We recognize that the COVID-19 pandemic has had an extensive and traumatic impact on our students, families, staff and community. The goal of the district is to provide support in line with the needs of students, their families, the district staff and the greater community, at large. In conjunction with our district advisory committee, we acknowledge that supporting the mental health of our students and staff must be a priority. Information gathered from the district’s comprehensive school counseling plan serves as a guideline to support students, staff and engage community mental health resources. This collaborative effort will provide an increase in support services, making mental health resources more extensively and creatively available in our schools and community. Students and staff must feel physically and psychologically safe for them to be ready to re-engage in our learning communities. Establishing a sense of safety may take weeks or months depending on the individual.

Please see the Multi-Tiered System of Supports document for leveled intervention supports services for Social Emotional Learning, Mental Health Support, Behavioral Supports and Interventions, and Restorative Practices.

Addressing Social and Emotional Learning and Mental Health Needs:

• Create and implement a screening process for teachers and staff to help identify students who require a greater level of support and intervention.

• Educate staff members on proactive ways to encourage students to share any concerns they may have and outline a clear referral process for support.

• Develop strategies and supports for students, families and staff members.

• Provide supports for each phase of recovery before reopening, immediately after reopening and long-term support.

Relationships and Transitions:

• Acknowledge that students will have a range of feelings about their return to school.

Potential for Trauma:

• Recognize the potential for higher rates of adverse childhood experiences during the school closure.

• Recognize stigma and racism that may occur as a result of COVID-19.

Addressing Physical and Psychological Safety:

• Identify systems for implementation at the beginning of the school year to ensure both physical and psychological safety.

Discipline:

• Identify students who have had inconsistent behavior and academic expectations since quarantine.

• Focus on positive and effective discipline with strong consideration given to restorative practices.

Addressing Staff Needs:

• Recognize that staff have experienced their own loss and trauma.

• Provide staff with training and support upon return to the classroom.

• Encourage self-care as a continued part of the school culture.

• Remind staff of the availability of various supports, such as: Wellville, Employee Assistance Program (EAP), or an outside referral.

Family Engagement:

• Help families to feel comfortable/confident when sending their children back to school.

• Provide families with specific strategies that they can use at home to support a successful transition back to school.

*Written with contributions from NASP and ASCA article “School Reentry Considerations”.