Education Week - May 13, 2020 - 24

INSIDE

18

19

20

What We Can Still Learn
From Hurricane Katrina

A Blueprint for Reopening
Schools This Fall

Letters to
the Editor

Jared Boggess for Education Week

OPINION

The Sleeping Giant: Emotional Trauma

W

hile every critheir attention to figuring out what services
sis is different,
they can provide ethically and effectively
there is a comusing technology. They have provided virtual
mon reality
telehealth counseling, helped teachers adapt
that shapes rebehavior-management strategies to a Zoom
covery: Crises
classroom, and created social-emotionalalways reveal
learning lessons for the home context.
both strengths and vulnerabilities in individuals
Reaching the students and families at serious
and systems. How quickly we respond to bolster
risk for harmful behaviors is one of the most
those strengths and mitigate those vulnerurgent concerns facing school psychologists
abilities is critical. As school and district leaders
right now. How do we protect students who
coordinate that response amid academic, physiexperience domestic violence and abuse, given
cal, and financial concerns, they cannot ignore
the increasing stress on families? How do we
the emotional needs of the students and adults
support students with existing or emerging
in their school communities.
mental-health problems? School psychologists
We are already seeing how these factors play
are figuring out how to conduct effective
out as school districts scramble to reconfigure
suicide-risk threat assessments when students
the multidimensional and relationship-driven
threaten harm to self or others, and how to
work of schooling into a virtual
access supports and treatment for
By Kathleen Minke
world. Urgency is colliding with
these youths.
practicality. Creative problemThere is little doubt that there
MINKE is the executive
solving is bumping up against
will be substantial increases in
director of the National
legal and ethical concerns. And in
mental- and behavioral-health
Association of School
some cases, need is overwhelming Psychologists. Previously, problems for students and adults
capacity, resources, and
when schools reopen their
she was a school
professional experience.
psychology professor
physical buildings. Everyone
School psychologists are serving at the University of
has been affected by this
Delaware.
on the front line of these realities,
pandemic, and we all remain at
working with their educator
risk from the virus and resulting
colleagues to figure out how to support learning
economic strains. But while every school has
and meet students' mental-health needs in a
been touched by this pandemic, the effects
virtual context.
will not be equally distributed. Schools
As schools first closed around the country,
already stressed by limited resources, high
school psychologists' immediate concerns were
poverty rates, or other recent crises likely will
often procedural. How will we update eligibility
experience the greatest difficulty.
and individualized education programs
So, what should schools be doing
for students with disabilities? How will we
to get ready for when that moment
complete assessments and stick to mandated
comes? Although the current situation is
timelines? However, these concerns were soon
unprecedented in our lifetimes, there are
eclipsed by the enormity of the challenges
well-established crisis-response protocols
families are facing-and the tremendous
to guide the way. For example, the National
inequities that affect the ability of both families
Association of School Psychologists publishes
and schools to support children.
the PREPaRE curriculum that outlines the
Many school psychologists have now turned
comprehensive steps schools should take
24 | EDUCATION WEEK | May 13 , 2020 | www.edweek.org/go/opinion

from prevention through recovery.
Each school is now living its emergency
operation plan and likely discovering its
limitations. School leaders must address the
academic, physical, fiscal, and psychological
and emotional aspects of reopening their
buildings.
Here are just a few of the many decisions that
school and district leaders will need to make:
What schedules and space arrangements will
work to accommodate increased needs for
sanitation and social distancing? How will
missed instruction be managed, especially
for students with disabilities who may require
compensatory instruction? How will needed
supports be funded in light of shrinking
budgets?
School psychologists know that academic
efforts cannot proceed without addressing
psychological and emotional trauma. Learning
will not occur unless the emotional needs
of both students and adults are addressed.
Indeed, pretending that everything is "normal"
will likely exacerbate underlying traumas and
further delay genuine recovery. District leaders
should be taking the following steps:
1. Develop a long-term recovery plan.
Do not rely on individual building principals or
school psychologists to create and implement
support plans. District leadership is needed
to ensure that a multitiered system of support
addressing both academic skills and emotional
and behavioral health is available to all
students and adults in each building.
2. Assess, don't assume. All schools
will face challenges, but they won't be
the same challenges. Structured needs
assessments that identify the specific
difficulties that students and staff face will
guide intervention. Prepare comprehensive
universal supports and methods to
identify those who require more intensive

