SEL Opportunities to Support Student Mental Health Post-Pandemic

I was recently asked why I have such a problem with the term “learning loss” (or any version of that term). It’s not that I don’t believe that there has been the potential that learning loss has happened. It’s not that I don’t believe that we need to address certain gaps. It’s that focusing on learning loss accomplishes only two tasks:

  1. To make hardworking educators feel like no matter what they did during the pandemic it wasn’t good enough. And there’s no space where I feel like perpetuating an idea like that is going to put people in the right mindset to return to school refreshed versus anxious. Excited versus exhausted.
  2. It may dilute the importance of addressing the emotional gaps and missed social growth that typically also happens in a year. If we continue to rest in the idea of learning gaps, I feel like we are going to hit the ground running – only to find ourselves running in place – or worse – backwards.

Why? We have healing to do before we have any hope of learning content. If we were EVER able to make students learn more than a years worth of growth, why weren’t we doing it consistently all this time? And now we hope to do it as they come back from a global pandemic? If we continue to look in the rearview mirror we are going to crash. Best we look forward and start the learning journey where we can.

Even if school already returned to session in-person prior to the end of the 20-21 school year, many schools moved back and transitioned right into learning content because school was already in session. Taking time to address even the typical beginning-of-the-year family-building, social adjustment seemed out of place. And as I’ve expressed before, whatever happened was the best that everyone could do at the time. It wasn’t wrong, necessarily, it just was. But, we have the opportunity to start fresh next school year.

One of the pathways for healing is to step into emotions. Find them, name them, and walk through them. Students (and most adults) don’t necessarily know how to do this. Here are some activities to help students find social-emotional gaps from the pandemic and identify feelings they may have had and help deal with stress and anxiety.

Collaborate With the Arts

We have had solid research for years now on the positive impact of the arts on social-emotional wellbeing and mental health issues. This research has recently been brought back as a way to support students post-pandemic and provide them an outlet for emotions and stress they may not have had the chance to address.

“The arts offer unique opportunities to support SEL skills such as emotional regulation, personal aspirations and compassion for others, which can effectively engage students facing higher levels of personal trauma or distress…In a child’s early years, participation in the arts can have positive impacts on their cognitive development. Music instruction can help youths improve their self-efficacy and self-esteem, and can provide opportunities to develop relationship-building skills and form new perceptions about themselves and their communities. The benefits of arts participation can also help educators strengthen their self-efficacy and support positive personal transformations.”

Supporting Student Wellness Through the Arts (Dell’Erba & Quillen, 2020)

Specifically, collaborate with the Art teacher (could also be graphic arts, industrial arts) and allow students to complete a piece that represents either their feelings during the pandemic or their feelings now after the pandemic. Allow them to recognize their sad emotions as well as their positive emotions. There are no negative emotions. All emotions are valid and need to be worked through. When finished, display them in an optional gallery (don’t force students to show their pieces as they may be intensely personal).

Another option would be to work with the music teacher to listen to other pandemic era specific songs, analyze them, and then write lyrics that would sound like and address our latest experience as music also has been shown to reduce mental health issues.

CASEL SEL Core Competencies Addressed: Self-Awareness, Self-Management

Maslow Level: Esteem Needs (feeling of accomplishing something), Love and Belonging (we all went through something together, I’m not alone)

Small Moment Narrative

When I was a teacher, one of my favorite literacy lessons was the small moment narrative. We would read multiple mentor texts and excerpts to really understand how important the senses and emotions of the moment brought life to the story.

Couple a small moment narrative with the research behind the power of writing to build resilience and work through emotional trauma, and this can become a healing activity.

“…people experience a positive effect from employing expressive writing to cope with difficult life experiences. Even though a traumatic or grievous experience comes crashing into one’s life unbidden, through writing, one can shape and explore the difficulty.”

Writing for Healing: Writing it down will help you work through difficult times (Hocker, 2018)

There is a powerful student video by Liv McNeill that illustrates what some of her peers were experiencing during the pandemic called Numb (secondary students only in my opinion) that could be used as an example of a visual of a small moment and how she communicated her frustration through the moment – although technically the video is meant to represent time passing.

It’s okay in this situation to ask students to reveal a moment that they were feeling OR that they imagine their peers to feel. This takes the pressure off and allows more vulnerability if they would like to work through that particular healing but do not want to take on the added pressure of the vulnerability. The therapy is in the writing, not in the display of their emotions.

Other options would be to allow students to create a video like Liv’s to express their emotions during the pandemic or instead of a small moment narrative, ask students to write letters to their pre-pandemic selves describing their experience and emotions.

CASEL SEL Core Competencies Addressed: Self-Awareness, Social-Awareness, Self-Management, Responsible Decision-Making

Maslow Level: Love and Belonging (we all went through something together, I’m not alone), Safety (I can experience psychological safety while being vulnerable)

Deep Breathing Exercises

Deep breathing has been shown to reset our brains and bring us to a more neutral place. If this activity needs to be connected to content (I don’t believe it does) it could properly fit into any science lesson on the brain and body or psychology unit on mindfulness.

“Breath-focused meditation and yogic breathing practices have numerous known cognitive benefits, including increased ability to focus, decreased mind wandering, improved arousal levels, more positive emotions, decreased emotional reactivity, along with many others…The research shows for the first time that breathing — a key element of meditation and mindfulness practices — directly affects the levels of a natural chemical messenger in the brain called noradrenaline. This chemical messenger is released when we are challenged, curious, exercised, focused or emotionally aroused, and, if produced at the right levels, helps the brain grow new connections, like a brain fertiliser. The way we breathe, in other words, directly affects the chemistry of our brains in a way that can enhance our attention and improve our brain health.”

The Yogi masters were right — meditation and breathing exercises can sharpen your mind: New research explains link between breath-focused meditation and attention and brain health. (Trinity College Dublin, 2018)

There are multiple types of breathing exercises that can be tried, but keep in mind that not all breathing is considered mindful breathing, meditation, or deep breathing. Here is an activity that can be done quickly and is relatively simple. The recommended time is five minutes which would obviously need to be adjusted for small children.

2-1-4-1 Breathing

Get into a comfortable position. Close your eyes if it feels okay.

Breath in through your nose for a count of two. Pause for a count of one.

Release your breath slowly for a count of 4. Pause for a count of one.

Repeat.

If this becomes too easy or feels too short, change the time to 4-1-6-1 or any version that seems to work for you. Find more breathing and meditation exercises in my Building Resilience Through Mindfulness for Educators on Thinkific or Udemy.

