[NLA] Discussion: Policy or Legal Challenges on behalf of Adult Learners with Trauma

[Janet Isserlis]

David, Nancy and all,

First - thanks, the pushing us to consider the policy implications of 
the questions of working with adult learners who have experienced (or 
are experiencing) trauma of one sort of another.

These learners (and colleagues) are not only those participating in 
basic level classes -- there are men and women who have experienced 
political, personal trauma in their countries of origin, in the 
immigration process, in daily fear of abusers  --  some of these men 
and women are participants in adult education classes and programs.

It's important to stress that knowing *who* has experienced trauma is 
not the issue so much as creating learning environments that are safe 
for all involved.  This does not mean finding out who may be in need 
of counselling, but making known that counselling services are 
available in the community -- or at the learning site, when this is 
the case.  Making known the availability of resources by leaving 
brochures in common spaces, hanging posters that give information 
about community resources (victims of crime hot line numbers, as well 
as posters giving information about general health care, shelters for 
women escaping domestic violence, etc) is part of helping adults see 
the range of possibilities available to them.

The policy issue is one that I think requires much thought.  I'm 
aware of at least two programs in Providence that have re-thought 
their policies about attendance requirements.  While not publicizing 
their decisions broadly, they have made it known to their teachers 
that if students have concerns (e.g. one woman afraid to leave a 
child in the house when a potentially abusive relative was visiting) 
, that teachers can tell students that if they have pressing family 
matters, they can speak to their teachers about a need for an 
extended absence without fear of losing their place in the program. 
To "formalize" a program to allow women or men to ask for time out 
because of trauma, per se creates other potential problems.  It seems 
more reasonable to think about policy that allows adults to seek time 
away for personal, health-related reasons; to have access to choices 
about how to address their issues without losing a spot in a learning 
program.  Some learners are able to stay in school; others need time 
to stop out for a while.

Other policy areas -- particularly WIA work requirements -- are 
similarly tricky.  Many adults receiving government benefits do have 
case workers -- sometimes for better, sometimes for worse.  There are 
domestic violence waivers (so that an errant parent cannot trace 
his/her spouse or partner) vis a vis child maintenance payments; 
domestic violence, however, is not the only issue on the table.

More germane to our work, I think , is finding ways to broadly frame 
policy to accommodate both the needs and strengths of adults for whom 
trauma is an issue -- by extending attendance policies, by helping 
teachers know more about a broader range of teaching and learning 
strategies, by learning, more, ourselves, about how people learn and 
teach while dealing with issues of trauma in their lives.  Some 
people view school as a respite from other ongoing issues they face; 
for others, it's necessary to take some time away.  Each person deals 
with stressors and trauma in her/his own way.

Have a look at the Canadian Centre for Victims of Torture's work 
http://www.icomm.ca/ccvt/; consider that a program in Providence (and 
other programs as well) have sought and received funding for the 
services of a counsellor on site; please browse through some of the 
resources at http://www.brown.edu/lrri/screen.html.

I know many of us are working on this issue and I'm hopeful that in 
raising a question of policy we may be able to move further (despite 
the harsh economic outlook before us) to ensure that programs provide 
access to learning for all who wish to seek it.

Janet Isserlis

>Nancy Hansen wrote me to raise a public policy question about 
>support for learners who have been traumatized.  I wonder if anyone 
>is aware of proposed or actual policy, or legal challenges, in the 
>U.S. or elsewhere which address this issue.
 

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