For children growing up in communities where stress, instability, and hardship are part of daily life, mental health struggles are often a reality. The Love Trust offers a practical checklist to help caregivers move from reacting to a child’s distress to creating a safe, consistent environment for healing.
Johannesburg, South Africa (21 April 2026) – Mental health is increasingly recognised as one of the defining challenges of our time. For children growing up in communities where stress, instability, and hardship are part of daily life, mental health struggles are often a reality.
Yet alongside this is a more hopeful shift: conversations are opening up, stigma is lifting, and caregivers and educators are becoming better equipped to respond with understanding.
In schools, this awareness is critical. For many children, emotional distress does not present as something easily named, but shows up in behaviour, withdrawal, or ways that are often misunderstood.
“Trauma is not always a single event but often continuous,” explains social worker for The Love Trust, Elsie Lekana.
The Love Trust is a faith-based non-profit organisation that runs Nokuphila School for disadvantaged learners in Thembisa. Lekana balances the effects of ongoing trauma by applauding many of those affected, saying:
“Although children can be deeply vulnerable to harm, neglect, and poverty, they also have a remarkable capacity for resilience and adaptation.”
This dual reality sits at the heart of a more constructive approach to mental health. Rather than defining children by what has happened to them, the focus shifts to how they can be equipped to cope, recover, and grow.
Recognising what isn’t always obvious
One of the biggest challenges for caregivers and teachers is that trauma does not always look like distress. It can be subtle, and in a busy classroom, easily misread.
Children may become aggressive or clash with peers. Others withdraw, avoid participation, or seem disinterested. Difficulty concentrating, inability to engage with schoolwork, anxiety, or low self-esteem are also common indicators. In some cases, physical signs such as neglect of personal care may point to deeper emotional strain.
Working closely with Lekana is psychology student Dineo Nobunto, who notes:
“One common misconception is that children are ‘too young to remember’ or that they will simply ‘grow out of’ traumatic experiences. In reality, trauma affects children deeply, even when they cannot fully verbalise it.”
Shifting the mindset from “What is wrong with this child?” to “What might this child have experienced?” can fundamentally change how adults respond.
Creating spaces where children feel safe
Both home and school environments play a powerful role in shaping a child’s sense of safety. Small, consistent actions often matter more than grand interventions.
At home, emotional availability, predictable routines, and calm communication help build trust. In the classroom, inclusive spaces, fair discipline, and attentive teachers create stability.
“These everyday interactions build a sense of stability and trust, which are essential for healing and resilience,” says Nobunto.
Simple behaviours like listening, validating feelings, and keeping promises signal to children that they are seen and supported.
Responding with care, not judgement
When signs of distress do emerge, the response from adults can either support healing or deepen isolation.
“I encourage curiosity rather than judgment,” says Lekana.
Instead of reacting with frustration, she suggests gentle observations such as, “I noticed you seemed upset today. Do you want to talk about it?”
This approach allows children to feel acknowledged without pressure and avoids forcing disclosure before they are ready.
A practical starting point for caregivers
Children do not always have the words to express what they are going through. Look out for changes in their behaviour, emotions or physical appearance:
Behavioural signs
- Increased aggression
- Withdrawal from friends or activities
- Avoidance of schoolwork or declining performance
- Appearing disengaged
Emotional signs
- Ongoing fearfulness or excessive worry
- Low self-esteem
- Heightened sensitivity or emotional outbursts
- A sense of isolation
Physical and care-related signs
- Changes in sleep or constant fatigue
- Poor hygiene
- Frequent unexplained aches and pains
- These signs do not always indicate trauma, but they may signal a need for support. What matters most is responding with curiosity, care, and consistency.
- For caregivers, small, intentional actions can make a meaningful difference:
- Create safe, non-judgemental spaces
- Respond calmly rather than reactively
- Validate feelings
- Maintain routines
- Prioritise connection
- Seek support early
- Protect the child’s dignity
Supporting children in trauma-affected communities is not about having all the answers, but about showing up with empathy and consistency.
With the right tools, caregivers and educators can more easily recognise distress and respond in ways that restore a child’s sense of safety, dignity, and hope.
Sources: The Love Trust
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