Swimming should be an empowering, enjoyable experience for children. However, it can sometimes become a source of stress or trauma, especially when the environment is not conducive to their emotional needs. It’s important for both swimming teachers and parents to understand the signs of distress in children and use positive, supportive communication to help resolve issues rather than contribute to them. This blog post aims to explore the signs of trauma in swimming lessons, how teachers and parents can use language to foster understanding and resolve issues, and the importance of creating a nurturing environment for all young swimmers.
Signs of Trauma in Swimming Lessons
Children’s emotional and physical responses to swimming lessons can be a reflection of how they feel in the water. These behaviours should never be dismissed as normal, and it’s crucial to be aware of them to ensure the child’s safety and comfort. Here are the key signs of trauma:
Excessive Crying or Screaming: While some children may cry initially due to nerves, prolonged crying or distress upon entering the water could indicate an underlying issue.
Clinging to Parents or Teachers: A child unwilling to separate from their parent or teacher or seeking constant reassurance may be experiencing fear or anxiety.
Refusal to Enter the Water: Children who suddenly refuse to enter the water may have had a traumatic experience that’s caused them to associate swimming with fear or discomfort.
Frozen or Rigid Body: A child who becomes stiff or unresponsive in the water is often expressing fear or an inability to cope with the lesson’s intensity.
Excessive Fatigue: Emotional exhaustion, rather than physical tiredness, can result from anxiety, manifesting as excessive fatigue during lessons.
Regressive Behaviours: Behaviours such as thumb-sucking or needing to be carried signal that the child may be emotionally overwhelmed.
Avoidance of Specific Activities: A child avoiding certain water activities, especially those they once enjoyed, could indicate a traumatic experience associated with that activity.
Physical Symptoms: Complaints of stomachaches, headaches, or nausea during lessons often signal stress or anxiety.
Tense Facial Expressions: Signs like clenched jaws, wide eyes, or furrowed brows can be physical manifestations of fear or discomfort.
Breathing Changes: Rapid or irregular breathing can be an automatic response to emotional distress or fear.
Excessive Complaining: Children who are constantly vocalising that they want to leave or avoid the water are showing clear signs of emotional distress.
Hyperactive or Overcompensating Behaviour: Over-excitability or distractions may be an attempt to mask or cope with anxiety.
The Role of Teachers in Preventing Trauma
Teachers are central to creating a positive, supportive learning environment. It’s important for them to understand the emotional and psychological needs of the children they are teaching. When teachers fail to recognize signs of distress or use negative reinforcement, they can inadvertently contribute to trauma.
Here are ways teachers can avoid causing further distress and instead foster emotional safety:
Use Positive Reinforcement: Teachers should always focus on encouraging language. Instead of saying things like “Stop crying!” or “You’re not listening,” try reframing these moments with positive reinforcement, such as “I can see you're feeling unsure. Let's take a deep breath and try together” or “You’re doing great, let’s take it one step at a time.”
Never Shout or Use Punitive Measures: Shouting at children or telling them they need to “have a time-out” can heighten anxiety and reinforce fear of swimming. Instead, use calm and reassuring words that acknowledge their feelings and help them feel understood.
Avoid Power Struggles: Teachers should refrain from asserting authority in a way that creates a power struggle, such as telling a child, “You must listen to me because I am the teacher and you are the child.” Instead, offer choices where appropriate and emphasize mutual respect. For example, “How about we start with something you enjoy? Then we can try something new together.”
Provide Control in Small Steps: Whenever possible, give children some control over their experience. Offer options, such as choosing a toy or training aid, or allowing them to decide the pace. This autonomy can help children feel empowered, reducing the likelihood of resistance.
The Role of Parents in Preventing Trauma
Parents are the child’s first source of comfort and security. Therefore, their involvement and emotional support during swimming lessons is paramount in helping children feel safe and confident in the water. Parents should never be asked to leave their children during a lesson, especially if the child is struggling emotionally.
Here are ways parents can actively contribute to their child’s positive swimming experience:
Stay Close and Be Involved: Parents should be present, either in the water or at the poolside, especially if their child is experiencing separation anxiety or fear of the water. Being close by provides reassurance and a sense of security.
Use Positive Language: Just like teachers, parents should avoid negative language that could trigger further anxiety. Instead of saying “Don’t be scared!” or “Stop crying,” try “I understand this feels a bit tricky, but I’m right here with you. You’re safe, and we’ll have fun.”
Use Training Aids: Parents should wear appropriate training aids like the Orca Swim Trainer to offer extra support and assist their child in the learning process. This will not only help the child gain confidence but also allow parents to be active participants in the lesson.
Be Present and Engaged: Parents should resist the temptation to leave their children for a “break” during the lesson, as this can disrupt the emotional connection. Instead, stay engaged with the child’s journey, celebrate progress, and offer reassurance when needed.
Avoid Pressuring Independence: Parents should never push their children to be independent swimmers before they are ready. While fostering independence is essential, this should come gradually and in a supportive environment.
Why These Trigger Warnings Are Important: Research and Evidence
It’s important to recognise that the behaviours discussed above are not simply “normal” developmental phases or fleeting moments. Research into trauma-informed practices and child psychology supports the notion that early negative experiences in the water can have lasting impacts on a child’s relationship with swimming.
A study published in Child Development emphasises how early childhood experiences, particularly those involving fear or stress, can shape a child’s perceptions and behaviours in future learning environments (McLaughlin et al., 2019). Early traumatic experiences in swimming can cause children to associate the water with anxiety and fear, which can persist into later childhood.
Research from the American Psychological Association (APA) shows that fear-based reactions can have a significant impact on a child’s emotional regulation and self-esteem. The APA also highlights that children who feel unsupported or ignored during distressing experiences are more likely to develop avoidant behaviors, including phobias and anxiety (APA, 2020).
Moreover, studies in developmental psychology stress the importance of positive reinforcement and emotional support in early childhood education. According to a study by The National Association for the Education of Young Children (NAEYC), creating a supportive and emotionally secure environment promotes healthy emotional development and allows children to thrive in new learning situations (NAEYC, 2021).
Conclusion
Creating a trauma-free swimming experience for children requires empathy, awareness, and positive communication from both teachers and parents. Teachers should foster a calm, supportive environment where children feel heard and understood, while parents should remain actively involved, using positive reinforcement and providing security.
Swimming lessons should be about fun, growth, and building confidence—not fear and distress. As educators and caregivers, it’s our responsibility to create environments that are nurturing and empowering, ensuring that every child has the opportunity to develop their swimming skills in a safe, enjoyable way. By staying attuned to the signs of distress, using positive language, and involving parents in the process, we can ensure that every swimmer's journey is a positive one.
References:
McLaughlin, K. A., et al. (2019). Childhood Adversity and Mental Health in Children and Adolescents. Child Development, 90(5), 1397–1414.
American Psychological Association (APA). (2020). Fear and Anxiety in Children: How to Help. APA News. Retrieved from https://www.apa.org
National Association for the Education of Young Children (NAEYC). (2021). Building Positive Relationships in Early Childhood Education. NAEYC Journal, 78(1), 14-22.
Comments