By Aaron D. Haddock, Ph.D. and Nadia L. Ward, Ph.D.

As we move toward re-opening schools, we must carefully consider how best to do so. We’ve been in uncharted waters for nearly a year, simply doing our best to adjust to an unfamiliar, unpredictable, and ever-evolving state of affairs. Understandably, much of the focus has been on the logistics of remote learning, and when and how to safely re-open schools.

Equally important, however, is the need to reflect on what youth, families, and teachers have been through emotionally and to prepare to meet their needs. The pandemic has caused high levels of stress, fear, sadness, and anxiety for many people for myriad reasons: concerns about physical health, loss of loved ones, job loss or financial stress, and social isolation. And due to long-standing systemic health and social inequities, communities of color have been hit the hardest.

Schools must, therefore, prepare now to address a range of concerns. Students may experience separation difficulties or resistance to returning to school. Youth with pre-existing behavioral health problems and those with a prior history of trauma or loss warrant special consideration. Families may also be facing loss of income, food and/or housing insecurity. Those students subjected to ongoing racial inequities will need additional support and assistance. Educational professionals must make appropriate adjustments to ensure school is not a source of further distress for students.

Helping students feel physically and psychologically safe needs to become our first priority. More than ever, the cultivation of trauma-sensitive school environments will be essential. A trauma-sensitive school is a place where “all students feel safe, welcomed and supported and where addressing trauma’s impact on learning on a school-wide basis is at the center of its educational mission” (Cole, Eisner, Gregory, & Ristuccia, 2013).  Educators need training to identify and support students affected by trauma and toxic stress. The following tips can help.

Here’s What You May Observe

Youth impacted by highly stressful and traumatic events can experience a range of difficulties. They may:

• Struggle to communicate their needs and ask for help.
• Have difficulty managing strong emotions, such as anger and irritability.
• Find it challenging to comply with reasonable requests, understand the impact of their behavior on others, and engage in problem solving.
• Have low self-esteem or self-worth and find it hard to form healthy relationships with caregivers and peers.

Here’s What You Can Do

• We must keep in mind that youth are strongly influenced by how they see important adults in their lives cope with challenges. When we manage our emotions effectively we’re better able to model healthy behavior, and help youth feel secure and optimistic.
• To best support and reassure youth in our care, we must bring awareness to our body language, the words we choose, and the intensity of emotions we express. Consistently practicing strategies that promote calm, perspective, and balance can aid in this.
• It is important to listen, empathize, and let youth know most reactions are normal, and to be there to help them manage big emotions, calm down, and regain control.
• Make space for youth and staff to talk about their feelings and share their experiences during the pandemic, without forcing discussion or interviewing for negative feelings. Keep in mind that kids process events like kids, and will often do so through play rather than words.
• Don’t assume you know how others, and particularly youth, are feeling or why they’re feeling that way. Ask, hold space for one another, and allow the people in your life to cope and feel in different ways.
• Understand your own limits. When you feel overwhelmed and nothing you’ve tried seems to be working, you may need to seek the support of a professional. That’s okay.

Trauma-informed and trauma-sensitive school environments will be essential for successful re-entry by students and educators.  We will continue to blog to contribute our experience and advice on the “how” of safely re-opening schools.

Aaron D. Haddock, M.Ed., Ph.D., is the Director of Behavioral Health Initiatives, Mosakowski Institute for Public Enterprise
and Associate Professor of Practice, Clark University’s Frances L. Hiatt School of Psychology.

Nadia L. Ward, M.Ed., Ph.D., is the Director of the Mosakowski Institute for Public Enterprise and Professor of Practice in Clark University’s Education Department and Frances L. Hiatt School of Psychology.