Education Week - March 31, 2021 - 21

Don't Assume a Return to School Is a Panacea
Students still need support
for their emotional well-being

W

hen my school
resumed inperson classes, I
watched as a 5th
grade boy splayed
on his stomach
across the chair
in class, his arms extended like Superman. He
wasn't trying to be funny; he was simply trying
to ground himself. After months of toxic stress,
his ability to pay attention and self-regulate had
been compromised, and as much as he detested
remote learning, the return to school hadn't been a
panacea. He was happy to see friends but also tired
easily, bristled at perceived slights, and struggled
to produce work.
When I reached out to several fellow
psychologists and educators by phone to hear
about their own experiences returning to
school, I found out that the student I observed
is not unique. " The first thing educators
need to understand is the toll that this year
has taken on each person's nervous system, "
Mona Delahooke, the author of Beyond
Behaviors: Using Brain Science and Compassion
to Understand and Solve Children's Behavioral
Challenges, told me. " Nobody was immune
from the stress of having to leave a familiar
environment overnight, and our bodies and
brains adapt differently to the new situation. "
While some students will look disengaged or
detached, others will slouch, fidget, or move
more. The one constant is that every child
needs compassion and patience. Here are six
ways educators can prioritize kids' emotional
well-being during the transition back to school
buildings:
1. Strike a balance between
predictability and novelty. Students crave
consistency after a trauma, but many have
come to dread the choreographed sameness
of their days and need more fun, such as an
impromptu nature walk where possible or
a paper-airplane-making contest. Play and
connection activate the social-engagement
system and are healing.
Episcopal Academy, a P-12 school in Newtown
Square, Pa., is replacing an advisory or class
period with recess so students can play " in a
space that's not micromanaged by adults, "
school psychologist Jessica Anderson told me.
Teachers also need to be willing to shelve
a lesson, added Morgan Penn, an 8th grade
science teacher at Argyle Middle School in
Montgomery County, Md. " I had a student with
a family member in El Salvador who passed
away from COVID, and when he told the class
that his father had COVID, too, everyone
stopped to support him. "
2. Be understanding when addressing
misbehavior. After remote learning, " kids
are used to using the bathroom any time
they want and turning off their cameras and
muting themselves so they can have a side
conversation, " said James Allrich, Argyle's
principal. " Now, kids will have arrows
everywhere, dots telling them where to stand,
and I can see a kid being nervous: 'Am I
standing on the right dot? Do I have to put my
face mask on between bites when I eat?' "
That anxiety can manifest as noncompliance;
students need reassurance that they're not in
trouble when they make a mistake.
Penn added, " These are children, not

robots. Is there a fire? Is anyone falling out the
window? I'll say, 'If you want to lie on the floor,
or if you're frustrated and want to scream but
can't do it now, let's talk about a time when you
can do it.' "
3. Rebuild students' sense of
competency. Many students had a hard time
with online learning, and their academic selfconcept has taken a hit. Others feel awkward
and have lost their social footing. To address
insecurity, be flexible and help students learn to
manage their time wisely.
Trust that kids want to do well and that you
may not know their back story. Penn shared that
one student lost their home and had to move
into another family's apartment with their
young toddlers, another suffers from insomnia,
and a third was too anxious to bring herself to
do assignments.
4. Crank up the connection. Kids
disclose more to teachers who take emotional
risks themselves. " My students know I'm in
therapy; they even know my therapist's name
is Manuela, " Penn said. " It should be normal-
everyone needs help. I say, 'I'm pushing
through every day just like you are and I'm
really fighting for you.' "
Remote instruction has also underscored
for many of us the value of face-to-face
interactions. " I've missed the dynamic of
looking in someone's eye and knowing, without
them saying a word, that something isn't right, "
Allrich told me. " I'll say, 'Let's talk,' and they
just start crying. "
5. Don't forget that different students
have different needs. One parent told me
that her middle schooler moved midpandemic
and had yet to meet a single classmate at her
local public school. New students will need
supports, such as welcome buddies and groups
for new students.
Kids who remain virtual when buildings
reopen also have unique needs. One remote
learner told me she feels intense FOMO (fear of
missing out) every time she sees her classmates
engaging in person. Schools can mitigate
that by scheduling time for online and offline
learners to have a virtual recess.
My middle schoolers also tell me they feel
self-conscious when teachers project the faces
of remote learners onto a whiteboard at the
front of the room. By turning the desks around
so the screen is behind the kids, teachers can
see every student without spotlighting anyone.