CASEL SEL Core Competencies Addressed: Self-Awareness, Self-Management

Maslow Level: Psychological Needs

Social Games

I believe that games in the classroom are a fantastic way to engage students, and board games specifically help students develop social skills by working collaboratively with their peers. However, as I discuss social games here I’m specifically talking about partnering with the Physical Education teacher to plan additional time for students to interact in a physical way but also try to mind the gap of the social experiences that they may have had because of the pandemic. In tandem with this, I could quote the mountain of studies done to support additional recess time for students as a way of developing SEL skills as well.

“Physical activity has a small but significant effect on the mental health of children and adolescents ages 6 to 18, according to a review of 114 studies. On average, young people who exercise more have lower levels of depression, stress and psychological distress, and higher levels of positive self-image, life satisfaction and psychological well-being. Exercise may also protect children’s mental health over time: One study found that 6- to 8-year-olds who got more exercise had fewer symptoms of major depressive disorder two years later.”

How and why to get children moving now (American Psychological Association, 2020)

There are multiple ways to include physical activity in just about any content area. Reviews can be done in game situations where students need to run and grab a certain color ball or baton to answer a question. Students can collaborate to design their own physical games that the class can then play. Physical education educators are brilliant at developing movement activity and can be an ally when taking on this type of opportunity. Any type of activity that gets them moving (preferably outside or in an open space like the gym) and working together will allow them to build some of the social skills they may have missed during the pandemic.

CASEL SEL Core Competencies Addressed: Self-Awareness, Self-Management, Relationship Skills, Responsible Decision-Making, Social Awareness

Maslow Level: Physiological, Safety, Love and Belonging, Esteem

Taking time a the beginning of the year to work on the emotional gaps and social skills that students are lacking from the pandemic is going to be a key way to not only sooth their nervous systems but help them understand their emotions and work through them in a healthy way. It’s also how we will best get to the point of real learning. In this case, the idea of going slow to go fast is going to be key. Some districts might feel like dealing with students’ SEL needs should come second to the work that has to be done, but what they need to understand is that social-emotional support and growth IS the work that needs to be done. And when it’s done well, the rest of the learning will come.

Find more information on the CASEL SEL Core Competencies here.

Reach out to me to discover how I can support your district in professional learning on educator mental health, SEL, edtech, and professional learning books using CARES Act grant funding.

How Resilient Do We Want Districts To Be?

Resilience has become a buzzword throughout the pandemic. I’ve used it myself – admittedly we need to cultivate resilience in ourselves so when we are faced with adversity we are better able to work through the emotions that accompany hard things. But what about our school systems? Resilience is a good thing, right?

Is it?

Even though I’ve always had a separate definition for resilience as it relates to humans (read it here) resilience is typically defined as the ability to bounce back after an adversity or trauma. Organizational resilience is defined as, “the ability of an organization to anticipate, prepare for, respond and adapt to incremental change and sudden disruptions in order to survive and prosper.” So, obviously we want districts to have been successful over the pandemic in teaching our students, and I believe that we can safely say that teachers/administrators/school districts did what very few other professions could have accomplished in the way that they adjusted to what their students needed. But, do we really want them to go back to the way they were before?

In this way, in looking at the future plans of districts I’ve worked with, it appears that they have a resilient system. They are going back to exactly the way they were operating pre-pandemic. We had the option of disrupting education entirely and we are, systemically, focusing on bouncing back. Why? Because we have always done it this way. Even the online schools and programs I see people creating are based on the not necessarily best practices of pandemic learning. Proving that in some ways, even pieces of the pandemic will be resilient.

Instead, we need the systems version of post-traumatic growth. We need to take a hard look at the things we’ve learned, the strategies we’ve tried, and the change we were able to accomplish and lean into that. For example, we’ve learned that:

Hybrid learning should never be a thing. Hybrid learning (where the teacher is teaching synchronously to an in-class group and a group online simultaneously) does not work. It is the instructional pandemic strategy, bar none, that produced the most burnt out teachers and I’d venture to say, the most disengaged virtual students. It could be argued that it was necessary as a bandaid but should never be replicated as a real way to teach. BUT, we did learn that a blend of synchronous and asynchronous content with regular student checkins and engagement meant for online learners did work for some students. Many teachers saw the benefits of adding in voice, choice, and pacing options for learners. That could be something we bring forward.

We were reminded of how important relationships are with students and the struggles that they may be enduring at home because, in many cases, we could see those struggles first hand. We realized that our students did not have the capacity to learn when they were suffering from overwhelm and mental health issues, just like teachers may have struggled to teach when they were doing the same. In other words, we learned that discussing learning gaps is not only demoralizing to the teachers who worked overtime during the pandemic to help their students, but that learning can’t happen until the emotional gaps are filled. And we can bring this forward by focusing on social-emotional learning and trauma support as we start the new year (and every day after that).

We were shown how quickly money can be reallocated elsewhere for the greatest perceived need, how a massive change in scheduling can have a positive impact on teaching and learning, and how freaking awesome teachers are at their jobs and yet they are in need of emotional and mental health support as well (also a pre-pandemic issue).

In many cases, I’d say the districts that I’ve worked for and with are resilient. They are able to go back to exactly the way they were prior to the pandemic. But, is that what we want? We have a catalyst to stop doing things just because it’s the way we’ve always done them. How can we better use what we have learned to, at minimum, change the status quo? Or are systems going to lean into their resilience and stare in the rearview mirror until they crash? There are pieces of our system’s post traumatic growth that we can capitalize on to move forward and if not cause a disruption, at least shake things up a bit.

How Learning to Love Myself Impacts My Service to Others

Over the course of the Pandemic I’ve taken the opportunity to dive into reflection and learning more about emotions and how they control so much of what we do – everything from eating and sleeping to how we react in certain situations to certain people. I’ve really tried to get to the heart of what makes me tick. What the core emotion is that throws me into jealously mode when I feel like I’m working so hard and other people are more successful than I am. What ignites my overall frustration with some people when other people can do the same thing and I’m fine with it. Why I have such a difficult time feeling true joy that when I do it feels like an euphoric surprise. I want to be better – a better human. A happy human. And most days, I struggle with true happiness no matter how much I feel like I might be helping other people.

