Student Mental Health in a Post-Pandemic Classroom

While scrolling across Facebook, I came across an NPR article and podcast that was shared by a friend: How to talk -- and listen-- to a teen with mental health struggles. I didn't know how much I needed this until I sat down and read/listen to what the author had to say. The content was angled at parents, but I think it applies to what teachers are experiencing this year too. I've had so many times this year where I have felt like I am drowning in work due to behaviors and student needs. I'm burnt out and constantly counting down to the next break I get. Even though everything is not fixed, the five main points from the article/podcast gave me some perspective that I want to reflect on and share.

Understand Developmental Needs Not Being Met: I'm fairly certain every educator has said their students do not act their age this year. I felt like I was teaching fourth graders in sixth grade when the year started. These so-called "immature" behaviors were frustrating until I took the time to look at WHY they were happening. Students have missed so many important life skills during their time at home. They lack communication, accountability, and social skills that they would have gained in the school they missed. It is okay to go back to basics and teach what kids need to know. One of the biggest examples I've seen in my classroom is helping students learn when the time and place is for talking and sharing versus when it is time to get to work. Other teachers will thank you for taking the time to do it too.

Learn to Spot the Red Flags: We see students more than their guardians do in some cases. Teachers are one of the first lines of defense in helping students navigate their mental health. This can include loss of basic functions or loss of interest in hobbies. The article states we should look for The Three P's: signs that are personal, pervasive, and permanent. Students beginning to show changes that affect them to their core and seem to not go away is when we should be concerned. I think that it's best to err on the side of caution and talk to kids when you notice changes. It's better to check in with them often than it is to miss a red flag.

Take Care of Yourself: I can't count the number of times that I've heard the phrase "You can't take from an empty bucket". Even though it's a cliche, the phrase is truer than ever this year. I'd be lying if I said I didn't struggle with my mental health this school year. I've fallen into patterns of sleeping for four hours after school, eating dinner and scrolling on my phone for a few hours, and then going back to sleep until my alarm goes off the next morning. It's not a healthy cycle. I let my depression get the best of me. This was making me feel unfulfilled in life and exhausted all the time. And I wasn't being a great teacher. My students could see it in me. To fix this, I had to make a conscious effort to break the habit. It's not an easy change, but sometimes mental wellness takes work. If we don't model this for students, how can we expect them to do the same?

Make Time for Fun and Togetherness: With standards to teach, pressure from parents, and concerts to perform, it can be easy to get stuck in a routine of hitting the ground running and not taking breaks. I make it a point in my classroom to play a game at least once each week, usually on Fridays. Not only does this help foster a continuous sense of community in my room, but it also lets kids be kids. School is hard, especially this year. Playing a game on Friday allows my students to have something to look forward to in class and make some positive associations with school. Even my oldest students get excited to play games like Wax Museum and Musical Chairs. Making this time needs to be intentional. I regularly put games in my lesson planning to endure students are getting the fun time that they need. And it doesn't have to be big. Games in the classroom can last only five or ten minutes and still leave a big impact on your students. (I included some videos at the bottom of this post of our latest fun and togetherness.)

Adjust Your Expectations and Find Things to Praise: Two years ago, I would have considered all of my students on task and working without talking to be meeting expectations. I came into this year with the same mentality, and it crashed and burned. Many of my students had been going to school on Zoom for so long that they struggled to not talk and stay in their seats when work time came around. I have had to adjust my expectations to meet where they are at. These days, all of my students sitting in their seats and keeping their talking to a minimum is what I look for. Of course, I still encourage them to do their work and stay quiet, but I know that is not a realistic expectation for everyone right now. And I make sure students know when I am happy about their work time. I have made a point to praise what used to be basic expectations because students need that reinforcement. When one of my high-flyers has a day that is above their average, I tell them. This can be on both a class and individual level, and I have seen it pay off.

Sometimes we need an outside source to help us reflect on our current practice, and this article/podcast was one of those for me. I have struggled this year to keep the focus on the good and not just wallow in the bad. Reflecting on my practice through this article has renewed my spirits for the rest of the year. I hope you also can take some of the advice above to help alter your practice this year to make sure we are all giving our kids the education they need.