Growing a Healthy Ecosystem

Educating TCKs in a Pandemic

By Dr. Jean Kawiecki, Psy.D.

Some years ago an oil company wanted to drill for oil in the Santa Barbara Channel - an area of the Pacific Ocean between the mainland and the Channel Islands. The Environmental Protection Agency (EPA) did a study of the ecosystem in the area and agreed that the oil company could drill for 20 years and then they would have to pull out so the ecosystem would not be destroyed. Twenty years passed, and before dismantling the platforms, the EPA once again did a study. They found that the ecosystem had unexpectedly adapted to the platforms and would actually be harmed by their removal! So the platforms remain.

So why do I share this? Because educating our TCKs in the time of COVID-19 has some similarities to drilling in the Santa Barbara Channel. COVID-19 is no longer just a bump in the road of our kids’ education; it’s a whole new road. We have been forced to adapt and so have our TCKs. Sure, it has been difficult, but adaptation is a vital and even healthy part of life for both us and our children. Our kids’ way of learning and development has been forever changed, and our way of educating them has required special tailoring. The good news is, one of the greatest strengths of TCKs is their ability to adapt.

TCK education was already unique even before COVID-19 came on the scene. To understand the difficulties we now face, it’s important to understand what we are already working with. The TCK’s educational experience is specially shaped by living in a country different than that of their passport. Two thirds of TCKs spend at least six years abroad, usually including at least part of their teen years (1). The vast majority live in more than one country in their developmental years and one study found that a third of them have even lived in three or more countries. They attend schools as varied as the countries they live in – from boarding schools far from parents, to international and national schools, to homeschooling in their passport language, and online schooling. They may be the only foreigner in their school, or may be in a crowd of TCKs. They may be learning in their first language or in their fifth (2). They may be learning the same subjects as their passport country peers or their host culture peers.

Education for all kids is so much more than academic learning. For most children, including TCKs, school is not just where they learn to read and write - it’s the central clearing house for their extracurricular activities and social interactions (3). It’s where they interact with others their own age, make friends and plan play dates; where they decide to join the football team after school. For those who attend local schools, it’s where they learn to speak the local languages like a native speaker. (4)

Compounding the lingual, cultural, and social barriers of TCK education is the constant interruption of traveling back and forth between passport country and other countries of residence. At times, departures can be abrupt with little time for closure. These constant transitions can mean transferring schools, resulting in possible differences in language, what is taught and how it’s taught, leaving friends and making new ones, and much more.

While there are benefits to these educational experiences – more than 90% of TCKs go on to higher education, 10% obtain graduate degrees, and many have more than one native tongue – there are also many challenges. Some of the greatest challenges TCKs face are transition, isolation, and anxiety. All of these hurdles affect our TCKs’ academic performance. COVID-19 has compounded these issues.

For TCKs, change and transition is as routine as putting on shoes. However, the changes that have come with the pandemic have been one of the biggest transitions our TCKs have and will face, exacerbating and compounding issues they already deal with. Students who were accustomed to attending school in person are thrust into a virtual learning environment — for some, even learning through their local television station. Children and teens whose primary peer interactions were at school, are now confined to their homes, with limited times that they can even be outside in the fresh air. Students who learned best through movement and connection are asked to learn alone in front of a screen. Children still developing lingually suddenly find themselves trying to learn from masked faces and muted voices. Without some form of inperson school, the lives of our children and youth are significantly impacted. Now, they are less physically active, eat less healthfully, spend more time on screens, and have irregular sleep patterns. They have little or no exposure to subjects that are not conducive to virtual learning, such as music, art, P.E., lab sciences.

One of the most poignant issues that has been exacerbated for our TCKs is isolation. Loneliness for TCKs was already part of their experience. Studies have shown that this type of isolation leads to higher levels of anxiety and depression, especially for adolescents. During this time of worldwide panic, physical and social distancing has compounded the loneliness our kids already experience.

