Moments - Spring/Summer 2021

SPRING & SUMMER 2021

A mental wellness toolkit for educators a publication of & Project Leadership

Flash lessons to promote wellness in the classroom

Brain

STATE

Special report:

COVID-19 IMPACT: Schools, students & families share stories

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CONTENTS

SPRING / SUMMER 2021

This Moment

FAMILIES & COVID IMPACT

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Persisting through a challenging year

Moment for You

SCHOOLS, SEL & SELF-CARE

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Social & emotional learning

Moments of Change STUDENTS’ PERSPECTIVE

Profiles in Success Learning from Our Peers

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BRAIN STATES Burris Laboratory School’s Courtney Harnish shares insight on brain science and behavior

Volume 1, Issue 2

MOMENTS is a collaborative campaign of Delaware County schools and community partners celebrating mental wellness and social & emotional learning.

The Delaware County Comprehensive Counseling Coalition

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Virtual & in-school education

Critical Moments

Flash Lessons for Educators

Burris Laboratory School Cowan Community Schools Daleville Community Schools Inspire Academy Liberty-Perry Community Schools Muncie Community Schools Wes-Del Community Schools Yorktown Community Schools PRODUCED AND PUBLISHED BY Project Leadership

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Social Emotional Lessons

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SPONSORED BY George and Frances Ball Foundation

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THIS MOMENT

NOTES FROM THE FIELD COURTNEY HARNISH is a School Counselor / High Ability Coordinator for Burris Laboratory School

RECOGNIZING BRAIN STATES

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hat were you thinking?! Have you ever said this or thought this after a child does something silly? Of course you have because when you teach and model making good choices, it’s frustrating when a child does the opposite. But the actual answer to the question, “What were you thinking?” is… they weren’t. When we hear the words “Brain Science” we think this is something only doctors and scientists understand but in reality, learning about brain states is simple and can be an effective way to regulate children (and adults!).

Dr. Lori Desautels from Butler University shares there are three main players that help us understand what is happening in our brain. The prefrontal cortex (think: wise owl), the hippocampus (think: elephant), and the amygdala (think: guard dog). The prefrontal cortex (PFC) is like a wise owl because this is the part of the brain that makes good choices. The hippocampus, like an elephant, has a great memory and is where we store all of our short term and long term memories, which helps us navigate situations we have been through before. The amygdala is like our guard dog. What happens when a stranger walks up to your front door? Your guard dog starts barking! The amygdala alerts us when we are in danger and without thinking, causes us to fight, flight, or freeze so that we can be safe. For example, when you touch a hot stove you don’t hold it on there and think, “hmmm… what should I do?” You instantly pull it away because your amygdala tells you it’s time to take flight!

Dr. Desautels’ research shows that when humans experience trauma, sometimes the guard dog barks when there is no danger. That is why it is so important to understand brain states. Students/children/adults

may do or say things without thinking because their amygdala is telling them they are in danger. When this happens, one needs to get back to operating in the PFC so wise choices can be made. The first step is recognizing which brain state you are in and also which brain state the child is in. If they are working in their amygdala, they cannot make good choices. Below are a few small things that can help regulate someone from the amygdala to the prefrontal cortex. l Ask yourself: What part of my brain (or their brain) is doing this? l Take slow deep breaths l Pay attention to what you see, smell, taste, hear, and touch l Tell someone how you feel l Walk away and take a break Transitioning back to school in the fall may pose a wide range of difficulties to many and having knowledge of what our brains are doing will be helpful to navigate those challenges. Be on the lookout for more information regarding brain states and how we can regulate our brains!

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COVID impact: Families

HOME SCHOOL

Parents convert family homes into work and learning environments during COVID-19

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here’s no disputing that this past year has been like no other.

COVID-19 left its mark on so many aspects of our lives. It shut down our schools, kept us from extended family, resulted in job losses, and for far too many families, left them grieving the loss of a loved one.

