Where I Am, and Where I Want To Go
Undoubtedly, the COVID-19 pandemic has posed harsh economic and health challenges detrimental to children, families and communities worldwide. As GMCS prepares for hybrid re-entry for the 2020-2021 school year, all staff and educators should be aware of the trauma in both students and teachers caused by these unforeseen events. Gallup being a highly impacted hot-spot on the border of the Navajo Reservation, multiple families have been adversely affected. Poor emergency response and management has made existing challenges like stress, homelessness, unemployment, and food security, and loss of loved ones even more burdensome. Because everyone's experiences will be different, there's uncertainty around how students will perceive the situation. However, what coping mechanisms and interventions is the school organizing and funding for students that do have a strong negative perception.
Childhood trauma can lead to adverse effects in children’s emotional, behavioural and social learning skills. This could result in poor behavior, absentmindedness, lack of focus, among other symptoms associated with trauma. Consequently, the student might struggle with their performance in school work and exams, socializing with friends, and interfere with everyday life as a kid. Nonetheless, no students or teachers know how the new social distancing guidelines in school will unfold. How will teachers console a crying student if they have to remain at 6 feet? Recovering and healing from the long-term effects of these issues will be a long process, but teachers can assist their students by implementing mindfulness-based social emotional learning.
Social-emotional learning can be an effective strategy as a beginning approach to achieve social awareness, self-management, self-awareness, build relationship skills, and responsible decision-making. This will allow students to reflect on their experiences, learn how to accept and acknowledge their emotions, effectively communicate their feelings, and be compassionate to themselves and others. Providing students a home-place, where they feel comfortable processing, reflecting, and sharing their feelings is essential whether in-person or online. This is also an opportunity for teachers to discuss positive coping mechanisms, and be vulnerable with students about their own experiences and feelings. Implementing daily mindfulness exercises such as mindful journaling, breathing, meditation, sensory-awareness, and affirmations/gratitude allows students to feel in control of their thoughts and relieve any anxieties.
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