A traumatizing video of a three-year-old being slapped by a teacher at Christ-Mitots School in Ikorodu recently went viral. Watching it deeply moved me and underscored the urgent need to educate schools on the various factors influencing a child’s learning. Beyond acknowledging that every child has a unique learning style, which our educational systems must embrace, there are critical mental health and developmental considerations for both children and teachers that schools must address. While some schools have made commendable strides in accommodating children who take longer to grasp certain concepts, many still rely on a rigid “one-size-fits-all” approach that places undue pressure on children who cannot meet standardized expectations.
Please allow me to share a personal experience that sheds light on this issue.
After completing my NYSC, I worked as a class teacher in a secondary school where teachers didn’t have a dedicated staff room. Instead, each teacher’s desk was located at the back of their respective classrooms. I was assigned to JSS2 and quickly noticed a boy (name withheld) who had repeated the class twice already. His physical appearance was striking because he looked much older than his peers, as though he should have been in his final year. Later, I heard he had also repeated JSS1 several times before he was promoted, not because he merited it, but due to his parents’ plea to move him forward.
His self-esteem was evidently affected. He avoided interacting with classmates and spent his breaks sitting alone. Concerned, I decided to reach out. I gradually showed him care and attention, earning his trust over time. One day, I noticed a scar on his forehead and asked about it. He revealed that when he was an infant, his parents had a fight, and during the chaos, he hit his head on the floor. The scar was from stitches he had received after the incident.
I asked him to inform his parents that I would like to meet with one of them. His father eventually came and confirmed that the accident had occurred before the boy turned one. Reflecting on this, it became evident that the trauma may have impacted his brain development, later manifesting as learning difficulties. This story highlights how physical, emotional, or environmental factors can significantly influence a child’s ability to learn.
Sadly, this boy’s story is not an isolated case. Many children struggle with learning due to circumstances beyond their control, yet they often face harsh criticism or unrealistic expectations at school and home. Some schools fail to acknowledge the diversity in children’s cognitive development. While certain institutions adopt inclusive and adaptive learning methods, others, especially public schools continue to rely on rigid, traditional approaches.
The same pattern exists in many homes. Parents may compare siblings, placing undue pressure on children who struggle academically. When a younger sibling outperforms an older one, some parents openly compare them, further damaging the older child’s self-esteem. Over time, such comparisons can lead to anxiety, depression, and withdrawal.
The viral video from Christ-Mitots School is a wake-up call, providing an opportunity to reflect on the importance of understanding children’s cognitive development, learning styles, and mental health needs. Schools and parents alike must foster environments that support individualized growth, both mentally and academically.
This incident reportedly occurred within the first three days of resumption after the Christmas holiday, bringing to light an important consideration, the effect of resumption after a long break on children’s learning abilities.
After the excitement of the holidays, children often find it difficult to engage immediately with academic tasks. They require an adjustment period to readjust to the school routine. Concentration and attention spans may initially be lower as they transition from the relaxed holiday mode to structured learning environments.
Other factors, such as learning slide, can also affect retention. Pupils may experience a temporary loss of knowledge or skills, necessitating a review of previously learned concepts before new topics are introduced. Emotional readiness is equally important; some children may struggle with separation anxiety or feel overwhelmed by the sudden change in pace and expectations.
Recognizing these realities, the first week of resumption should be approached with patience and understanding. Activities that gradually reignite interest in learning should be prioritized to help children transition effectively. The fire brigade approach, such as the one used by Mrs. Nwagbo in the viral video, is not only ineffective but harmful, particularly when dealing with young children.
Teachers should consider gradual reintroduction to academic work. Starting with a recap of previous topics helps refresh memory. Interactive and fun methods can ease children back into the learning process. Patience and encouragement are essential, as showing understanding and providing positive reinforcement build confidence and motivation. Teachers also need to be sensitive to the emotional needs of pupils, creating a nurturing environment where they feel safe and supported.
These strategies are critical to creating thriving learning environments for our children. While many schools have embraced such practices, much work remains, particularly in public schools and underserved communities. Government can help by providing the necessary professionals, such as educational psychologists, child development experts, school counselors, and other specialists, to give orientation to teachers. These professionals can assist in understanding children’s cognitive and emotional development, guide teachers on how to manage diverse learning needs, and offer support on how to create a nurturing, inclusive classroom environment for all students.
Next week, we will examine another critical aspect of this issue, such as the mental health of teachers. For a teacher to slap a 3-year-old child so harshly raises important questions. Is she frustrated or dealing with unresolved stress? Is she mentally equipped to handle the demands of her role? Does she understand child cognitive development and recognize the unique learning styles of her pupils?
Join me next week as we explore these issues and more. Until then, always do the right thing, even when no one is watching.
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