Ending my week in the school building, I read this tweet from Angel Jones, Phd (@AngelJonesPhD), and it perfectly summarized my words to each teacher I spoke with today. Typically, as we approach the months of May and June in a school building, we are elated. The weather is warm, the students are happy, and we are counting the days until summer vacation. But, as we hit month FOURTEEN of teaching during a pandemic, the countdown seems empty. Perhaps that is due to the exorbitant amount of stress our teachers have had to endure professionally and personally during this time.
Instead of sharing how we are spending our summer or of fun activities that are planned for the students, my office and the hallways are filled with words like: overwhelmed, exhausted, helpless, hopeless, tired, frustrated, anxious, stressed, run-down, and sad. Early research statistics indicate the long-term mental health struggles our teachers are facing. Al Lily, et. al., 2020, found that this crisis has caused teachers to suffer in areas related to anxiety, depression, domestic violence, and divorce. All which contributes to their ability to teach effectively. The mental health of our teachers has deteriorated so much and it needs to take precedent if we are going to sustain and maintain the academic and mental health needs of our students.
Throughout this pandemic, teachers have had to negotiate many platforms of teaching. In March of 2020, teachers were launched into remote teaching without having any prior experience or knowledge of providing this method. Establishing a place in their home where they can teach, all while managing their personal children and families proved to be extremely taxing. Helping the parents of each child navigate online instruction and supporting parental requests became an all day and all night job. Then, transitioning back to in-person instruction with COVID-19 restrictions and protocols in school added another layer of stress. Teaching in-person and remote instruction simultaneously in the classroom and meeting each students needs seemed unattainable. Teachers having to quarantine away from their family due to close contact with an infected student led to feelings of anger, sadness and isolation.
Despite these compounding challenges, supporting the on-going academic and mental health concerns of the students and families always remained at the forefront for each teacher.
As we plan for the upcoming 2021-2022 academic year, administrators and other stakeholders must acknowledge that secondary trauma can have long-lasting implications on teacher well-being. Providing mental health support, assisting with self-care, a trauma-informed care approach, and space for teachers to connect with peers as they process their feelings, will be needed. Supplying these supports and resources for our teachers will, in turn, have lasting positive results for our students. Let's start by showing teachers some grace and compassion for having endured such a traumatic time in their life and career.
Komentáre