Dear Teacher

Dear Teacher.

I do not know what words to use to express my thoughts and feelings so I asked my psychologist to help me with this letter.

I feel unsafe at school.

People bother me.

Especially when they are doing their own thing.

Especially when doing their own thing involves me!

I like to do my own thing.

If people won’t join me in my own thing I need them to be away from me.

I want to hide or leave the classroom or playground.

I imagine a safer place.

You will be able to tell when I am imagining my safer place as you will think I am daydreaming.

You may tell me off.

Other kids may laugh and make fun of me.

You are all mean.

You don’t care.

You don’t understand.

You can’t be trusted.

You are just like those that hurt me.

You need to be punished.

I will punish them that hurt me by taking their food.

Ha, ha, sucked in.

Having their food makes me feel safe again.

I don’t want to be bad.

I just want to feel safe.

So now you know about me.

If you show that you understand what I wrote in this letter I might try to understand you.

Yours sincerely,

A child survivor of interpersonal trauma.

About colbypearce

I am a Clinical Psychologist and author who assists children and familes overcome adversity and experience strong and secure attachment relationships.
This entry was posted in AAA Caregiving, Fostering, Schools, Trauma and tagged , , , , , , , , , , . Bookmark the permalink.

3 Responses to Dear Teacher

  1. thefamilyof5 says:

    Reblogged this on The Family of 5's Journey and commented:
    Being understood, is so important!

  2. adoptedtwo says:

    We had similar issues with our children’s school and wrote a Dear Headteacher letter in response to a request as to why our eldest was late again to school. School have always been kept fully informed but unwilling to accept anything (which is everything about our children) they don’t understand. The result being that we now travel to the best school for our children and have said goodbye and good riddance to the old school.

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