Mary Haasdyk for Education Week

40% 38% 29%
of hybrid,

fully remote, and

fully in-person

... students reported their state of mind during class is
more negative than it was before the pandemic.
SOURCE:
EdWeek Research Center

6. Work together to create a safety net.
Compare notes with your colleagues to ensure
no student falls through the cracks. An English
teacher might realize a child is struggling
when they write a poem about depression. A
school nurse might tie a student's headaches
to anxiety. An art teacher might draw attention
to a child's dark self-portraits. A paraeducator
might see that a kid always sits alone at recess.
Educators need to keep an eye on one
another, too. Allrich reminds his staff that
everyone is anxious, then reassures them
that they're used to operating from a place
of empathy. " We're on shifting grounds, but
our unchangeable core doesn't change-and
that's kindness, care, relationships, and
communication. " n

By Phyllis L. Fagell
FAGELL, a licensed clinical professional counselor, is the author of Middle School
Matters, the school counselor at Sheridan School, an independent K-8 school in the
District of Columbia, and a therapist at the Chrysalis Group.
EDUCATION WEEK | March 31, 2021 | www.edweek.org/opinion | 21


http://www.edweek.org/opinion

Education Week - March 31, 2021

Table of Contents for the Digital Edition of Education Week - March 31, 2021

Education Week - March 31, 2021
Briefly Stated
Do Teachers Have to Disclose Their Vaccination Status? Experts Weigh In
What the Research Says
Suburban Public Schools Are Now Majority-Nonwhite
School Budgets: Why They’re Not As Bad As Predicted
Male Teachers Share Advice for Getting More Men Into the Profession
Feds’ First Survey of Pandemic Learning Finds Nearly Half of Students Taught Remotely
Miguel Cardona Talks Summer Learning, Mental Health, and State Tests
‘It Is OK to Grieve’
The Story of Pandemic Learning And Suicide Is Still Being Written
Don’t Assume a Return to School Is a Panacea
EdWeek Top School Jobs
We Are Part of Something Larger
Education Week - March 31, 2021 - Education Week - March 31, 2021
Education Week - March 31, 2021 - Briefly Stated
Education Week - March 31, 2021 - 3
Education Week - March 31, 2021 - Do Teachers Have to Disclose Their Vaccination Status? Experts Weigh In
Education Week - March 31, 2021 - What the Research Says
Education Week - March 31, 2021 - Suburban Public Schools Are Now Majority-Nonwhite
Education Week - March 31, 2021 - 7
Education Week - March 31, 2021 - 8
Education Week - March 31, 2021 - 9
Education Week - March 31, 2021 - School Budgets: Why They’re Not As Bad As Predicted
Education Week - March 31, 2021 - 11
Education Week - March 31, 2021 - Male Teachers Share Advice for Getting More Men Into the Profession
Education Week - March 31, 2021 - 13
Education Week - March 31, 2021 - Feds’ First Survey of Pandemic Learning Finds Nearly Half of Students Taught Remotely
Education Week - March 31, 2021 - 15
Education Week - March 31, 2021 - Miguel Cardona Talks Summer Learning, Mental Health, and State Tests
Education Week - March 31, 2021 - 17
Education Week - March 31, 2021 - ‘It Is OK to Grieve’
Education Week - March 31, 2021 - 19
Education Week - March 31, 2021 - The Story of Pandemic Learning And Suicide Is Still Being Written
Education Week - March 31, 2021 - Don’t Assume a Return to School Is a Panacea
Education Week - March 31, 2021 - 22
Education Week - March 31, 2021 - EdWeek Top School Jobs
Education Week - March 31, 2021 - We Are Part of Something Larger
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