Education Week - May 13, 2020 - 8

Schools Struggle to Meet Students'
Mounting Mental-Health Needs
Pandemic
brought new
challenges
"We're screwed." That's what
principal Kristina MacBury is hearing from her students at Sarah Pyle
Academy.
Sarah Pyle is a dropout-recovery
program in Wilmington, Del., and its
students, ages 16 to 21, face hardships
in the best of times: They may be their
families' primary breadwinner. Some
have kids of their own; others are
taking care of sick parents. Many are
homeless.
Now, as a historic recession takes
shape amid the pandemic, these students are worried about finding work
to bolster their families' earnings or
losing jobs. They're upset about the
prospect of not getting a traditional
graduation-a major milestone for
any young adult but one that may be
especially hard-won for Sarah Pyle's
graduates.
"I have kids whose parents are kicking them out because they don't have
a job or because they're not getting
along," said MacBury. "We have a
significant amount of [students with]
parents that either have cancer or
other health issues."
For many of these students, the
school was a respite from tumultuous
home lives, but like thousands of others across the country, the building
is closed to in-person classes as the
pandemic spreads. All MacBury can
do now is tell her students that she
and the Sarah Pyle staff have their
backs and tend to students' mental
and emotional needs as best they can
from a distance.
"I need you to worry about being
balanced, about being centered,
about being healthy, about using your
strategies. If not, you know where to
go to if you start feeling some kind of
way," MacBury advises her students
through phone calls, emails, and online meetings. "Other kids have been
reaching out, 'I don't feel like myself.
Can you please help me, stay on the
line with me while I call the mentalhealth hotline?' "
While these students' needs may
be especially acute, Sarah Pyle is not
alone. Schools nationwide are scrambling to prop up students emotionally
and mentally at a time when educators' ability to respond is greatly
diminished.
For educators, school psychologists,
and school counselors, who rely heavily on in-person interactions to gauge
and boost their students' well-being,
this period poses unique challenges
and high stakes.
"I think for school-based practitioners, our work has always been face to
face with students," said Dede Bailer,

Courtesy of Sherry MacBury

By Arianna Prothero

to all middle and high school students, as well as their parents. Parents can call in if they have concerns
or are having issues with their children, said Bailer. So far, 60 percent
of the appointments have been for
parents.
On its COVID-19 resource page, the
district also invites parents to submit
tips and ideas for keeping families
happy and occupied that the district
then shares with other families.
Kelly, the school psychologist in
New York, has focused on supporting teachers and parents, and helping
them deal with their emotions so they
can, in turn, help students.
"Kids will take their cue from the
adults around them," he said.
While Kelly is giving teachers resources to teach students how to cope
and regulate their emotions-such as
breathing or mindfulness exercises-
he also encourages adults to model
those skills, in addition to eating
healthily and getting adequate sleep
and exercise.
"We are a profession that wants to
help others, and so we struggle and
become frustrated and demand certain things that right now are not feasible or possible," said Kelly. "Instead
of focusing on those limitations, really
try to enhance or focus on the things
that are possible: just maintaining
those connections."

Principal Kristina MacBury of Sarah Pyle Academy in Wilmington, Del., checks in with a student from her home office.

Relief for Some

the coordinator of psychological
services at Virginia's Fairfax County
public schools. Being unable to see
students in person now "has been our
biggest obstacle," she said.

For some select students, being out
of school may have the reverse effect
of improving their mental health, if
they were being bullied or had extreme social or test anxiety before the
school shutdowns.
"I have had some students who are
actually doing OK because we have
removed some of the things that have
caused them stress and anxiety," said
Rader-Kelly.
Even at Sarah Pyle, some students
are excelling at remote work.
"We have kids who have gotten so
many credits. ... There are a lot of kids
this is really working for them," said
their principal, MacBury.
But that seemingly bright spot
pales in comparison to the avalanche
of needs students will likely have
when they return to school. Many
students will be making up for lost
learning time while coping with job
loss or death in their families, say
psychologists.
Nobody can predict the extent to
which the pandemic will affect students' mental health long-term, but
schools need to start planning now,
said Rader-Kelly, the Montana school
psychologist.
"We have to talk about, how do we
screen kids and support them when
they return?" said Rader-Kelly.
The bottom line, said Amador, of
Boston schools, is that more school
psychologists are needed "because
when we come back from this there
are going to be a lot of mental health
needs."

