You learn lots when you are a teacher. When students share their life stories you see the extent of the 'school house damage' they have suffered: For example, if you speak out of turn you are punished. All kinds of things. I had an older woman in my class once who curled up into a little ball at her desk when she started to talk out loud and share her story. All her life she had been ignored and literally shut away in a closet because she was different; because she was considered a slow learner. (Instructor)

In order to understand why students drop out of school and how they experience life as low-literate adults, it is important to examine the complex web of factors that shape their lives, including their education and employment histories. In interview sessions, students were asked to talk about their experiences during early childhood, school years, and into adulthood. A number of similar issues showed up time and time again, suggesting a common pattern of experience that affects many adult learners. These themes are outlined here in chronological order, and include quotes that best highlight the collective thoughts of the respondents in the study.

With very few exceptions, the learners in the LWW study spoke of difficult, even traumatic, childhoods. Most grew up with inadequate parental guidance or structure. A number of participants also experienced physical and sexual abuse, the effects of family alcoholism, and a general fear of violence.

Childhood/Early Years

While these stories are not new to people who work in the field of adult literacy, researchers are just beginning to uncover the relationship between literacy and abuse, and the extent to which learning is impacted by childhood trauma. According to researcher, Jenny Horseman, "those who grew up in violent and chaotic homes may have little experience of seeing regular efforts lead to results. As children, such learners are unlikely to have been given the support or space to work at learning something regularly... and see the results of their own persistence". (But I'm Not A Therapist: Discussion Paper. Jenny Horseman 12/22/97). The long-term effects of abuse on education include an "inability to pay attention, acting out, or being barely 'present'" (Horseman: 1997, p. 15).

The following excerpts reflect some of the dialogue surrounding adult learners' childhood experiences:

Most of my life up until now has been negative. I'm just getting started with the good stuff. I don't have many memories of those years. What I saw when I was little. . . all those parties and having to step over drunk people and not getting enough sleep. . . My parents just weren't there for me. . . I had no guidance and I started to hang out with the wrong groups.

I didn't have a childhood back then because we were always moving. I can't remember us having get-togethers for Christmas and that. It's as if my mind is blocked from that. All I remember is going to school and every time my dad came, the next thing I knew we were moving.