by Dr. Becki Cohn-Vargas
For many, the last year and a half has felt like an eternity. Many students’ identities have been battered during the pandemic by depression, isolation, and grief. One study found higher rates of suicidal ideation and attempts by children ages 11-21 during the pandemic. Consider the mixed emotions students may feel as they return to school. Even for adults, it has felt both exhilarating and scary to go out in public and socialize again; students are likely to share these anxieties. However, as educators we can make the return to a new school year a joyous time by creating identity safe spaces where students are welcomed and accepted, and where they know that who they are and what they think and feel matters.
Continue reading “Entering the New School Year with Resilience and Identity Safety”
by Carolyn Curtis
The past year has been exceptionally challenging for educators, who have been dealing with multiple COVID-19-related stressors, including navigating remote, hybrid, or in-person learning, and worrying about their students’ well-being. In education resources, much of the focus during Mental Health Awareness Month has been on the need for educators and school leaders to support students, which is critically important. Even before the COVID-19 pandemic, one in five students struggled with their mental health and up to 80% of these students did not receive the necessary support. The rates of mental health struggles in students are expected to increase in the coming years.
We must not forget, however, that educators are often front-line workers when it comes to student mental health, and that they also can be impacted by their students’ struggles.
Continue reading “Strategies to Prevent Compassion Fatigue”
By Cathleen Beachboard
As schools start making Covid-19 contingency plans for next school year, we must address a secondary crisis that will affect school systems and classrooms everywhere: traumatic stress. Even before this pandemic, almost half the nation’s children had experienced one or more types of serious childhood trauma, according to a survey on Adverse Childhood Experiences by the National Survey of Children’s Health (NSCH). This pandemic, unfortunately, is adding to that trauma with its far-reaching ripple effects from families losing jobs and income, people going hungry, children seeing family members sick and dying, and a looming fear to leave home due to threat of illness. Even the parents or guardians whom students normally turn to for stability may be overwhelmed trying to keep their own mental health stable. A recent poll from the Kaiser Family Foundation found that 56 percent of adults said that this pandemic has affected their mental health, and 19 percent stated that it has had a major impact.
Continue reading “The Future of Education: Trauma Informed Practices”