Nationwide Shortages
Anxiety, depression, and suicide
rates have been steadily growing
among school-age children. At the
same time, there is a national shortage of school psychologists, according to the National Association of
School Psychologists, to meet the
rising need.
Even before the pandemic hit,
many schools were straining under
students' burgeoning mental health
demands, often becoming de facto
mental health-care providers for
children.
"Unfortunately, there is a shortage of mental health providers in
general in many communities and so
more has fallen upon the schools to
address the mental health needs of
kids," said John Kelly, a school psychologist at the Commack school district in New York and a former NASP
board director.
Now, add to that social isolation,
anxiety over parents losing jobs, fears
of loved ones falling ill, no respite
from conflicts with family, and grief
over death. The accumulation of all
that will have a corrosive effect on
students' mental health, said Franci
Crepeau-Hobson, a professor at Colorado University's School of Education
and Human Development.
"This is such a different animal,"
she said of the current situation, "in
that it's not what we would call an
acute traumatic stressor-those have
a discrete beginning and end. This has

8 | EDUCATION WEEK | May 13, 2020 | www.edweek.org

a potential for chronic traumatic stress
where people are walking around in
this state of elevated arousal."
Living day in and out in a fight-orflight mode taxes the brain and the
body, said Crepeau-Hobson.
"We can't access our cortex and
higher-order thinking," she said. "We
know that chronic stress is associated
with all kinds of physical illnesses and
diseases such as high blood pressure
and diabetes ... Then [there is] this
increased risk for anxiety disorders
and depression because people feel
hopeless."
Now, with school buildings shuttered and in-person meetings largely
banned, schools struggle to provide
the same level of mental health support to students remotely as they did
before the pandemic.
While over 90 percent of district
leaders have a plan for continuing to
support students' mental health, less
than a quarter say they've been able
to meet students' needs to the same
degree as before, according to a recent survey by the Education Week
Research Center. In urban schools, 5
percent of superintendents say they
have been able to provide the same
level of mental health supports.
"The kids I'm most concerned
about are the kids I haven't heard
back from," said Shawna RaderKelly, a school psychologist at Bozeman High School in Bozeman, Mont.
"The kids that are engaged in the
learning and are in pretty supportive
environments, they seem to be doing
OK."
Rader-Kelly and one other school
psychologist serve a school of 2,400
students. They're trying to keep tabs
on the students already identified as
at risk for mental health issues while

looking for warning signs in others.
"We will look at a list of kids who
were on our radar," she said. "But
we're also reaching out to teachers
and saying, 'if you have concerns
because a kid hasn't engaged or a
student has reached out to you' ... so
they don't feel like they're on an island-trying to support a student who
needs help."

Privacy Issues Loom Large
Another hurdle for psychologists
and school counselors: It's tough to
provide adequate confidentiality
when meeting with students virtually.
It's not as simple as hopping on a
Zoom meeting, said Andria Amador,
the director of Behavioral Health Services at Boston Public Schools, which
has been counseling students and
their parents virtually.
"When you're seeing a child in
your office at your school, you have a
secure environment," she said. "But
in a home where there are other kids
or other family members, or some of
our families who are homeless ... there
may not be a physical location for the
child to go and have a confidential
conversation."
Instead of discussing deeply personal issues with students in ways
that may run afoul of confidentiality rules, Amador said, school psychologists and counselors in Boston
are using that time to help students
strengthen their coping skills-
whether it be breathing exercises to
manage anxiety, developing timemanagement strategies, or brainstorming ideas for how to get along
with family members.
In Fairfax County, the district has
started offering counseling sessions

Coverage of whole-child approaches to
learning is supported in part by a grant
from the Chan Zuckerberg Initiative.
Education Week retains sole editorial
control over the content of this coverage.


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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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