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Create required AND optional meetings.

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Encourage conventional phone calls when it's just two people connecting.

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Have an admin check in with each teacher at least every two weeks to both see if there are questions/needs to address but also to see how that person (and family) are doing.

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Just like teachers may offer these to students, admin should offer them for teachers to be able to drop-in for any reason. Maybe one member of the admin team is "on-call" during any school hour?

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Create weekly or daily check-in time that is unconnected to a specific class.

Goal is connection and understanding students' unique situations and experiences. Who is feeling stressed, isolated, afraid? Who can connect with them more frequently?

Make it fun. Laughter is a stress-reliever.

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Re-building connection and community essential.

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You need a sense of what each student's lived experience during the stay-at-home period was.

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Were there things students appreciated about the distance learning? What was hardest? What were the biggest obstacles they faced?

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with regard to assignments, due dates, and deadlines.

Students' situations will vary greatly. How many people were trying to share devices and internet connections? Who had younger siblings to watch? Who was trying to hold down a job in addition to doing schoolwork? Whose families may have been experiencing food insecurity or job losses?

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Identify and reduce common stressors in the classroom

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Identify and reduce common stressors in the classroom

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Different students are stressed by different things, but common stressors are harsh lights, loud noise, having to sit for long periods, etc.

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Self Reg p 106
Explore with students what calm (relaxed, aware, enjoying what's happening) feels like for them. With older students, explore when students are able to experience this state (different from being quiet, or absorbed in a video game). Yoga, mindfulness, breathing techniques, walks, etc.

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Children will be coming back to school with lots of challenging behaviors. These are not a reflection of child's character, temperament, nature, etc.

Stress behavior is different from misbehavior.

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p 20 "Children cannot be forced to "calm down" and threatening to punish them if they don't can add considerably to the stress they're already under."

Teachers need to expect more emotional meltdowns related to stress and have non-punitive strategies for handling them. This will be easier in rooms where more than one adult is present.

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Self Reg page 95 "Read the signs and reframe the behavior"

When the default assumption is that misbehavior is caused by stress, your responses will naturally be more empathetic.(Not to say that there will never be actual misbehavior)

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When a child is in the throes of strong emotions, it is impossible to access rational thinking and problem-solving. The biggest need is to help the child find calm.

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Teachers need to be able to recognize their own stress and need for calming activities. Students will get the non-verbal messages teachers are sending (via interbrain) when teachers are feeling overwhelmed, anxious, and stressed.

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p111 "A child who is happy, interested, and optimistic will find it easier to tackle academic or social challenges. A child who is frightened, angry, or sad will find it difficult if not impossible to engage socially, academically, or even just physically through the day."

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Encourage effort and the journey over results.

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Find ways to connect students with each other

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Find ways to connect students with each other

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How could small group work be encouraged during distance learning?

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Create a variety of communication channels and tools to ensure that families know how to best support their children for both distance learning and upon returning to school.

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Access or Lack of Access to Distance Learning Resources

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Access or Lack of Access to Distance Learning Resources

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Survey students and families to determine what resources (computers, phone lines, access to internet service, a space to work ) they have at home to support distance learning.

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Staying Physically Distant yet Socially Connected

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Staying Physically Distant yet Socially Connected

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Creating inclusive language that encourages staying socially connected in safe ways is vital. This means honoring the diverse personalities and profiles of individuals (teachers, staff, students and parents) falling along the spectrum of introvert to extrovert by making room and opportunities for everyone to find comfortable and necessary methods to stay connected without assumptions of “one size fits all”.

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https://www.nytimes.com/2020/04/09/us/quarantine-mental-health-gender.html?searchResultPosition=1
"Stress and anxiety are distinct but related conditions with many overlapping symptoms. Chronic stress is typically tied to a specific situation — a pandemic, for example — and the symptoms go away when the stressor does. It can exacerbate existing anxiety disorders, and eventually cause new ones. By contrast, clinical anxiety is a persistent condition lasting at least six months, and is not necessarily linked to a specific concern."

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https://www.washingtonpost.com/education/2020/04/27/teachers-parents-principals-tell-their-stories-about-remote-learning/
"Teachers and administrators were asked to select adjectives that described how they were feeling regarding distance instruction. Both administrators (43 percent) and teachers (57 percent) most frequently chose “overwhelmed.” Large shares of both groups also chose “anxious” and “struggling.”

While 37.5 percent of administrators felt supported, only 29 percent of teachers chose that adjective as a descriptor. Eight percent of teachers and 11 percent of administrators were “enthusiastic” about distance learning."

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https://www.washingtonpost.com/outlook/2020/04/18/pandemic-will-haunt-todays-children-forever-we-can-help-them-now/

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Creating Meaningful Opportunities for Building Family-School Partnerships 

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Creating Meaningful Opportunities for Building Family-School Partnerships 

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"A school-family community partnership is a collaborative relationship among the family, school, and community designed primarily to produce positive educational and social outcomes for children and youth, while being mutually beneficial to all parties involved". ( source p6,  Partnerships by Design: Cultivating Effective and Meaningful School-Family-Community Partnerships  By Debbie Ellis and Kendra Hughes)