Both, students and teachers await the journey back to school eagerly. There is a feeling of jubilation put on a ‘pause’ waiting for the ‘play’ button to be pressed and bring to front the joy of reunion. However, the journey and the situation that is likely to unfold is not expected to be without hiccups and issues that challenge the smooth transition.
The process is likely to be more challenging and less predictable due to the uncertainties brought in by COVID driven lockdowns, which has had its deepest impact on the social construct of the society.
NARENDRA KUMAR
Vice President
Head HR & Operations
Edunation Services Pvt Ltd,
Bangalore, Karnataka
Further, there is a case of potential lack of confidence amongst young people in the way that the pandemic has been dealt with by adults group, they may feel uncertain and less confident about measures the school and community are taking to keep them safe. This could add to the anxiety and reluctance to follow advice given by caregivers in school and society in general. The main changes and challenges that children are likely to encounter when transitioning to the physical school is likely to have shades of all the undermentioned aspects:
(a) Change in individual daily routine leading to discomfort and anxiety.
(b) Change in work place amounting to adjustment issues, ergonomics of seating, hygiene and sanitation challenges.
(c) Physical distancing and lack of facial emotional support due to mask leading to difficulty in reconnecting.
(d) Heightened possibilities of bullying, teasing due to strained friendships during the lockdown period.
(e) Confused mind due to misinformation/ information gap causing anxiousness in reaching out to other children and teachers.
(f) Trauma of having witnessing domestic violence and bereavement.
Understanding and supporting children handle the changes and rehabilitating them to transition to normalcy will be an important result area for all schools. In essence, schools need to turn into a haven of mental well-being; creating environment and opportunities for children to return to their innocent child-like activities and enjoy learning at school.
Let us look at some of the interventions and process changes that could be considered/ planned for this transition with a larger aim of creating an environment where children can realize their innate potential.
- Make empathetic listening the corner stone of all school plans.
(a) Trauma-informed care is an approach aimed at creating an environment within schools and organisations that reduces harm and promotes healing for individuals who have experienced trauma through active listening.
(b) Sharing feelings and experiences:
(i) Consider extended “circle time” for the whole class to share experiences and re-establish skills like listening to others without being judgmental.
(ii) Reducing information gaps- Create forums to discuss the happening of the pandemic – offer a clear and sensitive explanation of any developments in the situation. Clarity about what is happening and what the ongoing risks are may be helpful.
(iii) Using art and music in the classroom when talking about feelings to promote reconnection and feeling of group that is fighting the issue together.
- Create a daily routine to help children learn what to expect.
(a) Discuss the plan with the parents before hand, so that there is seamless flow of expectations and reason for various interventions.
(b) Treat each child uniquely based on background and experiences. Hence, expect a delay in time and quality of response.
- First create an enabling environment for learning before embarking on rigorous academic delivery.
(a) Finding time to allow students to work through their experiences and plan for what they need as support to cope with the demands of academic processes.
(b) Create a bridge programme based on their current capabilities rather than grade-based approach.
- Mindfulness is a useful skill to help them manage their overwhelming feelings. Some skills can be practiced as a class, such as breathing exercises.
- Parents and caregivers are also likely to be feeling a range of emotions about the situation and the impact it is having on their children, especially their confidence in the school’s eco system to take care of their children. Hence, there is a case for focused interactions between parents and school for effective support to the children.
It would be apt to conclude that the first and foremost responsibility of every school is to create an enabling, assuring and open environment where learners are free to share their feelings and be accepted.