The Pegues family of Muncie – Dad Lathay, Mom Lashea, and daughters Anya and Averie – saw both sides of the pandemic – the challenges, as well as the opportunities, such as increased family time. (CONTINUED ON PAGE 6) P. 0 4 | M o m e n t s M a g a z i n e | S p r i n g / S u m m e r 2 0 2 1

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Pegues family finds a silver lining to the pandemic: more family time together In March 2020, when the pandemic first started, Lashea was working in a doctor’s office. Although the office was primarily doing virtual visits, patients were still coming in to be tested for COVID. “I had to gown up, put a mask on and go in and test them,” Lashea said. “It was just very scary in the beginning with all the unknown.”

The family worried about Lashea getting sick, as well as bringing COVID into the home, said Lathay, who owns his own business, JohnTom’s Barbecue. He said he is grateful his work allowed him to be at home with his children, Anya, who was a sophomore at Burris Laboratory School, and Averie, who was a Burris 4th-grader.

That was especially important when their home had to double as their school.

Anya said she remembers the day in mid-March of 2020 when teachers told students to pack up everything because no one knew when they might be back in the building together.

“We didn’t know how long it would last,” she said. “So that was definitely pretty scary. And then having to adjust to being at home and have the self-discipline to stay focused on school. It was a huge shift for me personally, and I found it to be a lot harder because I like to do the in-person learning.”

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“It’s strange. We have new kids, and I’ve never been able to see their whole face before,” she said.

Despite the adversity students have faced during COVID, Lathay said his daughters have done well academically. The family has a chalkboard in the hallway that recently read, “Our daughters rock. Congratulations on your grades!”

Averie and Anya both said that keeping on top of your homework and staying in touch with teachers is important at all times, but especially when you are doing e-learning.

Lathay added that parents need to continue to provide structure for students even if they are learning from home.

We didn’t know how long it would last. So that was definitely pretty scary.

This school year, both girls have spent time doing in-person school, as well as being virtual students.

Anya said the biggest challenge of being virtual was staying motivated. She was used to home being a place to relax and spend time with family.

“I had to turn my home into a work environment. I tried to get up at a certain time and get myself ready, even for online classes,” she said. “And if I felt I was behind or had questions, I tried to stay in touch with teachers. They understood.”

Averie said that when school first shut down, she was a little scared, but then she started to like being at home with her family.

“But then I couldn’t see all my friends, and I didn’t like that at all,” said Averie, who her dad says is a social butterfly.

Even being back in school now, nothing is quite as it was before COVID, Anya said. There are the masks, desk dividers and shields to keep everyone safe.

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— Anya Pegues

“Just being home there are so many distractions, so you have to have a bed time and get up at a certain time,” he said.

Patience is also key, Lashea said.

“It’s hard for the parents, but it’s also hard for the children. They are not getting that extra attention they get when they are in school,” she said. “For help with homework, I counted on my older daughter to help with my younger when I couldn’t help.”

The Pegues family home is often the hub of extended family gatherings. As it becomes safer to gather, they are looking forward to resuming that tradition. And to taking family vacations again.

But they are not taking for granted the increased time they had together during the pandemic, and the fact that none of them got sick.

Anya said during COVID restrictions, dinners together became more consistent, often accompanied by watching a television show as a family. Averie said she got to play more games with her parents and sister, like hide and seek in a darkened house. Lashea said one of her favorite memories was the family dance parties the four of them did.

Having his family at home, around the clock, was a time Lathay said he will never forget. He is grateful for it.

“Although we were going through something very scary, I was excited about us being home together,” he said.

“We’re all so busy in our lives. Pre-COVID, we were just running all day, and I really value that time we got to spend together. That was definitely a silver lining.”

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COVID impact: Schools

Social and emotional health a key planning area for the school year

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lthough the social and emotional needs of students are an ongoing issue of concern, COVID-19 has highlighted the importance of focusing on those needs, said Caleb Beasley, Muncie Area Career Center principal and director.

“It’s apparent to most of us, the impact of COVID in terms of the apprehension it has created, the uncertainty, the anxieties, and the shutdown.

That really increases social isolation and presents a lot of challenges for young people as well as adults,” Beasley said. “COVID demonstrated how important some social emotional competencies and skills really are in terms of being able to deal with the unexpected and manage stress, and particularly manage stress you are not used to.”

