Ways to Support Student Well-Being During the COVID-19 Pandemic

Social-Emotional Learning is an essential component of any curriculum. Since the onset of the coronavirus pandemic, teachers have noticed that SEL opportunities are not only more important than ever, but also more challenging: virtual learning and online classrooms have created barriers for connecting with our students at a time when they need that connection most.

The fact that our students are struggling is not news, but the following statistics may help to put these struggles into perspective: a recent student survey conducted by the Toronto District School Board reports that “about half of students were concerned about getting used to school routines again. About one-third of students were concerned about getting used to in-person interactions with teachers and peers, not being able to interact with friends like they used to (35%), and coping with their fears or anxiety.”

Thankfully, several students have also reported that a relaxing classroom culture and support with social-emotional learning skills would make them feel more at ease. In light of this, I’ve reached out to a few specialists in our community to support your SEL curriculum in 2021:

1. Encourage the Expression and Release of Anxiety

• Prompt students to write in a journal and rate how they are feeling on a pictorial or number scale.
• Have students create a storyboard featuring different outcomes that may arise from a concerning situation.
• Invite students to project their worry onto something tangible, like a piece of fruit or a stress ball, so that they can talk through their frustrations.
• Inspire students to utilize artistic mediums, such as paint, clay, or even marshmallows, to recreate their worry as something that will make them laugh.

While facilitating these activities, Danielle suggests that educators remind their students about the function of anxiety: “it is crucial to understand that anxiety is a natural defense mechanism that can help us adapt and grow.” She suggests that we “prompt them to thank the feeling for protecting them” before releasing their anxiety through the following ways: 

• Physical removal: have students crunch up the apple they expressed their thoughts to, squish the stress ball or clay, or scrunch up a journal page on which they expressed their worry.
• Meditation: guide students through a visualization meditation of their worry floating away on a cloud or being carried away by a river. You can also guide them through conflict resolution and the practice of gratitude through the use of Danielle’s 28 Mindful Meditation Scripts.

2. Establish a Routine with Social-Emotional Check-Ins

The Daily SEL Check-In is an intuitive Google Form that interacts with students based on their individual needs: “the form automatically takes students to a section based on how they are feeling. It provides a statement that validates their emotion, and gives them the opportunity to explain why they are feeling the way that they are.” This tool can benefit students in virtual settings and in-person classrooms alike: students are often reluctant to be vulnerable in front of their peers, and with distance learning, it is nearly impossible to reach students one-on-one. This form offers a safe space for students to express how they are feeling in whatever learning setting your classroom might be.

3. Utilize Social Stories about the “New Normal”

To illustrate the new norms of our society, “The New ‘Normal‘” shares about a 4th-grade student named Joey: “Joey is dealing with the daily obstacles of school life during a pandemic. Between masks, partitions, and social distancing, Joey is struggling with the challenges of adjusting to the new ‘normal.'” After reading about Joey’s experience, students are prompted to make text-to-self connections and apply a wide range of literacy skills to this social story.

4. Promote Mindfulness and Self-Care

Throughout the quadmester, Mariel builds mindfulness into her lessons with one-on-one check-ins, meditation, and interactive games like Self-Care Tic-Tac-Toe, which fosters noncompetitive engagement between students as they work towards completing three acts of self-care within a week. This resource includes pre-made game cards, along with editable templates that inspire students to brainstorm their own acts of self-care. Also included is a reflective prompt to offer opportunities for assessment. This resource is also digital, allowing you to utilize it as a virtual social-emotional learning activity and inspire self-care to students who are learning from home.

5. Model Wellness and Self-Reflection

“I try to write for at least 10 minutes a day because writing is a form of meditation for me. It is a form of reflection of self that helps me to identify problems or obstacles that I may struggle with.” Carol shares that this practice helps to shift her mindset towards problem-solving: “While writing, ask yourself: What do I need to do in order to get what I need? This is what I do when I write in my journal: I am writing out my problems, or whatever comes to me, and I try to figure out how to solve that problem.” Self-reliance and self-care are empowering practices. If justifying time to care for yourself seems unattainable, give Carol’s thoughts a read – as an educator, a mother, and a wife, her perception will inspire you.

6. Affirmations for Self-Esteem

Margaret demonstrates the importance of self-love by prioritizing it at the beginning of each day: “Before we do anything, say anything, learn anything, I ask them one question: ‘What are you going to do today?’ They respond, ‘Love myself.’ It’s a simple but powerful way to acknowledge self-worth.” To see this affirmative exercise in action, check out Margaret’s reel on Instagram. I was drawn to Margaret’s practices because I thought they would fit brilliantly into a secondary education setting, where affirmations are not as commonplace. As the focus shifts away from classroom culture and towards individual academic subjects, try instilling self-love affirmations using Margaret’s free “Love Yourself” Affirmative Posters.

7. Foster Classroom Culture and Promote Resilience

Mary-Anne recognizes that students need to feel that their concerns are being heard and validated: “It is extremely important for me to create an environment in which my students know that they are cared for.” This is why she teaches the concept of grit by showing Angela Lee Duckworth’s Ted Talk: “Grit: The Power of Passion and Perseverance” and working through the following social-emotional learning lesson for high school students: “After watching the Ted Talk, I have students get two pieces of paper out. On the first, I ask them to write something that they are self-conscious about (and I remind them that no one else will see this note). Once finished, I have them crumple the paper and then throw it away. I then ask them to write a positive note of encouragement to themselves. I tell them to place this note in their locker, on their planner, or on their device as a gentle reminder that they are worthy.” Mary-Anne’s goal is to foster resilience and work to change students’ inner dialogue.

As we pass the one-year mark of the COVID-19 pandemic, I would like to take a moment to commend you for your outstanding service in education. If you’ve made it this far into this article, please know that your efforts to support your students are recognized, respected, and admired. Your work as an educator is truly irreplaceable.

For more information on student well-being, take a look at my article on A Case for Education in Schools or follow along on Instagram for up-to-date research and information.