Supporting Educator Resilience 2020-21
Because we are still living with a pandemic, the 2020-21 school year will be a different experience for educators. Some school districts will continue to operate remotely, while others will offer a combination of onsite and remote class times. In addition to the emotional stress COVID-19 caused, witnessing the death of George Floyd triggered outrage here and around the world. It was not even close to being the restful summer we desparately needed.
Consequently, the next few BLOGS will be devoted to fostering educator resilience. Here is the work of one PreK-8th grade school’s plans. This school is located in the Pacific NW. There are approximately 90 staff members. Over the summer, the Social-Emotional Team met with the intention of working on an organizational culture that was more attentive to the needs of staff.
Together, the two counselors, teacher representatives from elementary and middle schools and SpEd, the vice-principal and principal created the following targets for caring for the adults.
| Changing the Organizational Culture re: social-emotional needs | Supportive Small Care Groups for Teachers | Other |
| Teachers put into practice the same strategies they are expecting students to utilize
Recognize that people of color are often living in a constant state of trauma Recognize that people of color can find the language of mental health troublesome or off-putting Emphasize to all that SEL comes first for all adults and children Admin leaders need to show staff through their actions that this work is the priority SEL Team needs to show leadership and speak-up when we see this work not being prioritized Keep SEL in the vision and mission of the school Leaders need to make themselves vulnerable in order to set the example for others Create a culture of honesty around feelings and being prepared to respond when someone shares they are struggling
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Look at what is meaningful community care and how we can grow in our ability to take responsibility for one another
Take noticeable actions when you see a staff member struggling Don’t always ask what the person needs, be ready to tell them what you are going to do so they have the space to take care of themselves Need for time and space to facilitate these groups and 1:1 check-ins Be mindful of the comfort levels of staff when it comes to sharing and making oneself vulnerable SEL Team members could act as group facilitators and make ourselves available Start now by texting contacts to see how they are doing, be okay with no response- keep doing it
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Deeper dive into Self-Care with an emphasis on cultural relevance
Assess current levels of self-care practice amongst staff Share articles, studies re: the necessity of this work and the possible consequences for not engaging it Revive the idea of Bucket Fillers/Secret Sea Dragon, survey staff re: love language and make that info public Survey staff to find out if they have someone to go to if they are struggling
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CASEL SKILLS WE NEED NOW– Link to complete SEL Roadmap for Re-opening School
Support for processing current pandemic and racial injustices.
SELF-AWARENESS is critical to identifying and processing our complex emotions when things are uncertain and socially turbulent, reflecting on our strengths; understanding our cultural, racial, and social identities; and examining our implicit biases.
SELF-MANAGEMENT is critical now as we cope with grief and loss, develop our resiliency, and express our agency through resisting injustices and practicing anti-racism.
SOCIAL AWARENESS allows us to understand the broader historical and social contexts around the inequities exacerbated by COVID-19 and ongoing individual and institutional impacts of systemic racism.
RELATIONSHIP SKILLS are essential to help us build and maintain meaningful connections across race, culture, age, and distance; support one another during collective grief and struggle; and collaboratively find solutions to new obstacles.
RESPONSIBLE DECISION-MAKING is particularly important as we analyze the consequences of our individual and institutional actions on others’ health and safety, make decisions that promote collective well-being, and engage in collective action to form a more just and equitable society.
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