Back in School: Addressing the Well-Being of Students in the Wake of COVID-19 Proceedings of a Workshop–in Brief (2021) / Chapter Skim
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Back in School: Addressing the Well-Being of Students in the Wake of COVID-19: Proceedings of a Workshop - in Brief
Back in School: Addressing the Well-Being of Students in the Wake of COVID-19: Proceedings of a Workshop - in Brief
Pages 1-12
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From page 1... ...
Additionally, she noted that preliminary research does suggest some learning loss occurred during the course of the pandemic, especially for Black, Hispanic, and economically disadvantaged students who were more likely to receive virtual instruction for a longer period and were less likely to have access to adequate technology. Hoover described three themes that contribute to student stress.
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Hoover shared that teachers report working longer hours following school building closures, and only a quarter of teachers feel their schools offer adequate support for mental health. Noltemeyer added to this, sharing a quote from one teacher: "Mental health concerns … have emerged, as well as adjustment concerns such as decrease in job satisfaction, damage to working relationships, lack of focus and energy, general grumpiness." All three researchers agreed that now more than ever it is essential for schools to have a robust, comprehensive mental health system, guided by a framework of multitiered systems of support (Figure 1)
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Furthermore, Frank's school also has a depression awareness group that hosted virtual events throughout the year to discuss mental health. Frank shared that it made her feel supported to see her school providing these activities and to hear school administrators talking openly about mental health.
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Next, Leslie asked what piece of advice each of the students would like to give the new Secretary of Education about how to better support student mental health. Attey responded that funding of effective mental health programs and tools are important for students to develop lifelong healthy practices.
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The third speaker on this panel was Kerri Eaker, who served as the family support outreach coordinator for the Family Support Network of Western North Carolina and is a mother to a son with an intellectual disability, psychiatric disability, and chronic health conditions. Eaker focused her presentation on the challenges that rural communities faced with virtual learning during the pandemic.
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To provide support to students, the student well-being staff in Westerville created virtual offices that provide resources on topics such as social-emotional learning, stress management, and executive function. They also offer the ability to schedule an appointment with a staff member.
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She added that community partnerships have been crucial during this time, both to provide basic needs for their students and to provide mental health supports, including crisis resources. The third speaker in this panel was Concepcion Pedroza, chief of student support services in Seattle Public Schools.
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From page 8... ...
Where previously school nurses might support some basic health programs like blood pressure screenings or weight loss programs before the pandemic, they have increased their services to include contact tracing and mental health promotion for school staff as well as for students. The third speaker in this panel was Paul Imhoff (American Association of School Administrators, [AASA]
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The guidance also emphasized the importance of relationships between students and school staff as well as among students themselves. Malone noted that it will be important for schools to have a plan for how they will conduct socioemotional learning and mental health screenings as students return to in-person learning.
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AFT offers professional learning to help educators build skills around supporting grieving students and implementing trauma-informed strategies. Prax also commented that federal recovery dollars can be used for specialized instructional support personnel.
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First, she commented on the tools, policies, and practices that should be considered when thinking about how to support students as they return to in-person learning. She noted that several presenters commented on the importance of school-based mental health services, including school psychologists, school nurses, school counselors, and school social workers.
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From page 12... ...
Furthermore, although the pandemic may have exacerbated mental health concerns for students, stress and anxiety are not limited to the COVID-19 experience. Thus, some of the strategies used to support students during the pandemic may also be useful in supporting students outside of the pandemic.
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