2 MIN READ
As we begin another school year, 2022-23 has the potential to be “normal” for the first time since 2018-19. Even prior to the Pandemic, student mental health and well-being was a concern. And for good reason: estimates suggest one in five children struggle with mental illness, with many undiagnosed. Of those who receive a diagnosis, according to the CDC, only about 20% receive care from a specialized provider. Recent data recognizes the large role public schools play in the delivery of services to students in need.
Not surprisingly, teachers’ and educators’ elevated concern for their students permeate schools like a rising water line. Doing everything in their power to find safer ground, they search for the boats, oars, and life preservers to ensure their students feel safe, cared for, and engaged. In this five-part series, we will illuminate the nature of the struggles your students are likely confronting and provide practical, easy-to-implement strategies for your school and classroom. Read on to learn about the first strategy.
With school underway across the country, the number of educators experiencing anxiety can be high, and understandably so in the face of higher levels of suffering or struggle by their students.
The questions we asked before embarking on this series were: “What should I be prepared for as an educator when students return on day one?” AND “What super strategies can we provide to lighten an educator’s load knowing our students are suffering and many are unlikely to receive help outside of the schoolhouse?”
At The Center for Educational Effectiveness (CEE), we measure student well-being across four data domains. Most survey instruments assess academic, social, and behavioral risk factors. CEE’s student wellness screener also gauges the prevalence of academic disengagement and student-self reported belonging and identity.
For example, what we see in our client’s data suggests students are struggling with academic engagement or active learning more than academic, social, and behavioral issues. What do teachers and principals need given this knowledge?
While there is much support in the research and in practical approaches for changing school-systems to better address student behavior and well-being, much of this work focuses on building, school-wide Tier 1 systems and addressing needed classroom strategies later.
But given the data we see, we take a different approach. Yes, we need the key components of PBIS, data, outcomes, practices, and systems to support a school or systemwide implementation. Yet, we believe a “both/and” approach can prevail. Let’s build sustainable systems and provide needed supports. Teachers need attainable strategies to support the students they serve right now. Good efforts to build systems for tomorrow need not hold us back from providing practical user-friendly strategies today.
For this reason, we acknowledge the root causes for students being disengaged in their learning might range from an over-reliance on technology to a preference for learning outside of the brick-and-mortar environment and lots of reasons in between. And as a result, the question many of us are asking is, “What can I do now to serve these students who need help,” whether it is in the domain of academic engagement disengagement or otherwise?
While many strategies might prove effective, we suggest you consider 2 X 10, especially at the start of the school year. With no materials required, and no significant preparation or planning, teachers invest two minutes per day over ten days to get to know a student and build a positive relationship. The benefits far outlast the 10 days of action. You can find out more about this empowering strategy here.
Curious about other effective and easy to implement strategies that might be helpful across one or more of the data domains? Learn more here, https://learn.effectiveness.org and stay tuned for our next blog in this Whole Child Series.
Erich Bolz erich@effectiveness.org, VP for Research and District Engagement with CEE, has worked in all levels of education for the past 30 years.
Dr. Greg Benner, Helen and Pat O’Sullivan Professor of Special Education, Implementation Science, University of Alabama
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