The importance of touch for children
From the earliest stages of our lives to the latest ones, human touch is vitally important.
On the other side touch is one of the last experiences we can have with a loved one when they are dying,and it's extremely important as it provides comfort to both parties.
We could mention many examples to underline the importance of touch in our daily life: a hug when we are upset, holding our partner's hand, a pat on a student's shoulder to show that we appreciate their hard work.
When it comes to schools and their policies these experiences may be different. As part of their safeguarding policies many schools have a “no touch” policy. This is in order to avoid teachers to be accused of acting inappropriately if they have physical contact with a child. Some schools, during the last decade, have banned children from hugging each other and hand holding as part of their “no touching” policies. They did this “in order for children to learn to respect one another's personal space”. It looks like some schools were worried not just about “intergenerational touch” and possible accusations, but also about inappropriate touching between students. These same policies have been implemented by some Early Years schools as well, in order to avoid inappropriate touching of other students such as biting, pinching or hitting.
Safeguarding experts think that “no touch” policies are not just to protect educators from being accused of inappropriate touching, but they are also meant to protect children from unwanted physical touch. There are some occasions when physical contact is necessary, for example to give First aid or during PE or music lessons, when a teacher could need to demonstrate how to use a musical instrument. According to the Education Secretary Michael Gove in 2010, “There are no nationally imposed rules preventing teachers from touching pupils but some schools adopt a "no touch" policy because they fear complaints from pupils who are restrained or comforted by teachers”. Children's Rights Alliance spokeswoman Carolyne Willow responded by saying that “there are also times when you need to restrain children. I was a secondary school teacher and I once spent a whole 20-minute break with my arms wrapped round a 12-year-old boy who wanted to attack another boy. In the end he calmed down but it seemed the only possible thing to do”. This is particularly true if we think about SEN students or the ones with mental health issues. I personally witnessed a very upset Year 11 student with Autistic Spectrum Condition who didn't calm down until someone hugged him. Some educators think that these policies are effective in cases of bullying. But still, threat and abuse could come not from actions but words. Moreover, they think that physical touch is a distraction for students and need to be avoided in order to focus on the lesson.
Some parents and professionals think that this could actually “have a reverse effect and doesn't teach them about the real world”. Moreover, it could “prevent children from developing social skills during their most formative years” and “suppress children's emotions”. Some see these policies as an infringement of human rights, as they damage children's social development and mental health.
• First Aid – e.g. cleaning wounds, applying plasters;
• Responding to their initiated contact – e.g. returning hugs, holding hands;
• Reassuring and comforting children – e.g. when they are upset, worried or in need of guidance;
• Praise – e.g. reaffirming “Well done” with a gentle pat on the shoulder;
• Safety – e.g. crossing the road, preventing children from hurting themselves, e.g. placing your hand firmly around the child’s wrist, arm or hand. (UK2Learn, January 2020).
Teachers, but also teaching assistants, support workers of other members of staff, should then feel free to develop caring and positive relationships with children without fear of unfounded accusations. Staff should also be aware that some students may find physical touch unwelcome, because of their background, personal history etc. In the same way schools should be aware that different members of staff communicate in different ways and may need physical support and touch. The use of touch should be discussed openly and regularly between staff. Schools and staff should be sensitive to any verbal or non-verbal communication that may indicate that a child needs to be physically comforted of doesn't want to be touched.
During the pandemic we have been forced to dramatically change or lifestyles and to adopt social distancing. Maintain physical distancing is hard for adults, and it's even harder for children. Children naturally communicate with peers and adults through touch, and it's been not easy at all to explain to them that now things like holding hands and hugging may be 'wrong' or 'not permitted'. Moreover, some cultures are more physical than others and could struggle more. After some difficult and strange months some children have eventually returned to school, and even though most of them have been happy to see schoolmates and teachers again, the new rules adopted by schools in order to stay safe, may be very hard to maintain.
What will be different in the future?
And for how long we will be able to maintain physical distancing? In September every children and young person went back to school, early years providers and colleges, after months of lockdown. Kitchens and canteens have been fully opened but children have been kept in class or year group sized “bubbles”. Contact between groups has been avoided. How will these long term changes affect children's social and emotional development?
We have noticed that SEN children struggled more than the others to re-adapt. Also we have seen high levels of anxiety and emotional regulation difficulties in every year group.
It will be crucial to explain and discuss the new rules for staying safe at school in the next months. Groups of children must be engaged in discussions so they can fully understand why they are required to follow them. Children-friendly and multilingual resources will be necessary. It's important to underline that the new group norms are made WITH the community and not TO it, we want to “look after each other” and protect vulnerable members of the community. By doing this we can help children to develop their sense of community and social skills. It is important to explain that we can show care and affection in other ways when it is not possible to hug and shake hands. It is possible to strengthen the bond with classmates and teachers by “virtually hugging” them or by telling them how much we appreciate them.
Sources:
Communicating through touch: Touching during Parent-Infant interactions – Dale M. Stack, Ph.D, Amelie D. L. Jean.
https://www.gov.uk/coronavirus/education-and-childcare
https://www.bps.org.uk/coronavirus-resources/public/back-to-school
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