Beasley said the spring 2020 school shutdown was a learning experience for the school corporation across all levels of serving students, particularly as related to relationships between school personnel and students.

“We knew how important it was for counselors and social workers to stay connected to students, particularly students who struggle for one reason or another,” he said. “But we also realized quickly how difficult it was to maintain connection. We had counselors who adapted to continue to support students and families through all of this.”

In planning for the 2020-21 school year, social and emotional health was a key component – making sure students are not missing out on the support they are accustomed to getting while they are in school. This is becoming part of the protocol for the school system, with social and emotional learning as a key part of the district’s new Academic Innovation Plan.

And while it is critical to meet the needs of students, it is also important for school faculty and staff to take care of themselves while dealing with the added layer of stress brought on by COVID-19 changes, Beasley said.

While it is critical to meet the needs of students, it is also important for school faculty and staff to take care of themselves.

“When we were in lockdown it struck me that I was dealing with some of the stressors my school families are dealing with. Historically, I haven’t had personal experience with that type of thing. Now, all of a sudden, I’m trying to work and take care of my kids. . . It was humbling in a way,” he said.

“But more than ever before, I was able to relate to people who maybe don’t have the same resources and supports. That brought it home for me – the need to have the ability to deal with stress in healthy ways and still be productive whether it is for school or work.“

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Landon Norton

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COVID impact: Students

A new learning environment N o matter their ages, students have had their school lives turned upside down this past year by COVID-19.

With a mix of virtual and in-person learning, quarantines, and contact tracing, being a student doesn’t look like it used to, even just a year ago.

“Different – that’s the one word I would use to describe it,” said Landon Norton, a Cowan High School senior. “It was very surreal when it started because we went from hanging out with friends every day to not being able to go out at all, and from class every day to e-learning.”

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The hardest part, Landon said, has been the stress that accompanied the pandemic.

“I was really anxious over the entire thing,” he said. “The whole idea of a pandemic going around was scary. And I’m sure I wasn’t the only one.”

Landon said he coped with his stress by talking with family and friends about how he was feeling. And he took time for himself to sit and think through what he was experiencing.

“And I’m getting really good at baking. I made fudge pops,” Amber said. “I did the recipe all by myself.”

Landon said he played a lot of video games with friends during the shutdown, and he continued to develop his guitar playing. Working outside the home also helped, especially with five sisters in the house.

“In the beginning, we were together all the time, and I needed to learn to take time to just sit down, relax and be by myself,” he said.

Different — that’s the one word I would use to describe it.

Being back in school for classes is good, but has required some adjustments, both students said.

For example, instead of going from room to room for different subjects, like reading, the same teacher handles all subjects in one classroom, Amber said. Alphabetical seating charts are necessary for contact tracing, Landon said.

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And then there is the need to constantly wear masks. Amber said she’s lucky to have a Mom who makes great masks and has an assortment of designs, from Pokemon, to Snoopy, to one with pink sparkles for her birthday.

— Landon Norton Amber Dillard, a Wes-Del Elementary fifthLandon said he feels fortunate to have spent grader, said she didn’t mind being a virtual most of his senior year at the high school. His student since she had been homeschooled in the past, but plans post-high school include either joining the military or she did miss connecting with friends. She started back with attending Ivy Tech Community College. He’s hopeful that in-person school in January of this year. the pandemic is lessening and that life will return to being a bit more normal soon. He’s also grateful for the friends who “We didn’t have to do a lot of end-of-year testing last year, stayed by his side during the past year. and that was cool,” Amber said. “But school also became sort of boring because I usually finished all my work before “All of this has helped me figure out which friends were lunch.” actually friends and who was not. It helped me keep in touch with the right people,” he said. “Those were the Amber made good use of her free time. She read more people who kept in touch with me and talked with me. It books – Harry Potter, The Wingfeather Saga and, most didn’t have to be something even really meaningful we recently, Flunked. She also learned to sew, making a baby talked about. It was just spending time with someone so I quilt with her grandmother. didn’t feel alone all the time.”

STUDENT ADVICE FOR COPING WITH STRESS:

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Learn to do something new. Find a new thing you can do to help you get away from it all. — Amber Talk to people. If you feel like you can’t get through it, talk to people.

