Adelaide Kusi Agyepong, Edwin Boachie Yiadom, Grace Owusu Aboagye
Verbally abusing or labelling a learner or child does not cure poor school performance or ‘bad’ behaviour. It worsens it! A significant number of teachers and education facilitators in Ghana, normally classify learners with low ability, low performance, low output of work as children who are block headed, in our local parlance ‘wabon’. It appears to be a habit that is commonplace in some schools in Ghana. In one breadth teachers want the children to excel, in the other they verbally pick on the children, using words that are uncouth. Some learners are classified as ‘wabon’ or ‘block headed’ by their teachers in the mere sense that they cannot read, perform simple mathematical operations, or write or spell simple letters. These teachers label them as that, without finding and digging deep into how they came about that situation, how they can be helped and how they can fit into the class setting.
Children who exhibit behaviours outside the norm, also tend to get labelled as ‘bad or troublesome children’. Children learn by various means, for instance imitations and exploration. Learners who learn through exploration, they may be less likely to follow every instruction given by a teacher. In many instances, the teacher will tend to view the children who ‘stick to the rules’ as better or disciplined’ than the child who appears less ‘obedient’. The best course of action is for the teacher or parents to spend time observing, and understanding what the child wants to do, whether they are exploring their environment, whether they are taking initiative or being innovative, using the resources available in their context. For example, a parent or teacher places a book or document on a table or couch, a learner picks this book up, tears pages of the book or document and uses it to build a paper airplane. The parent or teacher’s first instinct will be to punish the child or perceive the child as ‘bad’ and not as someone with creative expression who needs to be guided to more ‘acceptable papers’ for craft bearing in mind that the child may not know the value of the book or document.
Some consequential negative effects of child labels or verbal abuse have impacts on brain developments and overall well-being. Some potential impacts may include: emotional and psychological effects, altered brain structure, impaired cognitive development, behavioural problems, and physical health consequences
Verbal abuse can result in feelings of worthlessness, low self-esteem, anxiety, depression, and even post-traumatic stress disorder (PTSD). Persistent verbal abuse with its resultant chronic stress, may lead to alteration of the brain structure of the victim. This is especially seen in the areas of the brain related to emotional regulation, memory, and learning, such as the amygdala and hippocampus. Impairment of emotional regulation, memory and learning are some of the symptoms of major mental disorders.
Ironically, when verbal abuse and labelling is done with the aim of motivating learners to perform better in school, the opposite may likely be the outcome. Verbal abuse and labelling children brings these children under great stress. Over time it affects their cognitive development in areas such as attention, decision-making, problem-solving and impulse control. Again these areas are critical for good mental health; finding their identity and worth, being able to cope with stress, work productively, have healthy relationships and avoid risky behaviours and choices.
Another unexpected outcome of verbal abuse is the worsening of negative behaviour; these abused children become aggressive, defiant, withdrawn, and have difficulties with social interactions. These behaviours can persist into adulthood if not addressed. It also leads to poor physical health and compromises the immune system of its victims.
REFERENCES
- Maguire, S. A., Williams, B., Naughton, A. M., Cowley, L. E., Tempest, V., Mann, M. K., … & Kemp, A. M. (2015). A systematic review of the emotional, behavioural and cognitive features exhibited by school‐aged children experiencing neglect or emotional abuse. Child: care, health and development, 41(5), 641-653.
- Henry, J., Sloane, M., & Black-Pond, C. (2007). Neurobiology and neurodevelopmental impact of childhood traumatic stress and prenatal alcohol exposure.
- S. A. Maguire, B. Williams, A. M. Naughton, L. E. Cowley, V. Tempest, M. K. Mann, M. Teague, A. M. Kemp (2015). A systematic review of the emotional, behavioural and cognitive features exhibited by school-aged children experiencing neglect or emotional abuse. Child: care, health and development, https://doi.org/10.1111/cch.12227
