through trial and error; indeed, we have paid a high price for our mistakes, but we have also been well prepared on issues of leadership and restorative practice.
Timely action in schools includes training us to detect cases early, creating safe environments where children can express themselves without fear of judgement, and building confident communication with families to meet everyone’s needs, providing tools and resources without feeling attacked. In addition, tutoring, food and hygiene programs that encourage students’ independence must be implemented to provide the necessary support for their holistic development.
To paraphrase my mom’s best friend Sheny: Giving love doesn’t cost a pennybut it can weave hope for the most vulnerable. In school, these boys and girls should find a space where their realities can be understood, where they can weave hope and opportunity, while breaking the cycle of neglect and building a more just future.
Let us as a society take responsibility for caring for the boys and girls in rural communities. Every action helps build a secure and dignified future for them. For more information on this topic, you can consult resources such as Harvard University Center on the Developing Childhe American Academy of Pediatrics,as well as SpringerLink.
It’s everyone’s job.
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