Shusterman’s class policies prioritize needs Photos and Writing by Gem Kryhina “Take care of your basic needs.” While this phrase may seem simple, there is a difference between it being an empty sentiment and it being a helpful piece of advice. Cindy Shusterman solves this difference by implementing a practical policy that allows students to balance academic success with their well-being. Shusterman is the Advancement Via Individual Determination (AVID) coordinator and teaches English IV, more commonly known as the Expository Reading and Writing Course (ERWC), at Carlmont High School. Among the guidelines for her ERWC class, Shusterman includes a policy that encourages students to prioritize their well-being over academics.
An example within the policy is getting enough sleep the night before a school day. She encourages checking in with oneself to ensure that basic needs — such as adequate sleep, nutrition, and hydration — are being met. In ERWC, Shusterman facilitates this check-in through mindfulness with journaling and breathing exercises. “Sometimes life gets so busy and overwhelming,” Shusterman said. “If our basic needs [...] aren’t met, it makes it that much harder to do all the other things we need to do on a daily basis.” A questionnaire by the Higher Education Research Institute at the University of California, Los Angeles (UCLA) found that 41% of incoming freshmen in 2016 felt overwhelmed by their responsibilities, which is a 13% increase from 2000. Additionally, the National Survey of Children’s Health found a 20% increase in anxiety diagnoses from 2007 to 2012 among youth from 6 to 17 years old. Furthermore, a 2018 study published in the Journal of Developmental and Behavioral Pediatrics revealed that anxiety is the leading mental health issue among American youth. Since the beginning of her teaching career at Carlmont, Shusterman has tried to diffuse the “palpable sense of stress and anxiety that permeated the students on campus.” Her “take care of your basic needs” policy was her solution. Inspiration for her unique approach comes from the concept of the growth mindset, Maslow’s hierarchy of needs, and her own experiences. Most importantly, Shusterman tries to create the best learning environment for her students. Eden Feuchtwang, a senior, reflects on the purpose of Shusterman’s policy. They realize that the policy allows them to be a better learner. “She has this policy in place in order to remind students that until their basic needs are met, they won’t be able to fully function in class,” Feuchtwang said. “Mrs. Shusterman encourages students to take care of themselves. [She reminds us to] put self-care first, and school second.” As part of the policy, Shusterman acknowledges that many students have responsibilities outside of school and considers this when grading. By using this policy, those with demanding extracurriculars, like athletics, aren’t overwhelmed by work. For example, Tripp Garrish, a senior and a student-athlete, values Shusterman’s flexibility because it allows him to maintain his health. “This policy is very beneficial to my health because it allows me to be in tune with my emotions,” Garrish said. “As an athlete, sometimes I come to school tired, or I have trouble turning certain assignments in. This policy lowers my stress level because I know I won’t be in trouble.” The policy was instrumental to Garrish’s academic success when he had four basketball games in one week. He found it tough to turn in assignments on time.
14 HIGHLANDER CAMPUS