This isolation leads to more concerning issues. Teen brains are wired differently than adults when it comes to social needs. TCKs who were required to quarantine from friends reported higher levels of anxiety symptoms. Physically distanced from their passport country and socially distanced in their host country, many already felt isolated. Virtual learning and stay-at-home restrictions simply added to the issue. On top of this, TCKs are already statistically more likely to develop anxiety and depression. What was once a TCK issue is now a worldwide issue, with kids around the globe reporting higher levels of anxiety (12) and depression, TCKs doubly so (13).

This anxiety should make us as caretakers take notice. Since children and adolescents are still developing, they are more susceptible to the effects of long-term exposure to anxiety and stress. Eighty percent of mental disorders like anxiety occur before age 26, and can often be linked become an issue for both adults, and especially for kids. Children who are otherwise healthy report psychosomatic symptoms like headaches and stomachaches, and overall fear of getting sick because of COVID-19. Behavior problems, lower grades in school, and familial conflict are just a few of the effects. Parents whose lives were also changed drastically are now responsible for overseeing all of their children’s education, only adding to their own COVID stress. Adolescents are exposed to social media that seems to constantly unearth more COVID-19 facts than can possibly be imagined. This doesn’t help settle their anxious minds. So what is going on in our bodies that is causing such upheaval?

Anxiety affects the brain and the body in a number of ways. When anxious, the body wants to protect its vital organs. This is a healthy response! It does this by sending as much blood as it can to these organs, leaving the rest of the body feeling cold from lack of circulation. The brain also sends more blood and oxygen to the right side of the brain and the amygdala (at the base of the brain) which causes the fight, flight, or freeze response. While we all appreciate right-brain trying to do his job, poor left-brain, where facts and logic are stored, is left feeling disconnected. With left-brain being left out in the cold, it is difficult for the body to connect with reality and calm itself. The effects are less noticeable with mild anxiety, but as anxiety increases, so do the effects. With long-term exposure, the body’s systems that control anxiety get worn out, and anxiety rules the roost unfettered.

And here is why anxiety is so important to TCK education – because it affects learning! When children and adolescents are anxious, the emotional right-brain is taking over. This starts a cascade of reactions that affect all parts of learning. Because right-brain and left-brain aren’t communicating, the brain isn’t able to work as a complete unit. It’s as if right-brain and left-brain are talking on their cell phones in the wilderness with spotty reception. Focus and attention are diminished. The child who was able to sit through a 30 minute lesson in the past, may have difficulty focusing for more than a few minutes at a time. Memory is less accessible for storage and/or retrieval. Students may need increased repetition of materials, and may need prompts for retrieving information that in the past they were able to do independently.

The next big issue COVID-19 has aggravated for TCK education is learning styles. Not all children learn the same way. The most effective education utilizes a combination of pathways. Most learners, however, have preferred methods of learning. Auditory learners have a slight advantage during virtual learning, since most information is provided in lecture format. However, they are also at a disadvantage since they aren’t able to verbally process as easily. The lag in delivery, common with Zoom and other modalities, may also decrease their learning. The visual learner, on the other hand, may work well online if they can see a presentation during a lecture. However, many teachers are not accustomed to teaching virtually and are less able to provide the visuals needed for them to thrive. Finally, kinesthetic learners who learn well in an active, tactile, and movement-based environment are the most compromised during virtual learning. This group includes most children under the age of 9 or 10 years, since their brains are still developing and need all modes of learning available to them. These learners need to move and ‘do’ in order to get the most from what is being taught. The visual setting is not conducive to this type of learning, leaving these kids to figure things out on their own.

Some of the greatest challenges TCKs face are transition, isolation, and anxiety. All of these hurdles affect our TCKs’ academic performance. COVID-19 has compounded these issues.

For the TCK, virtual learning also impacts language and culture acquisition. TCKs often learn the language of the host culture while at school or in social encounters. Virtual learning limits the passive language learning between peers (playground, hanging out, etc.) as well as active language learning (direct instruction by the teacher). Understanding and participating in the culture around them is an important aspect of TCK life. Even students who attend an English speaking school in an English speaking community overseas interact with the culture around them through visiting important landmarks and historical places. These cultural experiences, and the ones that are even more in-depth for the child in a local school, are now non-existent, making TCKs less able to participate in culture in an authentic and hands-on way. They are limited to viewing their new culture from a distance.

