Six months. Our children are going back to school for the first time in six months and everything is different. For some children, this is a long-awaited, exciting time. For others, this is incredibly nerve-wracking. For all, the partnership between home and school is crucial to allow for a smooth transition following the potential trauma of living through a global pandemic.
So, what can teachers do to make the return to school as easy as possible? Most importantly, teachers should understand the potential differences they might see this year. Just being aware of these potential changes is a big step in preparing for the first days of school. As Victor Frankl said, “An abnormal reaction to an abnormal situation is normal behavior.” Remember, each student is doing the absolute best that they can.
Some of the more common emotional responses will be anxiety and depression. Anxiety might look like trouble separating from adults (both parents and teachers), or being very nervous about understanding the daily schedule. They may try to control their academic situations and produce perfect work. Depression might present as an inability to focus, lack of participation or lethargy. Some children may express these feelings physically, saying they do not feel well while others will demonstrate changes in their expressed emotions, behavior and ability to concentrate. All of these responses are okay!
Teachers may also find it helpful to think of emotional trauma as similar to physical trauma. Among the many similarities are two relevant ones. No two people experience trauma in the same way even if they went through similar experiences. Wounds can also happen quickly but take time to properly heal. When drawing the parallels between physical and emotional trauma, understanding the concept of re-wounding is striking. If the wound is continuously reopened, with insensitive comments and potentially re-traumatizing actions, the wound will worsen, which in the case of one’s emotions can have a significant impact on mental well-being.
The good news is that teachers are excellent at something called compassion resilience. Think of this resilience as a reservoir of well-being that you can draw upon on difficult days and in difficult situations. Resilient teachers tend to maintain not only personal happiness but also a commitment to their profession. This is why one of the best ways to prepare is by focusing on self-care. You became a teacher because you want to make a difference, because you love children, because you enjoy seeing the expression on a child’s face when he or she finally understands a new concept.
It is that passion that makes you a great teacher—the same passion that can also lead to burnout. You cannot care for others if you do not take care of yourself. If you are emotionally or physically tired, you cannot do your job well. Self-care is also important so you can model balance and healthy boundaries to your students. So often teachers want to prepare for the year by focusing on learning a new curriculum or setting up classrooms; ultimately their self care is the first thing that falls to the wayside. That is exactly why spending some time on self-care is so crucial.
Right now, many of us are feeling some form of loss: loss of social connections, summer plans, household income or loss of a loved one. The first step in caring for yourself is taking some time to process what you have been thinking and feelings around these losses and focus on what was particularly challenging. The next questions to ask yourself are more practical: what is one thing you are doing to move forward, who is someone you can reach out to for support, and what are some things you will be able to control.
In terms of self-care tools in the classroom, give yourself permission for things to be different this year. Pay attention to what you are feeling in the classroom; take breaks when possible and spend time with family and friends laughing. Set work boundaries for yourself and, if I may, give yourself permission to not answer emails right away. Remember that we all may have days where we are feeling a bit down. However, if those feelings are significantly impacting your daily functioning, it is important to seek outside support.
Once students arrive in the classroom, they will respond to having structures and routines. Keep in mind that even the best made plans will likely need to be changed as the year unfolds. To empower children to have some control during confusing times, give them choices when possible. Model for your students how you self-soothe in the classroom by leading moments of deep breathing or stretch breaks. Do your best not to make assumptions about students and find out the facts about the situation.
When modeling calm isn’t enough, how do you actually respond to the worried student? You first validate their feelings. Provide accurate information and don’t make promises you cannot keep. It can help to have them focus on actions rather than outcomes as those remain unknown. Reassure them and show them that you care by listening.
This year will be different and challenging. When our schools had to shut down in March, the students received not only education but love from their amazing teachers. We know that thanks to our teachers, the students will continue to be well educated and incredibly well cared for. To all the teachers—thank you for being our superheroes.
Ariela Brum, LCSW, is a graduate of the Wurzweiler School of Social Work. She is part of the administrative team at Yeshivat He’Atid serving as the school social worker. She thanks Dr. David Fox of Chai Lifeline for much of the information, which was shared during a summer workshop run by Prizmah on supporting the emotional well-being of students as they return to school. Brum can be reached at [email protected].