The last therapist I went to see was, to say the least, a little non-traditional. I was with him 15 minutes when he said, “You really need to learn to love yourself.” Now, had I heard this only one time, I might have blown it off, but the truth is that it is the one consistent message I’ve received from every therapist I’ve ever seen. Prior to this man, I had been in a therapy session with another counselor who put me in a meditative state and asked me to repeat the words, “I love myself” and I burst into tears and told her I couldn’t. I literally couldn’t. Like my subconscious was like, “Dude, no way. Not happening.” It’s an experience that has taken me a long time to process, and I’ve actually felt empathy for my little human inside that was so sad that they couldn’t say those words aloud.

I’m going to take a pause here and say that I don’t need anyone to message me and ask me if I’m okay and tell me all my good qualities – although I love that people are kind enough to do that for someone. In this case, I’m good. I’ve got me. This blog post is about reflection and potentially helping someone else who may feel like they see themselves in some of what I say. Don’t feel bad for me. I’m doing good work. Work that not everyone is always willing to do.

In my reflection over the course of the pandemic I’ve found that all roads lead back to the way that I feel about myself and boundaries I have or have not set. That my reactions, actions, and the way I treat others is a direct reflection of how I love myself – or don’t. And I have grown – although very slowly – over the course of time in working on this, and I’ve found that there are pieces of my life that have improved because I have found a friendship with myself. I am better able to relate to others because of this newfound relationship.

I’m better able to hold space for someone else.

If you’ve never heard the term “holding space” it means being present for someone as they work through their emotions. Indications of not holding space might be: saying things to try to make it better, relating their experience back to your own life, or being judgmental of their situation. Holding space is not always easy because it requires you to allow someone to process through their hurt without trying to necessarily fix it or give advice. But, what can make holding space even more difficult is if you’re still working through your own emotional baggage. Clearing your own personal baggage allows you to have the space to hold. So many of our judgments and desire to see people ok stem from our own triggered emotions and experiences that we have boxed up inside. By working through my own emotions and baggage I am now able to have the space to hold for others as they work through theirs. It also makes me feel more whole – more grounded, which makes me a more grounding presence to anyone who needs it.

I understand loving others better.

It’s difficult to know how to love other people if you don’t know how to love yourself. It’s also really difficult to know your value if you don’t love yourself as well. In the past, I could be so desperate for someone to care for me (using “love” synonymous with true friendship here) that I would allow people to walk all over me and I would use their “happiness” as my own because I didn’t know how to generate it within me. If they were asking me to do something for them, they must love me, even if I was giving more time and effort than I had available to give. I would allow toxic people to remain because the small doses of simulated caring was enough to get me through their negative behaviors. When I learned how to better love myself, I also learned that people will value me exactly how much I value myself. And if I don’t value myself, some people will value me that much as well, so the narrative needed to be changed. In learning to love myself I found the people who love me that much tended to stick around, and through that experience I learned to love others stronger as I was able to see what true love looked like.

I embrace the eccentricities of others.

Prior to taking the opportunity to do all this shadow work, my own self-loathing could often be found focusing on my personal “wishlist”. This wishlist included things I wished were different about myself. My weight. My inability to focus on anything for a long period of time. My irrational fear of sharks and heights. My nose. The list was long and I felt what made me different made me less than. This is the current area where I do the most amount of work. Accepting what has traditionally made you feel like you’re not good enough in the past can be a long process as disliking pieces of myself has been something I’ve practiced for many years. But, I’m getting better. The idea that I can both like where I am and still try to be better has been a concept that has helped me. Embracing things like my weight (while still trying to get healthier) and my crooked smile is helping me to love it all without judgment, and loving these things about myself has helped me to appreciate the eccentricities that others bring to the table with the same lack of judgment. And honestly, it feels good. Less judgment and more acceptance should always be the goal.

While some might think that one might take on narcissistic tendencies if they love themselves, I can say with certainty that moving into this space has humbled me unlike many other experiences I’ve had in my life. I’ve had to dig into and challenge my own emotional triggers and reroute the parts of my brain that have been taught to react in a negative way to me feeling good about myself. I’ve had to give myself pep talks in the mirror. I’ve had to literally tell myself “I love you”. But mostly I’ve had to work on myself because I’ve always believed that I’m on this Earth to be in the service of others, and I’m slowly learning that I can’t truly do that until I’ve learned to love, accept, and value who I am.

Three Strategies for Fighting Educator Self-Abuse

I’m not smart enough to keep up with new technology.

I’m not cut out for this new way of teaching.

I’m not good enough to be able to keep up with my own kids and my students.

I’ve gained all this weight during the pandemic and I’m so fat.

The teachers on social media are brilliant. I don’t have the ability to do the things they do. I’m just not good enough.

I live with constant guilt that I can’t keep up.

I’m not resilient enough, brilliant enough, or tech-savvy enough to do anything well.

I suck.

When I first discovered the concept of self-abuse, the physical, mental, spiritual, or emotional abuse of oneself, I was a little skeptical. The addition of the term “abuse” made it feel dramatic…and yet, I wrestled with the questions of “Are we just adding abuse to everything now to make it sound terrible” or “Is self-abuse just not widely spoken about because, like many mental health issues, it’s stigmatized?”

In the processing of my thoughts I came to this conclusion: if someone else would say these things to us repeatedly, it would be considered abuse. Therefore, very much a thing.

Example: If I said to you, “My husband tells me every day that I’m fat and stupid.” You would probably tell me that’s emotional and verbal abuse. And yet, it’s so much more accepted for us to look in the mirror and say, “I’m fat and stupid.”

Example: If your boss came to you every day and said, “I don’t know why you can’t do anything right. If you would just try harder this would be better but you’re too lazy. You’re not doing what’s best for your kids” you would say it’s abuse…or at minimum harassment.

While it may not be your spouse, partner, significant other, or parent saying it, self-deprecation, constant guilt, self-esteem issues that result in negative self-talk are all pieces of self-abuse. Disregarding your own needs, ignoring self-care, failing to act on physical ailments or take care of your wellbeing are all self-abuse as well.

While self-abuse can literally impact anyone, educators are, in my opinion, more susceptible because of their very personal and emotional tie to their profession. Oftentimes, when they feel like a failure in their profession it can carry over to how they feel about themselves personally because they are so inextricably linked. If I ask you who you are, you will most likely name educator in the first five descriptors that you give. Many times, it may be in the first three. We go into the profession with a moral obligation to do better. To make the world a better place for kids. And there are very few things more personal than morality.

