Applying the strategic planning cycle can assist in addressing the social emotional needs of the students and staff. Educational institutions may need to develop a process that includes the key stakeholders (mental health providers and administration) in the decision making process. As in any discipline, including these stakeholders in the process will increase engagement and help build commitment to the end plan. The teachers and support service providers can provide insight into student needs, challenges, concerns, and opportunities that may not have been fully understood.
This model begins with identifying the different needs within the school community. As needs change or during the different stages of school closure and the transition back to school, it will be necessary to evaluate and realign goals and plans in place. Professional development would also be continually reassessed and aligned to the needs assessment.
During school closure, it was essential to increase ways for the students, staff and community to feel connected. Research has found a significant association between social isolation (quarantine) and loneliness. Therefore, it was crucial after the school closures extended beyond the initial two weeks to shift pedagogical approaches in virtual teaching and to increase connectedness. The needs identified were to determine ways to promote social connectedness and support and increase communication with the community. The staff focused on ways to ensure the students did not feel isolated and create a virtual environment that supported and connected our students. Many teachers and staff also took similar initiatives by taking home 3D printers and producing large quantities of facial mask bands and shields for essential workers.
As the pandemic continued, more and more families and individuals were impacted. Different options including check in check out systems were utilized for students identified as struggling or significantly disconnected during the school closure. Telepractice counseling and therapies were implemented to support students and provide outlets to talk and connect through different virtual formats. Teachers were also encouraged to increase student to student connections and collaboration. Options such as group work, virtual class field trips, and service learning projects were promoted to facilitate connectedness.
While in this phase of school closure, there is much anticipation and planning about the transition back to school. Professional development was utilized for all staff to enhance online learning. Other aspects of consideration was how to help support students living through this pandemic as we attempt to get back to our “former normal”. The concern regarding increased anxiety and impact of this trauma was significant and going back to teaching would require more of a balance of recovery interventions. Mental health first aid is a training opportunity for all staff to learn how to identify and support students suffering from trauma and in crisis. Instructor courses prepare selected staff members to turn key this training. During this phase, it was also necessary to transition school crisis plans to be ready to implement virtually if the mental health team needed to respond to a crisis that impacted the school community in some way.
Assessments and surveys are valuable resources utilized to help guide decision making. Using data from the staff perspectives provided information about potential barriers and concerns. Staff also provided feedback about what was working and these became resources that could be shared with the school community. Mental health providers also use data to help develop intervention plans and identify students and families with needs. Community resources during school closure were crucial in helping to feed families, provide medical care, and support students with disabilities in the homes.
As we continue to implement support during closure and plan for the opening of our schools, institutions are seeking innovative methods to support student and staff mental health and wellness. The focus of the school goals is on keeping our students and staff connected while building in support to build the necessary resilience skills to deal with this unprecedented structure and experience. The strategic planning cycle and proactive plans increase the ability of institutions to anticipate barriers, design effective protocols, and increase capacity of staff through professional development. Technology is the bridge and while evidence is scarce on the long term effects and impact this pandemic will have on our student population, planning and proactive measures are indispensable.
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