1. Validate, support, and listen to students
The recent events will likely have had substantial impacts
on students’ mental health. They may be experiencing a host of emotions in
regard to the announcement of new changes, including anxiety, disappointment,
and anger.
As educators, it is important to listen to students’
concerns and, even if the emotions are extreme, express understanding and
empathy. Letting families know you understand and appreciate their perspective
will help open up a dialogue for problem solving.
2. Be honest and encouraging, rather than reassuring
Anxious students will likely need some initial assurance
from trusted adults and teachers that returning to school is okay.
However, blanket reassurance statements (e.g., everything
will be fine; there is nothing to be worried about) can be invalidating and can
create doubt and uncertainty that may drive a need for further reassurance.
This cycle can lead to what is known as excessive reassurance seeking (child
constantly asks if things are okay).
Instead, being open, honest, and encouraging with students
is a preferred approach. This may include acknowledging risks while emphasizing
how precautions reduce those risks and how students can feel good about coming
back to school given all of the thought and planning that has gone into
protecting students.
If students continue to seek reassurance, staff can
encourage tolerance of uncertainty and teach students to use realistic thinking
skills or learn to problem-solve and come up with solutions to their own
concerns where possible – “What can you do here to calm yourself down?” or
“What options do we have here instead of just avoiding?”
Educators can empower students by giving them the tools to
identify the problem, identify possible solutions, pick a solution, and try it
out.
3. Encourage a gradual approach, not avoidance
No amount of planning will prevent students from being
anxious. Therefore, encouraging tolerance of fear and anxiety, rather than
avoidance, will be essential.
Fear naturally encourages a desire to run away, but this
avoidance maintains anxiety in the long-run. In contrast, facing feared
situations promotes resilience and reduces anxiety in the long-run by helping
youth realize they are capable of coping.
While being understanding and validating of students’
anxiety, school staff should encourage and reinforce families in making
attempts to face fears around returning to school.
If significant anxiety prevents a direct transition back,
establishing a plan for gradual re-entry to school may be necessary. For
example, an anxious student may initially practice visiting the school on
weekends before working towards partial attendance (e.g., specific hours, days,
or classes) and then full attendance.
For more detailed information on facing fears gradually:
Check out Anxiety Canada’s Facing Fears Resources
Start a My Anxiety Plan (MAP) for children
Use the Facing Fears tool in our free MindShift CBT mobile
app
4. Praise and reward students for being courageous
As students return to school, praise them for showing
courage in the face of fear and let them know that being brave and courageous
will help them (and you and your fellow staff) get through this together.
When you see a student or fellow staff member do something
that you know is hard for them or provokes anxiety, let them know you’ve
noticed it and are proud of them for facing their fears courageously.
5. Model good coping behaviors for students – be calm,
honest, and caring
Students will look to their teachers to be positive role
models through this process. How you handle your fears, your own stress, and
how you act throughout the day will impact how children assess their own
situations and react.
Telling students about your own experiences with anxiety and
uncertainty, as well as your coping strategies, can make them feel less alone
and can provide them with a guide for how to handle the situation themselves.
In most cases it is appropriate to be open and honest with
students in a developmentally appropriate way if they ask tough questions about
the future. That may mean:
Helping them understand that future school closures may be a
possibility
Acknowledging that their friends (or teachers) may become
ill with COVID-19
Being frank about other stressful situations that may occur
during the upcoming school year that we haven’t yet predicted
Educators can let students know these situations can be
upsetting to think about, but that we can try to take things one day at a time
and enjoy the current day rather than worry about what the future holds –
especially when that future can be somewhat uncertain.
These are challenging discussions that aren’t easy for
anyone, but helping students develop an ability to be ‘comfortable being
uncomfortable’ may help them cope with future anxieties. For further reading,
check out our guide to tolerating uncertainty.
6. Provide clear information to families as early as
possible
Anxiety thrives on uncertainty and the COVID-19 pandemic is
filled with it. While tolerating uncertainty will be required for families to
some extent, school administrators and educators can ease the transition by
working together to communicate frequently and clearly with families about what
is planned for returning to school.
Important information for families may include:
Changes made at schools
Specific expectations for families
Upcoming plans
Long-term plans
Even if plans change, regular communication with families
will support their own planning and coping.
7. Take care of yourself and know your limits
Our capacity to support others is limited by our own
physical and mental well-being. Remember that being a teacher or school-based
professional is tough – especially during COVID-19 – and you may be struggling
to keep yourself healthy throughout all of this.
Most importantly, ensure you are showing yourself compassion
as well as others. You may need an extra break or two in your day to regroup
given all these changes. In preparing to support students, school staff should
encourage and ensure that educators make time to take care of themselves
through:
Maintenance of healthy living (sleep, exercise, nutrition)
Engaging in self-care
Communicating with professional and personal support
networks
If challenges to cope with these changes and demands have
led to substantial mental health problems for yourself, a fellow staff member,
or a student, it may be time to get professional help rather than trying to
manage it all on your own.
