many of these students had likely experienced trauma in their young lives, leading to behavioural challenges that often resulted in frustration from teachers and administrators. claire and her team took a proactive approach, offering voluntary group sessions to these students, providing a safe space for them to share their stories and pain.
“when families go through tough times, their reaction is to put up walls,” barron said. “actually, what’s needed is to do the opposite.”
over eight weeks, participants in the program gradually opened up about their experiences, with some only feeling comfortable enough to share in the latter weeks. these sessions catalyzed healing as students spoke openly about their pain, grief, and loss.
“they [schools] say, ‘this doesn’t feel safe. we can’t have kids talking to one another about these challenging things,’” barron said. “i say, ‘yes, but the potential for empathy is also there.’”
despite initial reluctance from schools, fearing that participation would lead to further academic setbacks, the results were quite the opposite.
contrary to expectations, students who participated in kids helping kids manage stress saw improvements in their behaviour and academic performance. sharing buried trauma and unresolved emotions provided a pathway to emotional healing. as a result, many students experienced a newfound sense of peace within themselves. by addressing their emotional needs, these students became better learners, were far less disruptive, and found greater stability and contentment.