interventions. The assessment process should
be ongoing, recognizing that some students
(and adults) will seem fine upon return to
school only to demonstrate setbacks a few
months into recovery.
3. Develop a resource map. Identify
qualified mental- and behavioral-health
service providers in each school and make
sure their jobs are structured such that they
have time to devote to such services. School
psychologists, school counselors, and school
social workers should be on the front lines of
this work. Identify gaps in needed services
and seek community supports to fill those
gaps. Recognize that community service
providers will be experiencing increased
demand and may not be as available as
they were before the pandemic. Also, many
families may have lost health insurance
and will find it difficult to bear the cost of
treatment outside of school.
4. Provide professional development
and emotional care for adults. Educators
will be facing enormous responsibility to
recognize signs of anxiety, depression, and
trauma in their students. They also will be
managing ongoing challenges in their own
families. Districts should provide professional
development that teaches trauma-informed
practices and a robust protocol for identifying
and supporting students in need. Consider
how to build flexibility and support into the
workday so that educators can engage in
effective self-care.
In whatever fashion it takes, re-entry to
school and recovery from the crisis will be
a long process. Preparing now is critical.
Embrace an experimental mindset that
encourages trying new activities and
evaluating the results. Leaders, ask your
school psychologists to help. They will. n


http://www.edweek.org/go/opinion

Education Week - May 13, 2020

Table of Contents for the Digital Edition of Education Week - May 13, 2020

Education Week - May 13, 2020
Collapse: Coronavirus Will Make Inequalities in Public Schools Even Worse
Briefly Stated
Remembering 18-Year-Old Who Died From Coronavirus
‘Summer Melt’ Could Be a Flood As Seniors Shift College Plans
Schools Struggle to Meet Students’ Mounting Mental-Health Needs
7 Big Issues for Unions and Districts in Remote Teaching Agreements
District Hard-Hit by COVID-19 Begins ‘Tough Work’ of Getting On
Right-to-Education Ruling Jolts Advocacy World
Teachers Without Internet Work In Parking Lots, Empty School Building During COVID-19
What We Can Still Learn From Hurricane Katrina
A Blueprint for Reopening Schools This Fall
The Sleeping Giant: Emotional Trauma
Letters to the Editor
EdWeek Top School Jobs
Education Week - May 13, 2020 - Collapse: Coronavirus Will Make Inequalities in Public Schools Even Worse
Education Week - May 13, 2020 - 2
Education Week - May 13, 2020 - Briefly Stated
Education Week - May 13, 2020 - 4
Education Week - May 13, 2020 - Remembering 18-Year-Old Who Died From Coronavirus
Education Week - May 13, 2020 - ‘Summer Melt’ Could Be a Flood As Seniors Shift College Plans
Education Week - May 13, 2020 - 7
Education Week - May 13, 2020 - Schools Struggle to Meet Students’ Mounting Mental-Health Needs
Education Week - May 13, 2020 - 9
Education Week - May 13, 2020 - 10
Education Week - May 13, 2020 - 7 Big Issues for Unions and Districts in Remote Teaching Agreements
Education Week - May 13, 2020 - 12
Education Week - May 13, 2020 - 13
Education Week - May 13, 2020 - District Hard-Hit by COVID-19 Begins ‘Tough Work’ of Getting On
Education Week - May 13, 2020 - 15
Education Week - May 13, 2020 - Right-to-Education Ruling Jolts Advocacy World
Education Week - May 13, 2020 - Teachers Without Internet Work In Parking Lots, Empty School Building During COVID-19
Education Week - May 13, 2020 - What We Can Still Learn From Hurricane Katrina
Education Week - May 13, 2020 - The Sleeping Giant: Emotional Trauma
Education Week - May 13, 2020 - Letters to the Editor
Education Week - May 13, 2020 - 21
Education Week - May 13, 2020 - 22
Education Week - May 13, 2020 - EdWeek Top School Jobs
Education Week - May 13, 2020 - 24
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