As with many struggles when dealing with mental health, self-abuse is built over time and eventually almost becomes a habit. Negative self-talk, for example, is something that our brain begins to default to when we do it enough. That means that in order to change, we need to rewire how we operate, which can take time and considerable effort.

Recognize your value

You are not going to be amazing at everything. However, I have literally never met an educator that didn’t bring something to the table that others needed. Some are fantastic at relationship building, and some know their content like nobody’s business. Some can read a children’s book so that all the kids and adults in the room are entranced by their story. YOU bring a greatness to the table that education needs. Figure out exactly what that is. We all need to continue to learn and grow in all areas, but we can also celebrate the uniqueness that we bring to our classrooms.

If it helps, write them down. Keep it on a slip of paper by your bedside. Every morning or night read them to yourself and take a moment to appreciate who you are. There is nothing wrong with understanding and appreciating your strengths. In fact, you make everyone else around you better because of it.

Practice positive thinking

Of course, one of the ways that we can take power away from negative thoughts is by combating them with positive ones. Rewiring our brains using gratitude (and feeling it from your toes to your nose), positive affirmations, and practicing positive body image are all ways that we can change our default to a more positive self-talk and attitude.

Also, keep people in your life who will care about how you speak to yourself and will model how you should be spoken to. If you detract from a compliment by rejecting its validity, surround yourself with people who will remind you to simply say, “Thank you.” Keep in mind, there is a very find line between being humble and being self-deprecating. One is healthy, the other is not.

Take care of yourself

It’s been a popular notion to say lately, “You can’t take care of others unless you take care of yourself.” But let’s take a look at that a little closer. I would also say, “You can’t be kind to yourself unless you take care of yourself.” It doesn’t need to even be about anyone else. Neglecting your health is just that – neglect – which is a form of self-abuse. Being physically, mentally, spiritually, and emotionally healthy is one of the greatest gifts you can give yourself. It will allow you to put all of the self-limiting beliefs and self-abusive tendencies behind you because in taking care of yourself you are inherently making yourself a priority WHICH IS A GOOD THING. It’s difficult to think so little of something that you take care of and prioritize. Don’t have time? Create boundaries. I’m not saying it’s easy but it is possible and necessary.

When I realized all the ways that I was potentially denying myself happiness because I was participating in self-abuse it helped me begin to change behaviors that kept me feeling ashamed, guilty, and unhealthy. I feel like this type of behavior is more common right now during the pandemic when we are feeling like we can’t do what we do best – teach. In some cases, the very strengths that we have identified are unavailable for use because of what the pandemic has done to our jobs. However, find new strengths in what you’re doing now. So many times self-abuse happens to us inside our own heads. Our own thinking can be one of our worst enemies. Therefore, this has to be a change in which you take ownership. It has to be an intentional decision you make every day when you wake up. That’s the first step in beginning to change self-abusive behaviors.

Can We Change the Lens in Which We View Parents?

I was a young mother. I had my eldest son a few months after turning 21. Having dropped out of college to do so, I was not my school district’s version of an “ideal graduate” and having never taken a childcare class in high school, I had absolutely no idea what I was doing. Some people are blessed with amazing parents who model what parenting should look like, and some of us struggle to figure out how we can recreate a household that looks nothing like our childhood experience. I had no modeling, no coaching, no mentor to guide me through raising a human and I screwed up A LOT. I would find myself falling back into patterns that my mother had shown me only to need to self-correct and try again. I was constantly learning through failure, and while we sensationalize failure as something to strive for so we can learn, constantly learning through failure and never being shown the right way first is exhausting. It can make you bitter if you’re not careful. It’s so much harder to step into what you know to be right when falling back on what you’ve been taught would be so much easier.

I’d go to my kids’ school and feel so out of place. I was not only young but I looked like a baby which was a double whammy for the way I felt people looked at me. I wasn’t always put together like the other parents – by that time having multiple kids and going to college full-time while working part-time was wearing on me – and I would watch the room moms talk in the hallways and felt like I didn’t belong. Mom guilt was a constant because my kids didn’t always have the elaborately decorated cupcakes (a few times I forgot cupcakes at all) for their birthdays and there were days where I forgot to put money in their lunch accounts and they went negative. When my kids were little I had nightmares that my estranged mother would kidnap them from school so I would make sure I would show up early to pick them up. It made cupcakes and lunch accounts seem just a little less important. But, there were moments that I recognized that I was doing better than I had been taught and I needed that as a lifeline to keep going when the world seemed to be telling me I could be doing more.

As a teacher I brought the memories of these days into the classroom with me. One shift I’ve noticed with the pandemic is the relationships with parents. I’ve heard some teachers say that communication has improved and relationships have been better because they have made that one of their missions – but more often I’ve heard people say how difficult it is to see into the lives of their students and the things that happen in their homes. How parents don’t understand online learning and value education right now. And while I’ve always been a proponent of believing that people are doing the best they can at any given moment, I think that sometimes we are judging people through the lens of a teacher instead of the lens of a human. What I’d like for this blog to do is to challenge the way you’re viewing your kids’ parents. After all, we are one team trying to do what’s best for children and we need all the strategies we can to get on the same page.

We seem to have this invisible high bar for parents to reach. When I work with districts on starting online programs (pre-pandemic – seems a bit yesterday’s news now) one piece that I have repeatedly advocated for is setting parent norms. Not rules, but norms – how you would like the collaboration to work between parent and teacher for the sake of the student. Not only do these help set a foundational understanding for what will be happening in the classroom, but they also provide parents with how you see the collaboration working in case they were missing that information in the first place. If their parents didn’t do it, they may not know to do it either. We understand school. We know, as teachers, what is supposed to happen. For parents, they haven’t always been taught how to do that from the parental role.

Let’s face it, we have parents who hated school themselves and that doesn’t automatically go away when they have their own children in an educational setting. We have parents who are struggling their way through being a parent because they were never shown how to be one to begin with. And for some of them, they are doing better than they were taught in the first place and that is a win. Imagine working hard to be a better parent than you were taught only to be made to feel like you still never belong because you’re not doing it “right”? This is the ultimate test of our empathy. As professionals we know that parental involvement and support is one of the top predictors of student success. It can be frustrating when we know that parents aren’t meeting the bar we have set, but that doesn’t mean that they aren’t working hard to be better parents than they were taught.

