Back-to-School [Pt. 2 of 3] Reinvigorating Ourselves as Educators
While as a nation and beyond we have experienced a shared trauma, it’s important to recognize that this experience has been different for each individual. Some may have gone through tragic loss and trauma (the death of grandparents/parents/loved ones, family financial crisis, illness, family stress, etc.) while others may have thrived emotionally and/or academically, finding relief from social anxiety, academic pressure or other reasons why school may have been difficult for them.
“Dealing with one’s own trauma and fear associated with COVID-19 allows educators to be grounded,” explained Jenene Slatt (LMFT), licensed marriage and family therapist and co-founder of Well Beyond Academics, who interviewed in tandem with her business co-founder, Jen Krasner (LCSW), who is also a licensed clinical social worker. “This sense of calm and steadiness is a powerful tool in relieving anxieties that students have about returning to in-person learning. The most helpful thing educators can do is to create genuine connections with each student and provide opportunities for community connection. This is a marathon and in order for our educators to return to educating, their own pandemic-related traumas must be addressed and healed. Re-entry is just as significant for the adults as it is for the students. Educators must give themselves the same grace they offer to students,” they said.
Teachers Must First Heal their own Pandemic-Related Trauma Before Grounding Kids
Dr. Frank Lipman breaks down health and wellbeing into six categories: sleep, movement, nutrition, connection, unwinding and protection. The last category usually needs clarification – he means protection in the sense of taking actions to avoid harm later, from wearing sunscreen to firm boundaries. Therapist Kristin Slye suggests making it a goal to do one small thing in at least three of the six categories around self-care each day.
She also shares this list of 101 Suggestions for Taking Care of Yourself when it all feels like too much, compiled by therapist, Annie Wright.
Tips for Teachers to Practice Self-Care
Establish non-negotiable practices and routines that support your own sense of calm, stability and stress reduction. Even consciously taking one 10-minute window of time to yourself each day to prepare a cup of coffee or tea is grounding.
Find and stay close to “your people” – friends, colleagues, those whom provide the support and sense of community that you need to continue caring for your students.
Take breaks when needed, seek support when necessary, and ground yourself prior to attempting to ground others.
Self-care looks different for everyone. It is imperative that educators take the time to consider their needs and identify coping strategies that actually work well for them
Some suggestions for self-care that don’t require much time commitment include: meditation, movement, community engagement, healthy eating habits, healthy sleep routines, and engaging in help seeking behaviors
After Grounding Yourself, Begin Forming Healthy Attachments In-Person
With a firm grasp on your emotional wellbeing you can offer support to students and fellow staff who may be struggling. The experts warn to not rush the process of adjusting to this new phase in pandemic-learning. Embrace the difficult moments and exemplify healthy problem-solving skills for the eyes that are on you.
“A rush to return to ‘normal academics’ could be quite harmful and is a missed opportunity,” Slatt & Krasner explained. “This is a time to gather and heal. A major part of the healing process is creating a safe space for students. Research indicates that secure attachment and connection to others increases the production of oxytocin, the feel-good hormone that reduces cortisol levels. Teachers and school staff can play an important role in creating these healing attachments.”
Tips for teachers and students to form healthy attachments this year
Think of ways to build relationships with ALL students. Help them create connections with trusted adults on campus, as well as with their peers.
Check-in with an adult regularly, involving two-sided, genuine communication that helps students feel seen and cared for.
Host group activities that promote social connection and deepen relationships with peers. These are even more important as students navigate reconnecting with others in the wake of COVID-19.
Slye reminds us that adults have been just as shaken as the kids through it all and should be patient with themselves and each other just as they are with the kids.
“We’re all readjusting…continually acknowledge your kids (and yourselves) for surviving this historical moment in time. The pandemic is a collective trauma of sorts, but in my work as a therapist, I have seen that you can either let trauma fester or you can compost it into personal growth. Let’s all use this pandemic to become more flexible, patient and compassionate. Instead of only seeing the ways in which we’ve been inconvenienced and what we’ve lost, let us keep our eyes open to what we’ve learned and gained as we come out the other side.”