Heightened anxiety in the wake of COVID

Cara Nissman's timely article, "Expect Heightened Anxiety, Behaviorial Issues in Returning Students," from this week's District Administration site provides some insightful ideas about coming back in the fall.

First she says we should review the curriculum. Her point is that sensitive topics might be wise to defer until later in the school year. Perhaps at least as important is that students have had a patchwork of school access this spring. We know they are coming in with a wider range of prerequisite skills. We will need to build in "review" and skill builder activities that we haven't in the past. Students who have been home for the last five months may need reassurance that school is something that they can handle again.

Second on her list is validate and reframe feelings. "It is common to be frustrated with adapting to the routine of school. We will all get through this together." Brainstorm possible ways to respond to whatever challenge the student may have.

Next is to focus on things an individual has control over. We cannot control whether someone on the bus is an asymptomatic carrier of COVID. We can wear face coverings, maintain physical distance (as much as possible), wash our hands, get enough sleep and eat a healthy diet. Switching focus to what you can control is a classic cognitive behavior strategy. If we can have our students focus on these things, it will have a myriad of benefits on their general health and academic performance- not just their anxiety.

Fourth is rethink breaks. A couple years ago I read someone talk about breaks as a test mod or academic intervention. They presented the challenge as students left the room- fixated on the challenge- and returned in the same or a worse place than they were before they left. When students need a break they need to be taught to shift their focus away from the anxiety producing activity. This could mean five minutes of listening to music, talking about their weekend (or pet or favorite thing) with a paraprofessional, doing some physical activity like jumping jacks while reciting something they know by rote like a nursery rhyme or song, or doing a puzzle. Another idea is to switch to an activity the child enjoys that is on the schedule later in the day. Then if they need extra time to complete the anxiety producing activity they can do it later in the day.

Misunderstandings from face coverings. As much 90% of communication is nonverbal. Face coverings do not mask it all, but a good bit is lost. Teachers of students with hearing impairments may need specialty masks or face shield to facilitate communication, but these provisions are unlikely to be available to everyone. Students on the spectrum often struggle with nonverbal components of communication. Thinking about the misunderstandings they have had and use it as a possible clue. Some students may struggle with identifying people because of masks. Become more explicit in your communication. Avoid sarcasm. Provide additional verbal clues. If you would have softened something with a smile- it will not translate through a mask. Be cognizant of the limitations of nonverbal clues and add more verbal ones.

Lastly, offer predictable positive attention. Using timers to regulate your behavior around checking in with students helps to ensure that it gets done. A smile at the door is no longer enough- more verbal greetings are needed. When students demonstrate attention-seeking behavior, recognize their need for connections and try to intervene early and provide the attention they need.

A great article. Nice work Cara.