{"id":358,"date":"2021-02-05T18:22:26","date_gmt":"2021-02-05T18:22:26","guid":{"rendered":"http:\/\/www.clarku.edu\/centers\/mosakowski-institute\/?p=358"},"modified":"2023-12-06T15:56:45","modified_gmt":"2023-12-06T15:56:45","slug":"re-opening-schools-calls-for-a-high-bar","status":"publish","type":"story","link":"https:\/\/www.clarku.edu\/centers\/mosakowski-institute\/2021\/02\/05\/re-opening-schools-calls-for-a-high-bar\/","title":{"rendered":"Re-opening schools calls for a high bar"},"content":{"rendered":"

By Aaron D. Haddock, Ph.D. and Nadia L. Ward, Ph.D.
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As we move toward re-opening schools, we must carefully consider how best to do so. We\u2019ve 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.<\/p>\n

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.<\/p>\n

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.<\/p>\n

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 \u201call students feel safe, welcomed and supported and where addressing trauma\u2019s impact on learning on a school-wide basis is at the center of its educational mission\u201d (Cole, Eisner, Gregory, & Ristuccia, 2013). \u00a0Educators need training to identify and support students affected by trauma and toxic stress. The following tips can help.<\/p>\n

Here\u2019s What You May Observe<\/h3>\n

Youth impacted by highly stressful and traumatic events can experience a range of difficulties. They may:<\/p>\n