Dr. Rebecca Fechner has created an innovative new pilot program in schools. This program’s goal is to train students and faculty members on the evolving complexities of pain science. This commitment goes a long way in addressing a huge need. In Australia, nearly one in five children and young people will develop chronic pain by 18 years of age. The Student Voice program at Matthew Flinders Anglican College inspires young people and educators alike. It educates communities about how the brain and body experience pain, fostering an atmosphere of understanding and compassion for those living with it.
The experience of the program’s implementation at Matthew Flinders Anglican College has been overwhelmingly positive. It has given students a deeper understanding of the neuroscience of pain, allowing them to better understand what they are experiencing. As a Year 11 student, Madi Hartley took part in the program. She told us how grateful she was to have had an experience where she learned so much about her condition. The last component of the pilot program directly addresses the academic culture around pain. Importantly, it brings to the fore the emotional and psychological dimensions at play.
The Pilot Program’s Impact
As an expert on children’s pain with a PhD in the field, Dr. Fechner developed this teachers’ program to build emotional intelligence and empathy. Louise McCuaig, an incredibly passionate teacher from Matthew Flinders Anglican College, joined forces with Dr. Fechner. Combined, they created fun, energetic, interactive lessons featuring the science of pain. She called the program “really, really powerful,” pointing out its ability to change educators’ minds on how to treat students who are hurting.
In addition to Matthew Flinders, Dr. Joshua Pate is participating in a related pilot program at The McDonald College in Sydney. This partnership is designed to help get the lessons learned in these projects about pain science, research and evidence-based practice shared across diverse educational environments. Dr. Pate highlighted the challenges faced by teachers, stating, “A teacher doesn’t just have one child … they don’t just have their health to look out for, like they’re focused on … the whole class.” This further highlights the importance of holistic training to prepare educators in understanding and addressing students’ pain.
“It’s giving teachers a much more complex and nuanced understanding of what seems to be an unexplainable response from a young child,” – Louise McCuaig
One key element of the pilot program is training teachers to act with compassion and understanding when students seek to report pain. This change of mindset is key. Evidence from University of Technology Sydney found that one in four teachers find it difficult to trust their students when they claim they feel pain.
Building Empathy Through Education
The pilot program is designed to teach educators to understand the neuroscience of pain. It fosters an environment of empathy in the classroom. Alana Bird, another student and leader in the initiative, made it clear that you have to start with believing a student’s hurt. “If you feel that others don’t [believe your pain], it’s hard to feel that you can access that help,” she stated.
As Dr. Fechner said, chronic pain presents in a way that’s often invisible, robbing them of the opportunity to truly convey what living in pain means for them. “Often it’s in silence, because sometimes you can’t see it,” she explained. This sentiment cuts to the heart of the stigma facing those with invisible conditions. This leads children and adults alike to mask their difficulties.
“And when you can’t see it … kids, and adults do it too, hold it to themselves because of the stigma,” – Dr. Fechner
This trauma-informed educational initiative understands that teachers are on the front lines when it comes to helping teach children how to view their acute pain experience. Dr. Fechner pointed out that “So [teachers] are very influential to how kids think and believe.” By equipping educators with knowledge about pain science, the program aims to create an environment where students feel supported and understood.
Challenges Faced by Teachers
This program is doing big things. Yet teachers everywhere are still woefully unprepared to handle the diverse needs of students dealing with serious health concerns in their classrooms. Some educators have reported dedicating their lunch breaks to supporting students grappling with pain or concerned about how to provide appropriate responses.
Dr. Pate noted that teachers often have so many balls in the air. They want to address the diverse needs of each student without overwhelming their own hectic schedules. He observed on the value of training programs such as Dr. Fechner’s that bring the special perspective of academic medicine to address children’s health challenges.
“We’re not able to solve their issues but we are able to support them,” – she said
This recognition of limitations only serves to reinforce the importance of educational programming. Beyond the technology, they enthusiastically create a nurturing atmosphere of learning for each and every student.