It definitely helps a lot more than keeping it in. — Landon

Amber Dillard

FOR E-LEARNING & STUDYING:

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Read the instructions and listen to the videos teachers give very carefully. — Amber Keep a schedule, and you’ll fall into the habit of getting things done. — Landon

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CLASSROOM GUIDE ELEMENTARY - RECONNECTION & INTEGRATION

FLASH LESSONS

This lesson introduces the term maintenance. Maintenance is an essential component for students working to reintegrate back into their routine. This lesson focuses on maintaining emotions by actively engaging in coping skills. Students will identify their tool-belt of “go-to” coping skills that they know will be effective.

DIGGING IN Opening Message/Discussion: Think about the future. When you become an adult you probably plan to own a car, a truck, or some kind of vehicle to get you from one place to another. These things are really expensive, and it’s important that you take care of them. Is there a place where you can take a car to get it taken care of?

Teacher’s note: Take answers from students.

A mechanic is definitely someone who can fix your car if it is broken, but there is plenty that they can do to take care of it even when it is running just fine. Can anyone think about things that you need to do to a car to keep it running well even when it is not broken? Are there things you need to check regularly? Are there things you need to change?

Are there things to refill or clean?

The name for this is maintenance. This means taking care of things along the way so that they don’t break, blow-up or turn into bigger problems later.

Just like you have to keep checking in on your car, you have to keep checking in on your emotions too. You can’t just sit in your emotions much like you can’t just continue driving with dirty old oil in your engine. What can happen if you don’t practice maintenance on your emotions?

Teacher’s note: Allow students to share their thoughts.

You’ve already learned a lot about coping with your emotions, about processing your emotions, and today we’re going to learn about how to practice maintenance with your emotions.

Think about people who work on cars. They would not be able to do their jobs without tools.

Just like these mechanics, you have a number of tools that you can use to cope when you are feeling strong emotions. These are your coping skills and today, you will work on identifying which of these are the most helpful to you. They may not be the same as your neighbor and that’s okay.

CONNECTIONS Activity: Teacher’s note: Distribute the Right Tool for the Job sheet to the students.

On this sheet, you’ll see four different tools. These are tools that you might use to build or fix something. What you’re going to do is build your own “tool belt” from the coping skills that you feel are most useful to you. Let’s review the coping skills that we’ve talked about.

Teacher’s note: Review the list of coping skills with the students, taking time to describe how each one would be used.

Now, put your finger on the picture of the hammer. The hammer is one of the most important tools in a toolbelt. It can be used to do a LOT of different jobs. Small jobs and BIG jobs. I want you to pick out the coping skill that you feel is most important to YOU and write it on the line next to the hammer.

Teacher’s note: Continue this process for the remaining tools on the sheet. Remind students that the coping skills that they choose should be the ones that they feel would be most useful to them, and that it is okay if they are not the same as their neighbor’s.

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FOR ELEMENTARY SCHOOL STUDENTS BIG PICTURE Activity: We’ve talked about maintenance and what it means to take care of something so that it doesn’t become a problem down the road. We’ve talked about the coping tools that you have, and we’ve even taken time to build a tool belt that is uniquely yours. What we haven’t talked about yet is how we know when it is time to get those tools out.

A car has special lights that come on to tell you when something is not working, but unfortunately our bodies do not have that feature. Who thinks they may know some of the ways that you can tell when you are starting to feel strong emotions?

Teacher’s note: Allow the class to share.

There are definitely ways to know when strong emotions are happening in your body. Today, we are going to build a scale that we can use to measure just how strong our emotions might be.

Teacher’s note: Pass out the Bothering Chart sheet.

This sheet has the pieces that you will assemble to make your Bothering Chart. Please cut out the long rectangle at the bottom, then cut out the circle, the square in the middle of the circle, and two slits on either side of the square.

Teacher’s note: Give students time to make these cuts and then assist them in threading the long rectangle through the two slits in the circle to make their scale.

Now that your scale is assembled, you will see that there are numbers from one to ten and that each of these have a drawing of a face underneath. These represent how you may feel in different situations.