When we place our own values on other people without knowing their background or experience, we are potentially expecting people to be different people than they were ever given the chance to be. Can these parents learn what we deem as the “right way” to parent? Yes. But in saying that you are also assuming that they haven’t already done work on their own that you just don’t see because you didn’t see what they had to start with. In my years of teaching I never had a parent complaint about me either to my face or to my administrator. This was partially because I employed as much empathy as possible. I never taught people how to parent, but I did teach them what a supportive classroom community meant. And sometimes it’ll go a long way just helping “that parent” feel like they belong and that you understand that they’re doing the best they know how to do.

The Return to School: Asking the Great Questions

When we think about this fall, the only thing we know for sure is that nothing is going to be the same. Our choices to begin school and determining the way we want to go can vary depending on everything from the number of community Covid-19 cases to typical class size versus the room size to the availability of technology. We had pandemic learning spotlight areas of equity that have always been present in education. Socio-economic disparity, the technology know-how/attitude toward education and background of caregivers, the tech-savviness and prior innovation background of administrators and teachers, and wifi access to rural areas, as examples, have always been challenges that we have needed to address. With pandemic learning, they just became more pronounced and now districts know they need to be considerations moving forward. We have learned a lot about what not to do, but are still unsure what the right answers are. Unchartered territory calls for unchartered answers.

I’ve spoken with districts who are trying to be as innovative as possible moving forward and who recognize that there is a fine line between changing everything up and overwhelming staff and students, and having the desire not to go back to the way things used to be. They understand that this could be our opportunity to do exactly what we have wanted to do in education: disrupt. When I think about our world right now in so many areas, I look at it as if we have taken everything we have and tossed it in the air. We have the opportunity to pull down only the best parts and put them back into place, and replace anything we don’t want with something better. The issue is that “better” can look different depending on the eyes of the beholder, and humanity doesn’t have the best track record of making awesome decisions when the stuff hits the fan.

In search of this something better, I have heard questions being asked that may indicate what seems to be the driving factor going into next year for some people. But as we seek answers to our wonderings, I suggest we also put our own personal-professional agendas aside and take some quiet time to really reflect on what our world has been for the last few months (and foreseeable future). Ask yourself if the questions you’ve been asking are the ones you want to drive the district/your classroom into next year.

Good Questions

There are definitely questions that still need to be addressed. These questions would be ones I’ve heard that sound like:

How can we get more devices to our students? More Wifi?

How are we going to fill the learning gaps for students who struggled/never attended pandemic learning?

What online platform/tools should we be purchasing in case we need to continue online?

How can we create buy-in for teachers to want to be Google EDU certified?

These questions are good. I feel like they are ones that can and should be answered after the great questions have been asked.

Great Questions

The great questions are the ones that pop into your head when you stop thinking like an organizer and start looking at the people around you and asking them how they are and how the decisions of the organization are impacting them. I have spoken with teachers and administrators who took pandemic learning by the horns and enjoyed the challenge of owning it. I’ve spoken to many more teachers and administrators, however, who were exhausted and overwhelmed by the end of the year. Teachers who have said that they can’t do that again and are thinking about leaving the profession because that’s not what they signed up for. Teachers and administrators who were working 17 hour days because they didn’t know how and weren’t equipped to set boundaries for online learning. Students who dropped out of school the second it went online. Frustrated and exhausted parents, especially if those parents were also teachers or admin. So, great questions, in my opinion, address these issues. The human issues.

How is the staff holding up?
I have spoken to very few teachers who haven’t said to me, “I finally got the chance to try (insert tech tool here) and was able to learn it, and I’m so (happy, excited, proud of myself) and that is absolutely AMAZING. If you had that experience I’m so happy for you. All things considered, that truly is quite an accomplishment. My concern is for the people who are also exhausted, and even if they enjoyed learning something new, have a bit of struggle in their heart for education after the massive shift that had to happen in a moment’s notice. I’ve written a few posts about it that can be found here and here. This is one of the questions that may need to be answered by actually looking at people. We don’t take the time to stop and notice very often.

How do we make people feel safe going forward?
It’s interesting to me how the meaning of safe has morphed within the last few months. We haven’t had to worry about active shooter incidents as much, but have had to worry about catching a virus. If a choice is made to return to schools in the fall, we will need to worry about both, unfortunately. This question is going to need to be broken down into many more questions, all of which are imperative to answer. How many students can fit on a bus if they are not wearing masks. If they are? What about the students who ride public transportation typically? Will parents be able to choose to have their child continue to attend school online if they are feeling too unsafe to send them? If so, what happens if the parents need to go back to work and the child must go to daycare? Are they going to be required to attend online sessions/get work done with a daycare provider? Will parents be required to wear masks in schools, and if so, where will they get one if they don’t have one? How are teachers going to teach classes if they have a pre-existing health condition that makes them more susceptible to the virus should they get it? How will our decisions impact our staff and students personally? As examples.

How are you going to increase staff’s baseline knowledge of trauma and incorporate embedded SEL competencies into online learning?
I was speaking to one of the districts that I consult with on a regular basis and brought up how SEL was going to be addressed in their online environment if either they needed to be online for next semester OR at minimum in the online program that they are creating. I was excited to hear that they had already contacted their purchased SEL curriculum company to find out how it could be morphed to being online (some of the videos were still VHS, for example). My question is, however, how can we embed SEL experiences into what we already do? I find that if a program isn’t embedded in learning that is already happening, it becomes the next typing program where it’s done when we have an extra 15 minutes to spare only. Also, understanding that SEL and “student engagement” are not synonymous terms and that SEL incorporates deeper competencies (see CASEL.org) is imperative.

In addition, if we return to the brick-and-mortar setting, the level of trauma experienced by some of our students along with the behaviors they might exhibit because of it may be increased. It is also important for educators to be able to recognize some issues with trauma within themselves or understand what vicarious trauma is so they don’t start to detach.

How are you going to fill the learning gaps in educator’s knowledge of online learning so they are more comfortable with online/blended learning?
And some of you may be saying, “Um, you just said asking for buy-in for learning was only a good question.” I sort of did. The difference being that sometimes this question is correlated to how can we make people better instead of the great question of how can we fill in the learning gaps of educators so they are more comfortable and less stressed in what they do. When we do the latter the former will follow as well as people will feel supported. While some may complain about mandatory PDs, the truth is that good professional learning opportunities teach educators what they need to do to do their jobs well, therefore taking some of the stress off the educator from the alternative of “figure out how to do it well because you’re a professional.” Professional learning should support areas for healthy growth and innovative thinking therefore making educators less nervous and apprehensive about getting online again or the necessity of offering a blended option in the fall.

