A Smooth Welcome Back

June 11, 2021

Some thoughts on making an effective return to in-person teaching.

By Mavis Hendricks Brown

The last year has brought us collective trauma in the forms of the COVID-19 pandemic and a sharp increase in civil unrest. As we return to in-person instruction, it’s imperative that we understand the impact of the last 12 months on young people and its effect on how we manage our classrooms.

Some students will be coming back to school bearing the burden of toxic stress due to abuse, trauma or grief. According to the Center on the Developing Child at Harvard University, healthy development can be derailed by the excessive or prolonged activation of stress response systems in the body and brain, leaving damaging effects on learning, behavior, and health for years. Many families have experienced layoffs and furloughs, and a reduction in household income can manifest, says ChildSavers, in ways that result in domestic violence, drug abuse, and child abuse and neglect, which in turn can create absenteeism, learning disabilities, poor health and emotional scars.

With all that in mind, here are some research-based ways you can help your students:

Elementary-Age Children

Establish predictable structures and routines. A sense of “normalcy” will give students a feeling of safety and that life will go on.
Provide choices. Students may have lost a sense of control or uncertainty about the future. Having choices will perhaps give them a sense of control.
Increase the level of support and encouragement. Behavior specific positive praise of what has gone well will boost their spirit.
Set clear and firm limits for inappropriate behavior and develop logical rather than punitive consequences.

Give simple and realistic answers about recent events. Clarify distortions and misconceptions to the best of your ability. Let children know they’re safe and you’re looking out for their well-being.

Middle and Secondary Students

Some students have spent a great deal of time with a lack of structure. This may be something that spills over into a regimented classroom where social distancing will be required and certain acts of compliance with COVID-19 regulations must be enforced. The Schools Committee of the National Child Traumatic Stress Network says you may see some of these behaviors:

Increase in inappropriate activity level
Irritability with friends, teachers, events
Angry outbursts and/or aggression
Change in academic performance
Decreased attention and/or concentration
Absenteeism
Increase in impulsivity, risk-taking behavior
Heightened difficulty with authority, redirection, or criticism
Emotional numbing

Many adolescents, if given support, will recover in a few weeks or months. However, if these behaviors magnify, contact the parent or caregiver and reach out to the school counselor, psychologist, or school social worker.

Some modifications in the way you interact with students can provide the support needed that will best accommodate the issue with a student.

Modified Teaching Strategies

Balance normal school expectations with flexibility. You might postpone large tests or projects that require extensive energy and concentration for a while until students become more regulated into the demands of school performance.
Use teaching strategies that promote concentration and retention helps increase a sense of predictability, control, and performance.
Be sensitive when students are experiencing difficult times. It could be a loss of an after-school job or students who have not been accustomed to under-resourced households may find themselves without necessary income support. Social services may be needed to help students who are experiencing economic difficulty.
Use behavior specific praise for both academic skills and behavior.
Provide frequent breaks that could include movement, mindful calming, energizing, or refocusing activities as well as opportunities to connect socially with peers.

The National Education Association offers some overall helpful reminders for teachers:

Take charge of your class—get everyone’s attention before beginning class.
Review expectations daily, be specific, provide a visual.
Focus on disruptive students: if students are not paying attention or busy doing other things, get them focused by using nonverbal signals or quick error corrections in private.
Actively supervise your students: class goes so much better when you can see your students.

Concluding Thoughts

Teaching today is increasingly complex, and unexpected events cause us to rethink how we’re managing our classrooms. Reach out to fellow teachers. We’re constantly learning from each other about how to best provide stability and preparedness for our students and helping them function and thrive during a time of adversity and uncertainty.

Brown, PhD, is an associate professor of education at the University of Richmond.

Did You Know?

The average pay of Virginia public school teachers in 2023-24 was $65,830. That is $4,260 below the national average of $70,090.

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