Let’s try this out. Right now, I’d like everyone to slide their scale to match the emotions that you are feeling right at this moment.

Teacher’s note: Allow students to slide their scale and share.

Great, it looks like most of the class picked a pretty low number. It seems like most are not feeling strong emotions right now. That’s great, but I want you to know it’s important to use coping skills even when you’re at a number one or two. We all do things to help us stay calm. Tapping your pencil is a coping skill. Bouncing your foot or wiggling your toes can be a coping skill to keep you calm.

But today, we’re going to focus specifically on the coping skills that are in your toolbelt. You’re probably not going to need those until you hit about a number seven on your bothering scale. A seven on the scale is when you are really bothered by something. It disrupts your thoughts and may even keep you from doing your work. This is the time when you definitely need to think about using one of the coping skills from your toolbelt.

INTO ACTION Activity: Teacher’s note: Ahead of this activity, you will need to cut out the Scenario Cards from the sheet. You will place these in a hat or bowl and select a scenario to read for the class. Each student will slide their scale to the number that reflects the emotions that they may feel if confronted with that scenario. For those students who rate the scenario a seven or higher, ask them to share which of their coping skills would be best suited for addressing their strong emotional response.

MAKE IT YOURS Extended Learning: Teacher’s note: Encourage students to use both their Bothering Chart and toolbelt at home for the next week. When confronted with strong emotions, students can measure their response and consider the best coping tool for the job.

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CLASSROOM GUIDE MIDDLE SCHOOL - RECONNECTION & INTEGRATION

FLASH LESSONS

This lesson will help students understand the importance of combining a regular routine with coping skills. When students are intentionally and routinely engaging in coping skills and positive practices these are more likely to become life-long habits.

DIGGING IN Opening Message/Discussion: Whether we plan to or not, each and every one of us has some sort of routine in our lives. A routine is a regular set of activities that you engage in at the same time on a consistent basis. Maybe even every day. What are some of the things that make up routines for you?

Teacher’s note: Have students share examples. Encourage them to think about elements of their routines both inside and outside of school.

These are all great examples of the kinds of things that go into making up a routine. Some of them may be part of your own personal routine. Some may not. I am going to pass out a sheet. On it, you will see spaces to list five components of your Daily Routine before, during and after school. Take some time to think about the things that you do regularly during these periods of your day and list five in each of the three Daily Routine columns.

Teacher’s note: Give students time to complete this form and then share as a class.

CONNECTIONS Activity: Routine is often the same as habit. These are things that you’ve done so often that you seldom need to even think about them. By working to move positive practices into your routine, you can make sure that you always have the skills you need to successfully manage emotions and get through the day.

We’ve talked a bit about some of these different skills that we can use to cope and uplift ourselves. For example, positive self-talk is one of these. This is when you work to encourage yourself by identifying your positive qualities and abilities. We’ve talked a bit about personal coping skills. These are the different things that we do in order to manage emotions in our lives.

Let’s build a big list of these positive practices that we might be interested in incorporating into our routines.

Teacher’s note: Ask the class to offer examples of these positive practices. Use the questions below to direct the conversation.

How do you encourage or uplift yourself?

What do you do to process angry emotions?

What about sadness? Is it different?

Are their practices that involve turning to others?

Are there things that we do when we need a break?

What role does our mindset play?

Are there ways we can take control of our mindset?

How do we refocus to be aware of what’s around us?

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FOR MIDDLE SCHOOL STUDENTS INTO ACTION Activity: Let’s come back to the Daily Routine chart. You’ve taken time to outline some of the things that you do on a regular basis before, during and after school. This is a structure that you can use to build in positive practices that you would like to become habits.

Beneath the activities in your daily routine, you will see that there are five spaces to add positive practices from the list that we built on the board. I want you to work on building your list of Daily Positive Practices, but I do not want you to list them randomly. Stop to give thought to the time of day and routines that you have already set and choose positive practices that complement what is already happening or what may be needed. For example, exercise can be a great coping skill to implement in after school hours. It may not fit within the hours you’re in school.

Teacher’s note: Give students ample time to build their positive practices into their Dailey Routine chart. Make sure to remind students that they must include at least five in each of the three categories. Afterward ask students to share their positive practices and explain how they fit into their Daily Routine.