The best questions we ask will always be human-centered. This is especially important in the midst of a crisis. I do believe that there is value in all questions we ask as all of them will provide a more proactive approach to any issue. The questions we ask and focus on, though, will not only drive our decisions but will also send a message as to what we value as a district, school, and classroom. By beginning with and focusing on human-focused questions we will not only be sending the message that our people are cared for and safe and we believe the best learning will grow from that, but we will be setting up an environment where educators and students believe that message to be true.

To learn more about educator engagement and mental health, check out my newly released book Reignite the Flames: Finding our passion and purpose for learning among the embers, the follow-up to my first book, The Fire Within: Lessons from defeat that have ignited a passion for learning.

The Little Journeys to Self-Healing

One of the reasons that I think mental health can be a difficult concept for some people to make sense of is because it’s so complicated. It’s so multifaceted that when we say to someone, “What’s wrong?” they may be able to start at a million different points in their life where the pain may have originated. And there are so many different moving parts to try to keep up with. For example, for me I have the regular mental health day-to-day stuff: practicing mindfulness, self-care, etc. But I also have the stress of the moment or stress of stuff that is coming up. I try to build resilience for challenges that are unexpected. But, I also need to deal with the pain and mental health issues caused in my childhood, as well as forgiving people who have hurt me, coping with the goals I haven’t met or practicing acceptance for all the things I want to be but I am not. I waver back and forth between trying to stay proficient in my mental health while trying to heal my mental health issues. And it feels like there are only so many things you can do at once.

There are areas I have become pretty close to understanding and accepting as my own. For example, I know my professional purpose. I can tell you that I support teachers because I believe that when we support teachers we best support students. I have known that for years. I know that I have a healing nature and that people feel comfortable enough to open up about topics they would typically feel uncomfortable discussing, hence my knowledge-base and experience discussing mental health. My professional purpose is solid, I feel. I have done the necessary reflective work to know where I belong. However, I also have other areas that need attention. My personal purpose, for example. I’ve been putting in a lot of work trying to figure that out lately. From the existential, why am I here to more practical what is my role in the things that happen to me? But, like mental health is multifaceted, healing and growing is as well. There is so much more than our personal and professional purposes. As humans, we are on multiple journeys at any given time to try to become our best selves. And I’ve found one of these journeys, for me, to be self-love.

This was a realization for me a few counseling sessions ago. I’ve been putting in the real work to try to actually heal. Not the healing that we sometimes do when we place feelings into a box and only sometimes revisit them like a photo album in our head and feel bad and maybe cry before we put them back again, but the kind of permanent healing that allows for forgiveness and to move on. And this kind of work is not for the faint of heart. It’s difficult and taxing and sad to relive old wounds on purpose, forgive people who probably don’t deserve it, and fill the psychological holes that they left and you feel like you shouldn’t be responsible for. It’s been one of the most grueling things I’ve ever done, especially since it is so much more comfortable staying in the anger and sadness where you’re used to. It’s like the epitome of “productive struggle.”

But, I’m roughly 42 years old and I’m just now figuring out that the way I feel about myself isn’t anywhere near healthy. It’s difficult to love yourself as a child when you’re constantly told how worthless you are, but to blame all of my feelings of unworthiness on my childhood would be short-sided because I have still had the choice to allow myself to feel this way up until now. And when self-love is your issue, it doesn’t matter when people tell you that you’re amazing or intelligent or a good person because in your head you have a million reasons why they’re so wrong and you will prove it if they just know you long enough to figure it out. And how can you love others correctly when you don’t even love yourself? All the times I’ve been jealous or unkind was because I couldn’t stand that I didn’t feel like I could ever measure up to what the other person was doing no matter how much I truly loved and supported them as best as I could.

I don’t think that what I feel is unique, although the depth of it and my willingness to admit it might be. But, one place I might be ahead of the game is that I know it and now that I’ve been able to name it, I can try to move forward and heal. What does that look like for me? It looks like learning to love my body now while understanding that I can both love it AND improve it. It looks like learning to accept that I will never be the best. There will always be someone smarter, kinder, wiser, better than me. But, also knowing how lucky am I to know these people and that I’ll be better because I do. It means knowing that I am capable of both keeping up with my mental health and healing myself from my past and I don’t have to choose one over the other.

These mini-journeys that we go on are just as important as finding our overall purpose. Sometimes I look at it like someone threw a 1000 piece puzzle on the table and told me I have a limited amount of time to put it together. But it can be done step-by-step. Find the corner pieces. Look for the edges. Match the colors. And eventually, it starts to become one clear picture. As more of the puzzle falls into place, we can feel more like we are supposed to feel when we are mentally healthy and able to be our best selves. It can take work, but nothing worth it is ever easy.

This blog post is one of a series on #MentalHealthAwareness for May. Follow my blog to get the special updates, or you can find the rest of the posts here. You can also read more about educator mental health and engagement in my upcoming book Reignite the Flames.

Four Ways You “Should” Give Yourself Grace

It can be a bit overwhelming with all the “you shoulds” right now.

You should be working online, offline, harder, smarter, on technology, not on technology.

You should be connecting with parents, students, your teaching partners, teachers who know about technology and those that don’t, teachers who might be struggling, your professional learning network, lonely friends and family.

You should find time to disconnect.

You should work harder but don’t work too hard in case you burn out. You should make sure all the work still gets done though, regardless.

You should be positive.

You should practice self-care, gratitude, self-compassion. You should practice empathy for your students but not too much. You should understand what is within your control and let the rest go.

You should stick to a routine because that’s what’s best for everyone. You should be ok if the routine doesn’t get followed, even though it’s what’s best.

You should. You should. You should.

While so many of these statements are true, I find that the more I should be doing something, the more guilt I feel when I’m not doing it. With all of the things I should be doing right now, I’ve also discovered several ways I need to give myself grace when the “I should be doing…” turns into “I’m struggling to…”

Overwhelm
Being overwhelmed can show up with more symptoms than just the acute feeling of freaking out, although that can happen as well. Someone who is overwhelmed can procrastinate, avoid people, feel a lack of motivation, break their normal sleeping and eating patterns (particularly if they are a stress eater), and become easily angry or frustrated with things they may not have before. Pre-pandemic, my to-do list was a source of overwhelm, however, since the pandemic it’s not only my work that causes these feelings. It is the overall way that our life has shifted, the constant flood of information (especially since much of it is contradictory), and how I “should” be doing things that I am not.

