Crisis affecting T&T’s children reaches alarming levels

In a recent interview on Altos, Clinical and Educational Psychologist Dr Margaret Nakhid-Chatoor sounded the alarm on what she described as a worsening crisis affecting children in Trinidad and Tobago.

The crisis, which Dr Nakhid-Chatoor said has been “exacerbating in our society and has multiplied more than three times since Covid has happened,” is evident in the increasing cases of abuse, school dropouts, and even suicides among the nation’s youth.

Despite the establishment of the Children’s Authority about a decade ago and increased financial grants for families and children with disabilities, Dr Nakhid-Chatoor questioned why the situation keeps deteriorating.

“Why is it, therefore, that all of these cases are increasing? Why is it that more and more children are not attending school?” she asked. Last year, the Minister of Education revealed that 100 primary school children and 300 secondary school children had dropped out since September, with many parents opting to homeschool their kids instead.

A concern highlighted by Dr Nakhid-Chatoor is the lack of monitoring for children who have left the school system or are being homeschooled. “What about all the children that there is no way, no system in place? If they are not registered, how do we monitor them? How do we know that they’re not attending schools, et cetera,” she questioned. Without proper tracking mechanisms, these children can easily fall through the cracks.

One major factor, according to the psychologist, is the lack of comprehensive policies and trauma-informed approaches to address issues like bullying in schools.

She emphasised that adverse childhood experiences and trauma can have severe impacts on children’s lives, affecting even those from middle- and upper-income households.

“We do not understand as a society, the trauma that affects children, how it affects them, and how it plays out in their lives”.

Dr Nakhid-Chatoor also pointed to a deeply rooted “culture of silence” in society, where parents instruct their children not to speak about domestic issues. “It protects them, not the children. It protects the parent,” she explained. This silence masks the true extent of the problem, with many cases going unreported.

The Covid-19 pandemic further exacerbated the crisis as job losses, family tensions due to close quarters, and school closures created an environment ripe for increased abuse and trauma.

“Abuse exacerbated, abuse increased nearly three to six times…suicides,” she revealed, adding that some children even attempted suicide during online classes.

The effects have lingered even after the pandemic, as parents remain jobless, and the cycle of abuse continues unabated.

Moving forward, the psychologist advocated for a “circle of care” approach that prioritises the well-being and safety of children. “We do not have what I think is a circle of care, a circle of care in this society that really looks at them and offers them what they need.” This circle of care should include trauma-informed practices that make children feel secure in their homes and schools.

Dr Nakhid-Chatoor believes that schools can play a pivotal role in this circle of care. “Why? Because the home has fallen down”. With trained teachers, counsellors, and resources, schools can identify signs of abuse, provide support, and teach coping strategies.

Dr Nakhid-Chatoor noted a positive step for the recent Secondary Entrance Assessment exam, where accommodations were made for students who needed extra assistance.

“For the first time, they’re telling me for a very long time, systems are being put in place for those children who were unable to cope. They had a reader, they had more time,” she said, something she has long advocated for to help students with different learning needs.

However, she emphasised the need for a more holistic approach, including designated times for children to discuss their experiences and learn resilience. “We don’t have what is called sometimes a trauma-informed care approach for our children. The first thing in a trauma-informed approach is safety. Our children need to feel safe in our homes and in our schools. They don’t,” she lamented.