FEATURE ARTICLE

PROVIDING EMOTIONAL SUPPORT FOR STUDENTS DURING A PANDEMIC: AN INTERVIEW WITH A COUNSELING PROFESSIONAL Heather Marsh

There’s no question that we are living in unprecedented times. Thinking back to this time last year almost seems like a fairy tale of mask-less bliss. There are so many challenges associated with this pandemic that there’s not a single person whose life is not being affected. We are struggling as adults, and it only makes sense that the struggles our students are experiencing are even greater. How can we, as music educators, support our students through the most difficult of times? I thought it best to seek guidance from a professional who could offer some insight on the impact of the pandemic on youth. Licensed Professional Clinical Counselor (LPCC) Tara Hagan of Hagan Counseling Services in Troy, Ohio provided her thoughts on the subject via an e-mail interview.

QUESTION 1: WHAT ARE THE BIGGEST CHALLENGES YOU SEE STUDENTS FACING DURING A PANDEMIC?

Hagan: “In addition to the loss of academic gains, the pandemic is affecting the mental health of students. It is likely that we will see students struggle significantly with regulating emotions due to stress. A significant number of students receive mental health services within the school environment, and due to students being out of school for an extended period of time, many were not receiving these services consistently, if at all. The impact of the pandemic is based on individual experience. If a parent lost a job or a child lost a family member to COVID, there can be a significant emotional reaction, but it’s also important to remember that all loss is significant. Even missing homecoming or an extra-curricular is very relevant to a child.”

QUESTION 2: WHAT ARE SOME SIGNS EDUCATORS CAN LOOK FOR THAT INDICATE A STUDENT COULD BE HAVING AN EMOTIONAL CRISIS?

Hagan: “Children and teens respond to stress in many different ways, but some indicators to look for may include: excessive crying or an increase in irritability in younger children, difficulty separating from caregivers/parents, appetite changes, sleep changes, increased irritability or “acting out”/ defiant behaviors in teens, poor academic progress and refusal to work, struggling to concentrate or focus, lack of motivation, avoiding activities the student once enjoyed, use of alcohol, tobacco, or drugs, and isolating or disengaging from peers.”

QUESTION 3: WHAT CAN AN EDUCATOR DO TO HELP A STUDENT EXPERIENCING AN EMOTIONAL CRISIS?

“Teachers should check in on students often, both academically and emotionally. Teachers can provide a safe and supportive space for students in a world that feels very uneasy. Focusing on relationship-building between students and teachers is a great way to buffer the stress related to the pandemic. Providing reassurance of safety and listening to concerns is helpful, while also identifying students who may need additional support and referring them to school support staff, if necessary.”

QUESTION 4: DO YOU HAVE ANY STRATEGIES A TEACHER COULD IMPLEMENT FOR STUDENTS DURING TIMES OF UNCERTAINTY–ESPECIALLY DURING REMOTE LEARNING?

Hagan: “Keep a routine—make consistent time for connecting with students. Encourage socialization, and provide a sense of community, even remotely. Children and teens learn from watching adults, and how we, as adults, respond to stress and the impact of the pandemic will impact students. If we are responding negatively, our students will respond negatively. If motivation and attention are an issue, start small and help students build confidence with their school work.”

QUESTION 5: WHAT THOUGHTS DO YOU HAVE FOR TEACHERS WHO MAY BE PERSONALLY STRUGGLING DURING THESE TIMES?

Hagan: “Maintaining routines that include self-care are important, as well as connecting with others who are a positive support in their lives. A consistent schedule of eating, sleeping, and exercise can help reduce the negative effects of the pandemic. I have always said that in addition to being a teacher, you are a coach, counselor, nurse, parent, etc., and the aspects of all of these roles with students can be exhausting and overwhelming. Make sure you are taking time to “refill your cup.”While life feels very uneasy to our students, it feels very uncertain to us as well, so focusing on the aspects of our lives that we can control can be very helpful.”

APPLICATION FOR MUSIC EDUCATORS

I’ve found that the key to all of this is to support yourself first. We are a light in the dark for many students. We are the ones they miss—the activities and normalcy that they crave—so make sure your emotional needs are being met before trying to assist your students. I was in a pretty dark place through a lot of this. Trying to navigate everything and missing my students devastated me. I had to find time for reflection and find someone to talk to…colleagues, friends, family, a professional. Recognize your struggles first, and don’t let your emotional pain leak to your students. Worries such as retention and recruitment, stall in program progress, money, health issues, family disappointments, lack of normal routine and activity can wreak havoc on our emotional well-being.

Students also need positivity. There is so much turmoil in life these days, much of it being fueled by social media, which is a place our children live more often than they should. We all need hope during challenging times, and giving students a feeling of hope can make a huge difference. Be honest about the situation, and don’t give false hope, but don’t add stress to students that they shouldn’t have to bear.

Maintain as much of your routine and expectations as you possibly can, but have some grace. Most students want your expectations to remain the same–make exceptions for the ones who need them. Communicate with students enough to know who needs modifications and extra support.

Keep communication open. Try to communicate with students as often as possible. Reach out every day with a Remind text, an e-mail, or a phone call for highrisk students. Make sure students know that you are there to support them. A lack of communication can lead to a feeling of isolation and disconnect—for you and for your students.

There is little certainty in the world right now, but one thing we can count on for sure, is that we need to support one another. Our students need us, and we need them. If there was ever a time that kids need teachers, it’s now. They need our reassurance, our love, our support, and our guidance. If we can provide these things now, we may come out even better than we were to start when life as we knew it resumes.

Heather Marsh is in her 14th year of teaching, currently serving as the director of bands in the Arcanum-Butler Local School District. She has served OMEA as a district treasurer, vice president, president, member of the OMEA Band Music Selection Committee, and has been an OMEA adjudicator since 2010.