MAKE IT YOURS Extended Learning: Teacher’s note: The class can come together to build a Daily Routine chart that relates specifically to the time that they spend together in this class. Students can also list expectations for positive practices to hold one another responsible for.

NOTES:

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CLASSROOM GUIDE HIGH SCHOOL - RECONNECTION & INTEGRATION

FLASH LESSONS

In this lesson students continue to explore the idea of triggers and their important relationship with positive coping skills. When students are regularly practicing coping skills and are aware of potential triggers, they will be able to cope more effectively when faced with strong emotions.

DIGGING IN Opening Message/Discussion: We’ve talked about a full-range of emotions - where they overlap and relate and how to navigate our way back to that place of “Feeling Fine.” But all of this understanding and knowledge is useless if we don’t keep track of where we are emotionally.

Knowing where we are emotionally helps us better understand how the world around us affects our emotional state and helps us better plan for the immediate future. We have to do regular self-checks to maintain our emotional health.

On the sheet in front of you, I’d like you to look at the box at the top. You should recognize these four emotional quadrants. I want you to select which of these four best match your emotional state right now. On the lines in this box, write a sentence or even just a few words to describe your emotional state a bit more specifically.

CONNECTIONS Activity: Threats are something that we face every day. Some are big, but most are small. So small, in fact, that we seldom even consider them as threats. We have talked about one specific kind of threat that is relevant to our emotional well-being. These are called “triggers.” You’ll remember that triggers are those experiences that bring back the emotions and memories from an emotionally traumatic experience.

Triggers are especially important to be aware of, because they threaten to keep you out of the “Feeling Fine” quadrant unless you have the coping skills to manage your emotional response.

I would like everyone to consider what triggers are the biggest threat to you right at this very moment. Write this trigger (or triggers) down on that line. Then, rate the threat level of this trigger on the number scale below. A score of 1 means that the trigger is hardly even a consideration for you. A score of 10 means that the trigger is capable of producing high distress for you.

BIG PICTURE Activity: When we encounter triggers or feel distress throughout the week, it’s important to practice using coping skills to process our emotions. We’ve talked a lot about what some of these coping skills might be. Through this we’ve created a pretty deep well of skills that we can pull from. Still, knowing every possible coping skill means very little if you are not practicing them.

In this part of the activity, you will be listing the coping skills that are most effective for you right now. You may have to think about this a bit. I stress the word “effective.” If you are not using a skill, it is not effective.

List the most effective coping skill on the line. If you cannot name a coping skill that you are using effectively, leave this line blank. Next, you will list a coping skill that you will rely on in upcoming days. It can be the same. If you did not list a currently effective coping skill, you will definitely want to list a skill to focus on for the next week.

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FOR HIGH SCHOOL STUDENTS INTO ACTION Activity: We’ve taken time to do an emotions check. We’ve looked at the threat that triggers might pose to our emotional well-being and the coping skills that can help us manage them. For the most part, you haven’t had to do much writing. You won’t have to do a lot in this section either, but it will require a bit of effort.

This section is all about reflecting on what you have experienced, what has been effective, what has been particularly distressing and how you plan to move forward.

In the box labeled “High of the Week,” write a sentence or two that describes the highest of highlights from your week. Be detailed. Looking back at these may end up being a valuable coping skill for you. Don’t short-change yourself just because you don’t feel like writing more.

In the box labeled “Low of the Week,” write a sentence or two that describes your most challenging moment from the past seven days.

For the box labeled “The Week Ahead,” write a sentence or two outlining what you might be looking forward to or upcoming events in your life. Make an effort to identify potential triggers that you may encounter and coping skills that you may rely on to help process them.

MAKE IT YOURS Extended Learning: Teacher’s note: The work that we have been doing throughout this lesson comprises a template that students can revisit throughout the year. Ideally this would happen consistently every week. Provide students with 10 minutes at the beginning of class one day each week to explore their well-being with their Emotional Check-in Journal.

NOTES:

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8 12,454 1 school systems

K-12 students

common cause

Personal success

...one Delaware County student at a time.