When I get overwhelmed and find myself sitting on the couch staring into nothingness avoiding writing a blog post, I first try to let go of the guilt I feel for not getting everything done that I could possibly do. Then, I look at one thing I could get done on my to-do list. My deal with myself is that if I can check one piece off I can take a legitimate break and feel good about getting one piece done. It usually works for me and sometimes, once I get into doing the one task I feel the accomplishment with checking it off and I find a bit more motivation to get something else done.

Forgiveness
I have often spoken about my views on forgiveness of others but the additional time that I have had alone with my thoughts has made me keenly aware of areas that I need to forgive myself and my shortcomings as well. I’ve had to reflect on mistakes I’ve made and areas where I’ve failed, and let go of the guilt of letting people down or not being my best. Time wasted in being disappointed in myself is time that I could be improving myself, and the first step is forgiving myself when I believe I could have done better and realizing punishing myself won’t help anyone.

Also, forgiveness needs to come in the form of understanding that we are all doing the best we can do at any given time. If I need to take some time for myself because I am overwhelmed or burnt out, I need to be able to let go of my guilt in order to move forward.

Control
There are few things we have control over right now. We can’t control the pandemic. We can’t control when we go back to school. We can’t even control if students are doing their work, like, at all. And if you’re like me, if I can’t control something it feels out of control. While I would always recommend that we focus on the things we can control, the pandemic has made it even more important. We will drive ourselves crazy if we are trying to control the things that are out of our control right now. We do have control over the way we treat people. We have control over how cognizant we are of our safety and the safety of others. We have control over doing our best and recognizing that others are doing the same. We do not have control over other people and their actions. Let the guilt go when it centers around something someone else “should” be doing.

Uncertainty
I have been asked on several podcasts over the last couple of weeks what it is going to look like when we go back. My response is this: the sooner that we understand that nothing is going to be the same when we go back, the sooner we can be ready to adjust to the new normal. At the minimum, school at the beginning will not be the same. We will be grieving family members and school personnel that have passed away because we never had closure. We will be trying to acclimate students and educators back into day-to-day school and a structured, brick-and-mortar learning environment. We can guess what this is going to look like but we don’t really know. We don’t even have a good idea when we are going back. And when we do, will it be safe? How many more waves of sickness will happen before we can settle in and not worry about dying?

I have massive feelings of uncertainty toward the future and worse, how I can improve my own skills in order to help people adjust to a future we will be able to predict or have little preparation for. I sometimes feel guilty for wallowing in uncertainty and that I may not have what it takes to help educators and students when they need it. By letting go of this guilt and giving myself grace, I can focus on what I can do right now and have hope that I will be able to support others when the time comes.

There are so many things we should be doing and feeling right now. But, I think the most important thing we should do is allow ourselves room to be human. To grieve experiences that we will never have because of these unique times. To miss our students and co-workers. To understand that we are not superhuman and having a bad day is ok. To spend a few minutes wishing we could give someone we love a hug. Forgive ourselves for all the things we should be doing so we can move forward with less guilt about the things we are doing.

Time to Be Still

When I was little, I remember my grandma, Nana, telling me how much her and my Bupa loved dancing when they were younger. Being that they weren’t a naturally affectionate couple, I loved picturing them doing something that was just for them in that moment before the momentum of life took over. I had to imagine it because I never actually witnessed them doing it. I never once saw them dance.

A few days prior to my grandfather passing away, we had a benefit to help pay for his failed lung transplant. My Bupa struggled with breathing from his Pulmonary Fibrosis and didn’t have the energy to try to walk so he spent most of his time tied to a wheelchair and oxygen. But, that night his one wish was to dance one more time with my grandmother. He got up out of the wheelchair and was able to stand long enough to do it for one song and the entire time I remember wondering why this wasn’t done a million times over their lifetime if it was the one thing he wished for before he passed away.

But as adults we know exactly this happens. There’s work and kids and pets and sports and…and…and…and the last thing we think about is the stuff we really wish we could be doing instead. The little things that we used to do but life got in the way.

This time we are forced to spend at home has been difficult for so many reasons. There is so much to do and yet nothing we can do all at the same time. We are trying to take on multiple jobs: parents, teachers, workers. It’s far from the vacation you may look forward to normally. We are trying to live our entire lives inside the square feet of our homes. I know that I have been on an emotional rollercoaster – laughing hysterically at my dog tripping in the kitchen and giving me a dirty look one minute to five minutes later nearly sobbing when Michael Scott left The Office when I don’t even like the show let alone watch TV. Even if I wanted to leave my house there’s nowhere to go, and being in Wisconsin doesn’t afford us many days to get outside. I feel lonely even though I’m surrounded by people. I feel like I have major cabin fever and can do nothing about it.

However, this time we have is unprecedented time to spend with our families that we don’t normally have and may never get again. I feel like the Universe has been flashing the yield sign and when we didn’t, it decided to do it for us. Something to make us look at each other again in the eyes and remember who we are as individuals, families, and communities. Time to be still. Recalibrate. To do the little things that we haven’t done because we have been so busy that we forgot we even enjoyed it. Time to do the things we love to do with our families so we don’t need to wait our whole lives to do it again, like dance.

Thanks to Roman Nowak for sharing this image with me.

Answers to Five Common Online/Virtual Learning Issues

In some of the long term contract work I do with districts, I have the honor of helping them set up virtual learning environments and coach teachers and administrators in best practices for the planning, implementation, and ongoing maintenance that virtual learning requires. Coming from the realm of being a technology director, I can also look at the situation from that lens. Some districts have been working on virtual programs or charter schools for years already, and I’ve been able to see what has gone well and not so well.

In crazy world we live in and have had to adapt to in a short period of time, I have never been more proud to say that I’m an educator. I’ve watched districts with no plans for this type of emergency whatsoever (I mean, how could you possibly anticipate something like this) jump full-force into meeting the various needs of their students. Even my own kids’ district sent out multiple emails from the guidance department with support numbers and also had a plan for students to pick up meals or have them delivered in record time. Teachers have been resilient and persistent in doing what is best for their students and quickly taking on learning management systems and online assessing with all the creativity and awesomeness that educators consistently exhibit. I really am seriously so incredibly proud.

I’ve also seen some of the mistakes that in a well-planned rollout will still sometimes happen, forget that this endeavor was a fly-by-the-seat-of-our-pants implementation. I thought that I would answer some of the most common questions that I get from teachers as they are going through a virtual implementation hoping that they will help anyone still struggling.

