my experience after lockdown in school
Answers
Answer:
My experience of lockdown as a student has had its ups and downs as you would imagine. Being confined to our homes with no outside social interactions with fellow humans is tough and goes against our human nature. Nothing compares with going University and experiencing the full uni student life of interacting with friends and lecturers. While a global pandemic has brought this all to a halt, I have been lucky enough to have a family that continues to support me during these uncertain times, who are always allowing me the time and space I’ve needed over these past months to study independently.
Answer:
As Victorian students return to face-to-face learning, experts have called for schools to focus on social and emotional well-being. A number of recent studies have found that students who have experienced lockdown from COVID-19 experience fear and anxiety, anger and sadness, reduced quality of sleep, restlessness and problems concentrating, and hyperactivity and irritability.
However, my research has shown teachers feel ill-equipped, unsupported and lack confidence when it comes to managing student wellbeing and mental health.
Based on emerging evidence on the effects of COVID-19, here are six recommendations for teachers to support their students navigate school after lockdown.
1. Be aware of the potential mental health impacts of COVID-19 on students
Children’s mental health might change, become worse or improve based on their changing circumstances. However, teachers should also be confident that many students will be resilient to the effects of pandemics. It’s important that teachers continue to monitor and check in with kids about their COVID-19 thoughts and feelings.
2. Prompt students to talk about their experiences of COVID-19 and the lockdowns
It’s important to remember that many children will be unaffected by COVID-19, but some will have inaccurate and anxiety provoking thoughts about the pandemic. Asking children to draw a picture or tell a story about their experiences can be helpful to identify student’s perceptions of COVID-19 and those in need of psychological support. Students can also be asked what they think about school changes to hygiene practices, wearing a mask and other changes.
3. Get students to reflect on what they’ve learnt about themselves and their strengths during COVID-19 and the lockdowns
Posttraumatic growth theory shows that children and adolescents have a great detail of resilience and can learn from adversity. They can learn about their strengths, abilities and how to manage difficult events.
4. Look out for students who are at risk from the effects of COVID-19
This might include students with a parent with a mental illness, students with parents who are not coping with the effects of COVID-19, children exposed to family violence, students who have their own history of mental illness or adversity, and students from families who have lost employment during COVID-19. In relation to the SARS and MERS outbreaks, young people exposed to excessive media reports and with anxious thoughts about these pandemics were most at risk.