Looking back on the two-year long race to vaccinate populations against Covid19, it is clear that Australian states have faced significant challenges. Researchers at UNESCO (2021) have estimated that over 70% of students around the world were affected by lockdowns and school closures during the pandemic. As we reflect on the past two years, it is important to acknowledge the negative impacts of prolonged closures and fluctuating restrictions on the mental health and social-emotional learning of students and educators, which in many instances we are only now seeing present themselves.
During the pandemic, many students, particularly those from vulnerable socio-economic and intellectual backgrounds, fell through the cracks of remote learning. These students faced digital exclusion, lack of technology access and skills, prolonged withdrawal from school activities, and increased prevalence of mental health conditions. Additionally, students with social anxiety disorder (SAD) faced difficulties with treatment and diagnosis, as schools often serve as the primary location for delivering mental health services.
The effects of the Covid years is still to be fully realised, and there is little doubt that students will continue to present behaviours stemming from these issues.
As we look toward the start of a new year of learning, it is important to acknowledge the potential consequences, such as heightened anxiety and conflicting emotional states, which can lead to an ineffective and disruptive learning environment. Teachers, who are already dealing with increased workloads and emotions, will have the added task of reconnecting, responding to, and nurturing students as they settle back into in-school learning.
To ensure a successful reintegration and promote the social-emotional wellbeing of each child, it is important to implement evidence-based strategies. These strategies should include measuring and caring for the social-emotional wellbeing of each child, and providing educators with the necessary support and tools to do so.
Strategies for effective integration
Assist your students with the transition from home to school. Our 4-week Back to School Transition helps students manage emotions and rebuild key social skills. This program focuses on key SEL topics to support students in adapting to the changes and disruption. A 14-day free trial of our online platform Life Skills GO allows you to conduct daily check-ins on your students' wellbeing, with additional resources to continue teaching SEL.
Want to learn more about how to book Professional Development Programs for your school? Check out our website for more information!
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Evans, Y., Hutchinson, J., & Ameenuddin, N. (2021). ‘Opportunity, Challenge, or Both? Managing Adolescent Socioemotional and Mental Health During Web-Based Learning.’ JMIR mental health, 8(9). https://doi.org/10.2196/26484
Idoiaga, N., Berasategi, N., Eiguren, A., & Picaza, M. (2020). ‘Exploring Children’s Social and Emotional Representations of the COVID-19 Pandemic’. Frontiers in Psychology, 11(1952). doi:10.3389/fpsyg.2020.01952
Pelaez, M. & Novak, G. 2020. ‘Returning to School: Separation Problems and Anxiety in the Age of Pandemics’. Behaviour Analysis Practice, 13(1), 521–26. https://doi.org/10.1007/s40617-020-00467-2
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Ravens-Sieberer, U., Kaman, A., & Erhart, M. (2021). Quality of life and mental health in children and adolescents during the first year of the COVID-19 pandemic: results of a two-wave nationwide population-based study. European Child Adolescent Psychiatry https://doi.org/10.1007/s00787-021-01889-1
Stein-Zamir, C., Abramson, N., Shoob, H., Libal, E., Bitan, M., Cardash, T., Cayam, R., & Miskin, I. (2020). A Large COVID-19 Outbreak in a High School 10 Days After Schools’ Reopening, Israel. Eurosurveillance, 25(29).
UNESCO. (2021). Adverse Consequences of School Closures. Viewed at: https://en.unesco.org/covid19/educationresponse/consequences