In schools across America, teaching and learning has undergone a variety of innovations that involve the use of technology. However, one transition has never occurred so quickly as our experience in P-12 schools during the response to the 2020 pandemic. As educators, we created a major pedagogical shift in our teaching and student learning overnight. Our growth and insight to new ways to teach and help students grow during an unknown time was astronomical. Teachers learned new ways to share their lessons, record videos, have virtual meetings, and engage students in learning through different pathways. Although educators across America are teaching from the safety of their homes, this process was not an easy one.
As we look at the shift in the instructional platforms utilized in higher education due to declining enrollment, and the fact that our learners are growing up in a technology-infused environment, this shift may be seen as beneficial to the students to prepare them for future endeavors. This transformational shift requires the students to be able to learn through both guided and self directed modalities which tap into executive functioning skills of our learners. Patterns of learning and thinking may neurologically be challenged, and perhaps strengthened as an outcome of this pandemic.
Research supports the valuable impact of students’ developing these skills during similar academic shifts in which they are required to work hard and their social well being is enhanced (Wang & Eccles, 2012). Being in their homes during this time of concern and unknown, helps increase their sense of security and safety, but the unknowns and ongoing concerns about the pandemic continue to build discomfort for our student population. Educators are existing with a barrier between them and their students, which impacts relationships and connections. Research supports that feeling safe and high quality relationships in the learning environment contributes to better outcomes. The challenge is maintaining this focus during times of unknown and geographical limitations.
While educators may be able to successfully transition to this learning platform and help the students learn and grow during this period of time, it is essential to consider the implications on the students’ social and emotional well being. This is traumatic for students. Their daily normal was eliminated from their life overnight and they needed to adapt to a new pedagogical framework and instructional platform that formed a wedge between them and their resources, their teachers and staff at school. Additional stressors exist and have confounded this time with the economic impact on families, illnesses, and astronomical numbers of fatalities. Many of the students are taking the emotional toll of these factors on top of their daily school work.
According to Kotter (2007), strategic planning is a collection of actions that add value. This is the time in which strategic thinking and planning are needed to prepare to address the present needs of students and to plan for the long term impact of this traumatic time. Strategic planning in schools provides a process of implementing plans and carrying out necessary tasks which are of high importance and pervasive in the institution. In an effort to reduce the impact of complex trauma on the student population, schools will need to consider several proactive approaches and supports. Collaboratively, a vision and goals need to be developed to allow for commitment and understanding about the interventions and supports in place.
The key to this process is to be cyclic because there will be variables that change and will change quickly. Needs and focus of the supports will shift as the situation evolves. While students are learning remotely, the interventions will be virtual. As we transition back to school, schools will be implementing comprehensive plans to support students while ensuring safety protocols are in place. Fear, anxiety and uncertainties will not dissolve once school is back in session and may even heighten.
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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