Tips for schools after easing COVID-19 restrictions

TIPS FOR SCHOOL LEADERS, EDUCATORS AND STUDENT WELFARE STAFF ON RETURN TO SCHOOL AFTER EASING COVID-19 RESTRICTIONS

WHAT’S HAPPENING? In May 2020, ACT schools and education programs are returning to learning on site after many weeks of remote learning. Teachers are undertaking two major restructures of learning program and modes of engagement for students in a very short period of time.

In the context of the continuing global COVID-19 pandemic, many people are experiencing concern, worry, stress and anxiety arising initially from the introduction of public health measures introduced to limit transmission, and now their staged easing, including the return of students to schools. These changes will have a continuing impact, in various ways, for school staff, students, and also their families/carers.

Community support and health organisations have reported significant increases in demand for their services, ranging from emergency support for families now experiencing financial hardship, family/domestic violence, mental health concerns and ill health, among many other issues.

There are many issues that might prompt increased concerns in the school community related to the return to school. For some families, their circumstances have changed dramatically in the last two months. For others, their concerns about new outbreaks of infection resulting from easing restrictions is heightened right now. School staff may be concerned about the health and wellbeing of their families, their students’ learning, and the challenges of dual programming.

WHY IS DIVERSITY IN SEXUALITY, SEX AND GENDER RELEVANT RIGHT NOW?

There are many aspects of ourselves that can find support and affirmation, or conversely denial and exclusion, in our homes and families – from vocational goals and aspirations, family formation and relationship status, culture and language, religious affiliation, political views, how we express our gender or sexual identities. In ACT laws, these attributes are all protected from discrimination.

Students, families and staff who are same sex attracted, intersex, gender diverse – including those who identify as gay, lesbian, bi/pan, queer, trans or gender diverse, and those who describe these aspects of themselves differently - are already part of our school communities. Depending on the awareness and level of support they experience in their family and home life, the last weeks and months may have been:

A time of feeling strongly supported, in a place where they feel comfortable to be themselves, without additional social pressures – especially if they are open with their family, but not necessarily at school;
A time of high stress and isolation, without the social support of peers with whom they are open about their sexuality, sex, or gender identity, and/or in an environment where they have felt the need to conform to gender and other expectations they don’t align with;
Or, a combination of these. Especially for students who are not ‘out’ to anyone, either at school, with their friends, or in their family.

Some students can’t wait to get back to the rhythm of school life, with connections to friends/peers and supportive staff. Others will be dreading the return to an environment that feels hostile, unsafe and discriminatory. Some may have elements of both.

And for others, their sexual orientation, sexual identity, gender identity/expression, or intersex status, are just a comfortable and accepted part of who they are. Some ‘out’ students may feel anxious about the return, but for reasons unrelated to sexual orientation, intersex status, or gender identity/expression.

Educators have had a very different kind of engagement with students and families in the last 6-8 weeks, and we may not be aware of what challenges this has raised for staff. The line between public/professional self and personal self has been blurred for lots of workers across our community – many students, and their parents/carers are experiencing this too. This has opened up new potential ways people might feel exposed or vulnerable to harassment or prejudice, while for others it may have been a welcome form of connecting more authentically. Or both.

RESPONDING TO DIVERSE NEEDS IN OUR SCHOOL COMMUNITIES

It is easiest for us to respond to the needs of students, families and staff when we know about them. It is easiest for us to identify and check in with those who are ‘out’ at school, and connecting with supports when they need them, to make sure they are managing the return back to classroom learning.

It is much harder to put positive supports around those we do not see and whose needs we aren’t aware of. These are some of our most vulnerable students and families. And it is harder to demonstrate our care, support, and to communicate that we want to see them welcomed and included in our school communities without having to leave important parts of themselves at the school gate.

Support services, including therapeutic supports, may have been disrupted in the last few months. Routines that support good mental health, like exercise and sports participation, social connection etc have been disrupted too.

It’s not just that the return to school learning may be a source of stress, but people who are already stressed are now returning to school.

HOW CAN WE BUILD FURTHER ON PRO-SOCIAL VALUES IN THE CURRENT SITUATION?

This return to school during an extraordinary and ongoing health, social and economic event does offer some opportunities as well as challenges. We can:

confirm and communicate again the values and expectations of respect, inclusion and welcome, kindness and consideration, in our school and wider communities;
challenge prejudice, discrimination, harassment and violence where these continue to exist, on any grounds, including on the basis of sexuality, sex, or gender;
engage everyone in our school community in the conversation about what kind of community we want to be, and change some of the parts that don’t create welcome, inclusion and safety for all;
point everyone to the available supports again, understanding how we access themor their availability may have changed, and encourage them that even though others may be doing worse, it’s ok to ask for help;
talk openly about realistic expectations of how much we can or will get done (especially according to expectations from ‘business as usual’), allow time and patience for us to re-form our patterns of being together at school, and identify different ways of achieving what’s important;
remember that re-establishing relationships is as much school business right now as a return to the classroom learning agenda.

In addressing prejudice, discrimination, harassment and bullying based on sexuality, sex, or gender, we have a unique opportunity to build empathy from the shared experience being isolated/disconnected. It is good chance to re-affirm why we want our communities to be welcoming, inclusive and safe.

It is a chance to build things better, not just to return to how things used to be.

WHAT ARE SOME PRACTICAL THINGS WE CAN DO?

For principals

In communication to parent/community, staff, and students, acknowledge the challenges we are all facing. Affirm that it’s OK to ask for assistance and help.
Include diversity in sexuality, sex and gender as one of the factors/reasons that returning to classroom learning may be hard for some people, but not exclusively or in isolation from other factors/reasons. This normalises these as one of many kinds of diversity in our school community, and it indicates that school staff will respond positively to students who seek support in relation to these.
Acknowledge the cross-oversbetween the professional and the personal in the last weeks and months. Invite staff to be aware for themselves and colleagues, connect with their team leaders and other available supports about this.
Take the opportunity to re-state and confirm the way we operate and communicate as a school community, andtake an opportunity to address any issues in this school/communication culture.

For educators

Reassure students that everyone will find some parts of returning to school hard and some easier.
Communicate realistic expectations about work ‘productivity’, andmanage expectations of yourself and your students.
Remember re-establishing relationships and routines is as much school business as return to curriculum.
Include diversity in sexuality, sex and gender as one of the factors/reasons that returning to classroom learning may be hard for some people, but not exclusively or in isolation from other factors/reasons. This normalises these as one of many kinds of diversity in our school community, and it indicates that school staff will respond positively to students who seek support in relation to these.

For staff with responsibilities for student welfare and pastoral care

Keep in mind not just those students whose needs you are aware of in relation to sexuality, sex and gender, but also those students you don’t know about.
Include diversity in sexuality, sex and gender as one of the factors/reasons that returning to classroom learning may be hard for some people, but not exclusively or in isolation from other factors/reasons. This normalises these as one of many kinds of diversity in our school community, and it indicates that school staff will respond positively to students who seek support in relation to these.
Refamiliarise or make yourself aware of the health and wellbeing supports for students and their families, including ACT Education Directorate and Canberra-Goulburn Catholic Education system supports, as well as community-based organisations and allied health professionals (check the SAIS website for some of these links saisact.info). Check what current availability of those services is, and how it may have changed in the current situation.

ACT Safe and Inclusive Schools (SAIS) Initiative remains available to support school communities with information, advice, and TQI-accredited professional learning.