How much work do I give?

When moving to an online course, this is probably one of the most common questions I get from teachers who have a difficult time imagining how their classes should look and how much work their students should have. While typically I would highly recommend to backwards plan a unit, match the plan to the allotted timeframe, and break it up for online, in this sometimes day-to-day planning that we are doing right now because of the situation can make planning look a little different. My next recommendation is to plan what you would typically do in one week in class and migrate that work online while replicating the communication, collaboration, creativity, and critical thinking that would be happening in class (for more info, keep reading to How do I teach?). My friend, Anne Stanislawski, created this website for her teachers and students to help guide parents and students weekly in their learning. Teachers meet in their PLCs via Zoom and plan a week at a time. As of this blog post, the first grade page is complete and the rest is still under construction.

Common misconception: Worksheets for the class – A common misconception I see in the assigning of work is a teacher will divide the number of minutes of the class by how long worksheets will take to get done (ex: I have 60 minutes and each worksheet I have will take 10 minutes so I will assign six worksheets). In reality, that number of worksheets wouldn’t get done within that timeframe with any direct instruction and student questions, and you most likely wouldn’t assign six worksheets normally anyway. Plus, creating interactive lessons in a variety of other ways will help students gain a deeper understanding of the content you’re teaching.

Common misconception: They have more time – Another common misconception I’ve seen is assigning work that would not be able to be done within one day’s time. For example, it’s unreasonable to assign a student to watch a two hour video and then do a worksheet with it as well. That wouldn’t be able to be done within one day at school, and keep in mind that in secondary this is only one of multiple classes.

Where do I focus?

On yourself and on your students. Give yourself grace. Give your students grace. This is like the beginning of the year all over again. You know your students as learners, but you may not know them as virtual learners which can be very, very different. Focus on establishing norms and expectations online. Create a new classroom culture by building off the ones you were fortunate enough to establish in the face-to-face environment first. The content will come and the more time you spend easing everyone into this new reality the faster you will be able to move later.

How do I teach?

Many times when I get asked this question, it is really about how the teacher provides direct instruction. This is an easy fix. If you would like to provide DI to your students, that can be done either by creating a screencast of a presentation (I’d recommend Screencastify) or whiteboard for students to watch on their own or via a video conferencing system like Google Meet or Zoom. Created videos should be kept to under five minutes.

In looking at creating other activities for students, it’s important to create opportunities for students to connect and collaborate. Want your students to do a Socratic Seminar? You can still do that using Google Meet or Zoom. Want to listen to your students speak in Spanish or play their instruments? You can. Use Flipgrid. Want your students to experience creating their own podcast about how the world is changing and predicting how their life might be different after the virus? Have them create a micro-podcast on Synth.

Practically speaking, there are ways to add accountability to your teaching as well. This tends to be one of the areas that teachers struggle with the most because you can’t actually see and monitor what your students are doing. For example, add interactivity to instructional videos (either self-made or from a variety of sources) with EdPuzzle or Playposit. Add instructional content to any webpage with Insert Learning. Curate information with Wakelet or have students use Padlet for a variety of purposes (including timeline and mapmaking and creating video and voice notes). Also, this is a Symbaloo of digital assessment tools that might be helpful.

There are teams of educators online collecting resources to help with this transition. Rachelle Dene Poth writes amazing tech blogs that are student-centered and focused on collaboration. Jen Casa-Todd, the mother of social media leadership, has been curating resources for online learning. Katie Martin always has phenomenally put-together blog posts with tons of information and resources.

How do I still allow for personalized learning?

I know that the initial reaction for the transfer online was quick and I would imagine, relatively painful. Some educators had never used Google Classroom or any other learning management system before, and teaching and learning online is different than teaching and learning in a brick and mortar classroom. The goal, however, should be to get to a place where we are offering students voice, choice, and pacing options so they are able to customize their learning as much as possible. THIS is an ideal time to allow more autonomy in pacing. Even if it is week-by-week to begin with, removing the constraint where students need to be given the work by 8am and finish by 3pm each day would be an easy step forward.

Also, creating opportunities for students to have voice and choice in their learning is still important. Even baby steps like giving students the choice between three different critical thinking questions to answer in a discussion would be appropriate. Still allow them to show their learning in a variety of ways. Some students might enjoy creating a media project or podcast, and some students might still want to work with their hands. HANDS ON PROJECTS ARE STILL APPROPRIATE! One school district I was working with to move to a virtual program was setting up a maker-like space that had project supplies that students could pick up or get shipped to them if they didn’t have them at home.

What else do we need to remember? And how is this specific to NOW?

Digital Equity
The inequality in digital access goes beyond the number of WIFI hotspots and Chromebooks available. We now are adding in the ability for parents to be able to teach and learn online themselves and the support that they are able to give students both online and offline. All of a sudden, some students may not have anything to eat all day (not even a school lunch). There will be a difference between parents who are able to support students if they have a third grade education or a graduate degree. I have two graduate degrees and cannot do math over an 8th grade level! Some students will have parents who are at home, some will have parents working at home, and some will be spending their days with babysitters or AS babysitters if their parents are still working. The disparity in how students will be operating in the most basic level throughout the days could be vast.

Family time is valuable
Students may have an unprecedented opportunity to spend time with their families at home. This time is valuable and I feel like if they have that availability, it should be respected. I have also seen some people make mention of assigning tasks that the whole family could do. Please be aware that some parents are now unexpectedly homeschooling multiple children plus they may be trying to work from home. In the past having families as part of the learning may have seemed like a reason to give them togetherness time, but being sensitive to the unique situation that might be happening now is imperative.

Students are scared
Students have never seen anything like this in their time on Earth. Neither have most of us. They don’t have a lot of reliable information when it comes to navigating what is going on. If you’re discussing Maslow’s and bringing in the Hierarchy of Needs, school content is going to take a low priority with them if they are really scared as to what is going on. This can be intensified if their parents are suffering any kind of additional economic hardship because of the virus.

As I said, in the long-term consulting contracts that I do, part of my work is with virtual programs and charter schools to plan and implement this new type of learning. If there is anything I can do to help right now, please use the contact me button at the top of the page and let me know.

Our students need us the most right now as humans. As the people they want to connect with. As the ones who remember them every day and talk to them and look them in the eyes. Now, this has become more of a challenge, but it can absolutely be done. Noticing our students and maintaining those relationships with them needs to be our main focus right now. The rest will come.