The Unseen Child

Navigating

Jayn continued to navigate her new surroundings with caution, still feeling like an outsider in her own world. She was quiet and reserved in class, often lost in her thoughts as she struggled to keep up with the lessons. Her mind wandered, but the memories of her primary school days were painful. She had been bullied and isolated, and the scars still lingered.

Ms Tan, her geography teacher, noticed Jayn's anti-social behavior and grew increasingly worried. She couldn't help but notice that Jayn seemed disconnected from her peers, content to sit alone and observe from a distance. Ms Tan had seen this behavior before, and it always ended in the same way - with the student struggling to keep up and eventually falling behind.

"Ms Carlyn, I'm concerned about Jayn," Ms Tan said, approaching the principal's office. "She exhibits classic anti-social behaviors - avoiding eye contact, not participating in class, and seeming disconnected from her peers. I think she needs intervention and help."

"I understand your concerns, Ms Tan," Ms Carlyn replied, listening attentively. "But let's not jump to conclusions. Jayn may just be adjusting to a new environment. Have you spoken to her form teacher, Ms How?"

"Not yet," Ms Tan admitted. "But I thought it best to bring it to your attention first. I've tried to engage her in class, but she seems hesitant to participate. I've also noticed that she doesn't seem to be making any friends."

"Okay, let's schedule a meeting with Ms How and discuss this further," Ms Carlyn suggested. "We'll get her input and observe Jayn's behaviour before making any decisions. Maybe there's something we're missing."

"But what if she's struggling silently?" Ms Tan pressed on. "We can't ignore the signs. I've seen it before - a student struggles in silence, and before we know it, they're falling behind and losing confidence."

"I agree, we can't ignore the signs," Ms Carlyn repeated. "But we also can't assume the worst. Let's gather more information before we decide on a course of action. Maybe there's a simple explanation for her behavior."

"I understand," Ms Tan nodded. "But can we at least schedule a meeting with Jayn's parents? Maybe they've noticed something at home."

"Let's hold off on that for now," Ms Carlyn advised. "Let's observe Jayn for a few more weeks and see if there's any improvement. We don't want to alarm her parents unnecessarily. But I agree, we need to keep a close eye on her."

"But shouldn't we be proactive?" Ms Tan asked, her concern evident. "We can't just sit back and wait for something to happen."

"I understand your concern, Ms Tan," Ms Carlyn said. "But we need to balance our approach. We don't want to label Jayn as having a problem when she may just be adjusting. Let's take it one step at a time and see how things develop."

"I see your point," Ms Tan nodded. "But I still think we should keep a close eye on her. Maybe we can offer her some extra support or counseling."

"Absolutely," Ms Carlyn agreed. "Let's schedule a meeting with Ms How and keep monitoring Jayn's behavior. We'll get her input and observe Jayn's behavior before making any decisions. Maybe there's something we're missing."

Jayn's new teachers were a breath of fresh air, unlike her primary school teachers who had shown little concern for her well-being. Her current teachers were kind, supportive, and genuinely interested in her emotions and experiences.

Ms Tan, in particular, had become a source of comfort and guidance for Jayn, regularly checking in with her and offering words of encouragement. She created a safe space for Jayn, making Jayn feel seen and heard for the first time in a long time.