While supporting students during pandemic educators need to ask themselves, “How do they create such strategies that allow for our young people to move out of trauma and into transformation?” For instance, this ongoing systemic racism coupled the experience of COVID-19 and created stress and trauma among many students. Many students felt helpless after the school were shut .
Keeping up with constantly changing environment and COVID-19 safety guidelines meant that students and educators alike felt like things were out of their control. “Even as leaders, you can sometimes can feel incompetent through all of this because you thought you understood what you were supposed to do and then you would do it only to find out the next day that it was something different from today’s scenario. you can also Identifying and creating district-wide goals helped many people feel like they had a little bit of influence over their environment.
Culture
Racism, classism and discrimination based on skin colour, sexual orientation and immigration status can be stressors for young people and their families is mostly the first cause of mental harm that young people experience, However, healing-centred engagement that focuses on culture and identity as pathways to healing. “We need to engage in quality restorative conversations about various types of identities that young children bring into our community or schools .
For example, many students of darker color are told that they need to work twice as hard as their white peers, which may lead to stress, shame and anxiety to these children. Instead of putting together the idea that students of color can’t be their authentic selves, schools may find it helpful to explore self reflection as a healing practice. We at EasyShiksha provides evs class 1 worksheets to learn with fun!
Agency
Focusing on agency like school institutions and colleges on youth voice and specific actions develops students’ ability to respond to any traumatic situations. “Research shows that when we engage in any action or some form of improving a problem sort of action that facilitates a sense of well-being. Whether it’s making meaningful changes in their school or not , agency cultivates a sense of purpose and collective engagement.
Meaning
Being caught up in the daily chores can make people who work with kids lose there interest and sight of why they engage in this work in the first place, which is to build community, facilitate healing and wellbeing, and support young children in the restoration of their humanity. “We have to remind ourselves of the purpose that why we’re engaged in when we are working with young people. We also have to remind young people of the broader, bigger, deeper purpose of their engagement in various activities.
Transactional or Transformative Relationships
Transactional or the transformative relationships are associated to the title or standing an individual has. “Transactional relationships are an effective , efficient and environment friendly relationships, however they are not enough for the therapeutic. Transactional relationships are simple to interrupt as a result of they don’t seem to be about any particular individual . Moreover They’re about titles.”
Transformative relationships, nevertheless, could require adults to discover new ways to be extra weak with one another and in flip domesticate a protected setting for college kids . Transformative relationships, are constructed on the ethics of our humanity. “And after we let our humanity spill out on one another, we create a bond that makes a issues.”
Aspirations
COVID has made the life of teacher and students incredibly difficult. However, it’s just as important to continue to envision a possible for the shining future.
Everyone know that schools are way more than knowledge exchange and acquisition. Schools are social emotional spaces for both teacher and students .
So when we address the trauma and problems faced by both pupils and try to create healing environments, then it means we get to the deep learning that young people so need and want.
