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.

Per Shusterman’s encouragement, he took time to rest. On the weekend, when he had more time, he turned in the week’s assignments. Shusterman graded these assignments as if Garrish turned them in on time.

Garrish is only one student out of many who appreciate the policy. Asher Pollan, another senior, thinks the policy is helpful. He describes Shusterman’s understanding as a “safety net” to fall back on when one needs help and her guidelines as “radically different” from a typical classroom’s policies.

“Mrs. Shusterman goes out of her way to teach in a way that is as comprehensive as it is stress-free,” Pollan said. “[She] has the courage to put her students first.”

Although the policy has been 17 years in the making, it only became official this school year when Shusterman added it to her ERWC class guidelines. She explains that COVID-19 was the final push toward making her basic needs mindset into an actual policy.

“It’s more important than ever that we take care of our whole selves — mind, body, and spirit,” Shusterman said. “[It] is even harder now during the COVID-19 pandemic because we can’t eat and drink in classrooms. Even a simple act of taking a sip of water during class has to be rethought. Now, I encourage my students to take as many breaks as they need to go outside and take their mask off to drink, eat, or just take some deep breaths.”

Feuchtwang recognizes that the policy has positively impacted them this year. They cite having improved the ability to advocate for themself as an example.

“It makes me feel comfortable asking for help when I need it, whether that’s taking a quick breather outside or asking for clarification on an assignment or activity,” Feuchtwang said. “Mrs. Shusterman’s quick daily check-ins remind me that she is there for me and that her classroom is a safe space to be myself.”

While some students understand that implementing a similar policy schoolwide may be problematic, others think the rewards outweigh the risks.

“I think that all teachers should implement a version of this policy. I see too many students stressed out of their minds because their teachers stick to the same routine: teach, give work, grade,” Pollan said. “Nowhere along the way do teachers offer help when a student needs it. If every teacher at Carlmont helped their students like Mrs. Shusterman helps us, the student body would be drastically better off.”

Following a successful semester, Shusterman celebrates the policy. She has observed that by improving their well-being, her students can do well in their academics, which every teacher strives to achieve.

“[I have found that] they are calmer, more focused, and engaged throughout the period and are better able to focus on the task at hand,” Shusterman said. “Hopefully, they experience less stress and anxiety [in and out of] my class.”