The Challenges faced by teachers in teaching of children with psychosocial needs due to war trauma in Northern Uganda

ABSTRACT The study focus was to explore: the major challenges faced by teachers in the teaching: the teachers experiences in overcoming the challenges and then ways in which the teachers capacity can be improved in teaching and psychosocial needs support towards formerly abducted children (FAC). Qualitative approach was chosen with special reference to case study design. Three schools were the cases. The head-teachers and the classroom teachers were the main interviewees in the study process. Individual interview was carried out with the head-teachers and focus group discussions with the classroom teachers (the interviewees). The main reason to use the two instruments was based on the different roles being played by the head-teachers as administrators of the schools and teachers as the classroom curriculum implementers. Findings on challenges show the difficulties being experienced by teachers: in lesson preparations, disruptions of teaching-learning process, lack of teaching-learning materials, poor classroom management and the challenges that affect the personal lives of teachers. The challenges on the personal lives of teachers have directly influenced their commitment to teaching and support towards the war affected children. Teachers who are living in the IDPs do not have a conducive environment that can allow them to have ample time to make their schemes of work and plan lessons of the week. However, teachers in urban setting do not experience the same conditions of life when compared to teachers in the camps. The social emotional difficulties faced by teachers in their place of work cut across the three cases. Uncertainty and Increasing feelings of incompetence were some of the inclinations in the interviewees expressions. Teachers have continued to have no regard of support from both the Government of Uganda and the International communities to their situation of primary and secondary traumatic work related stress. Effects of occupational stressors on health outcomes of the teachers were reflected in the teachers conflicts with the children affected and inability to control their emotions. Nonetheless some humble and friendly approaches have been used in some situations to resolve the conflict between peers and teachers with their learners. Some trust was realised between teachers and the children. On the side of administration use of government policies has been useful. Teachers needed to be guided where they seem to go extreme with the children s behaviour difficulties. School rules and regulations also were applied as one way of curbing in indiscipline actions by children. Children who were once Commanders in the rebel ranks never wanted to take position of being a child in the classroom. They wanted to continue using their positions even when in the school. They were appointed as prefects in the school. Children s participation in the cultural activities was not very significant. Results show that children who walk from far away are not able to participate and others are not willing to participate. Play ground is lacking in IDP Schools. Rates of indiscipline were reduced. Others could be seen interacting with peers, drawing and making mats that were later used as seats for infant classes due to lack of desks. Child-Centred approach was not very prominent in the results. The findings tended to be more of academic experiences than interviewees practical experiences of the approach. Teachers are seen as change agents that can take a lead in the recovery process of children affected by war. Teachers need diverse approaches in terms of methodology and working with parents and communities. Parents need to be helped to be closer to teachers in order to combine effort in the recovery process of children in armed conflict. Policies with clear implications make people responsible and in this case mistreatments of children would not arise in the communities. Teachers need their abilities built if they are to fulfill the above aspects. This can be done through Continuous Professional Development (CPD). By and large psychosocial needs components should be included in both the Primary Teachers Colleges (PTC) curriculum and at University level. Teachers coming out of these institutions should have the ability to help learners under difficult circumstances especially the ones with psychosocial needs due to trauma