Even in the years before quarantine, we have seen a dramatic uptick in students who suffer from anxiety. Researchers are unsure as to whether therapists have started diagnosing more people with it or whether other environmental or social conditions within our society have factored into the increase. Additionally, we are diagnosing more students with trauma than ever before. A 2007 study by Copeland et al. estimated that 2/3rds of youth will experience at least one traumatic event by the age of 16. The rate of change in our lives has also significantly complicated the problem as students today experience significant social and technological shifts in their lives.
Schools have never been an absolute safe harbor for every student. And today, even those who had traditionally been able to find respite there, may not be able to do so anymore. This has made me rethink the way I respond to students. I find myself questioning assumptions I make about why they might be acting out or disengaging. It is not as though I need to diagnose them or to know their stories. It is just that I am a little more willing to make adjustments and find unique solutions for students knowing that they might be dealing with a lot more than what is visible from my perspective.
With this said, schools are doing more to address the mental and emotional lives of students. What was initially the work of one or two educators throughout the building has become more commonly used throughout entire departments or even schools. Here are some potential areas to explore.
Mindfulness. In terms of low-risk / low commitment activities, mindfulness is a great place to start. Whether it is an exercise in mindful breathing, mindful walking, or even mindful eating, these activities take little set-up or time, and if done regularly can help change the culture of a classroom. A number of teachers are now using brief mindful breathing activities before administering tests in order to reduce the anxiety of students who are typically stressed by them. At the core of mindfulness is the focus on being absolutely present in the moment. Exercises always begin with intentional breathing, directing the attention to our bodies, recognizing the feel of our physical presence, and releasing the tension, pain, and even grief with each exhalation of breath. Talking students through the experience, helping them to become more present in the moment, allowing them permission to let their minds wander but encouraging them to return to the here-and-now. Starting with just a few breaths and making mindfulness a regular start to the day can afford students the chance to catch their breath and settle some of their more powerful fears and anxieties.
Yoga. This is not my area of expertise, but some may be well acquainted with it. I had the opportunity to visit a middle school language arts class where the teacher began the last period of the day with a five minute session of yoga. He was able to do some simple exercises with the class as they stood at their desks. I was more than a little impressed to watch students get involved. Even with an observer in the room, nearly every student was making some attempt at the exercises.
Environmental Designs. Sometimes, creating an atmosphere can ultimately have an impact. Before our school’s latest remodel, I actually got a grant to install an artificial skylight in the room where I taught. Using research developed around dentist and doctor’s offices, I justified the grant by explaining that for some students there is considerable anxiety that comes with an intervention class like reading. Studies showed that having that ambient, faux natural light allowed students to better regulate their anxieties. Beyond light, we can also use aromas and scents to bring a calm to our space. Additionally, music / sounds are also effective tools.
To learn more about how we can make our classroom spaces more conducive to settling the mind and calming the spirit, I suggest Thich Nhat Hanh’s Happy Teachers Change the World and The Mindful School’s.
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