So what does all this mean for us as educators and caretakers? Are we doomed? No! Like the oil platforms, the TCK’s ecosystem is adjusting and will adjust to the new environment. There are a number of things we can do to ensure that the new ecosystem is a healthy one for our TCKs to grow in.

Be an optimist. An adjustment of thinking can help develop optimism! Over this past year, many people have felt like they’ve lost a year of learning. But what has really happened is they’ve had a year of learning new things in new ways, even though it wasn’t what they expected. They’ve grown in their patience while coexisting with family in a limited space, and gotten the hang of living with less activity to occupy every second of their time. They’ve learned to use technology in many more ways than could have been dreamed of. We all may have lost a few things, but we’ve gained some things as well. Mourn the losses together and help lift each other up to try new things. A great resource to get you started is The Grief Tower by Lauren Wells.

The next thing to do is create routine. Everyone does better in routine, yes, even the free spirits among us. The anxious mind calms when it knows what to expect. A consistent bed time and wake time are helpful to maintaining sleep rhythms for young and old. Healthy eating, with occasional treats, combines with good sleep to set the body up for a healthy mindset. Limit news consumption! News increases anxiety in you and in your TCKs. Choose one outlet that is reliable, watch (read or listen to) it once a day, at most, and then turn it off.

Try to embrace technology your kids probably already have. Let’s face it. We (the parents and most teachers) are immigrants to the world of technology, while our TCKs are natives. They are more adept and more natural at it than we will ever be. But we can use that to our advantage. In virtual learning, look for ways that you and your child can take control of their learning. Children and youth who experience a sense of control in their learning have higher test scores and higher learning satisfaction. They’re more motivated to learn. Allow them to help organize their learning environment – where is it in the house/apartment? Is it well-lit or dimly lit? Is it soft and smooshy, or formal with a straight-backed chair? Are the pencils bright and pens many-colored? Give them choices about what to learn when you can.

Consider your options when choosing classes and choose those that are motivating to your student. Make sure you have reliable internet and devices to access the classes in the most full way. For school classes that don’t transfer well to the virtual classroom (think music or P.E. or other electives), look for fun options your family can do together. YouTube has a host of P.E. classes and music tutorials for different instruments. If you are a teacher, consider novel means of teaching, like videos and cool activities, to encourage students to login and participate. Look for classes that spur students on to find questions as much as finding answers. Look for classes that meet your goals and your TCK’s goals rather than settling for what is easy.

The greatest thing you as an educator and parent can do for your TCKs is strengthen their love for learning. Try doing activities as a family related to what your TCKs are learning in school. If you’re homeschooling, think about how to do projects instead of typical course work. This is a great way to kill two birds with a single stone – increase family together-time and increase your child’s love for knowledge. Troubleshoot ways to learn actively, especially for younger learners. Increase mobility during classes by giving your student silly putty, a desk cycle, or a large exercise ball to sit on – anything that can help with movement while being in front of the computer or tv screen. Balance the technology scales with hands-on resources like printed books, paper planners, and physical notebooks. Open a window or turn on a fan. Take breaks from screens and get outside whenever possible. Playing board games and card games is a sneaky way of cementing in subjects your child is already studying – a lot of math is learned while playing Monopoly, and civilizations while playing Settlers of Catan. Cook with your kids. Use standard US measurements for learning fractions and metric measurements to learn about universal measurement. Involve your kids in scavenger hunts and obstacle courses set up in your home or yard.

And finally, increase social connections. This can be tricky in a socially-distanced, increasingly-virtual world. But this is a great place to capitalize on kids-of-today’s natural abilities with technology. Build into your routine scheduled times with friends and family on Zoom or other platforms by putting it on your calendar and sticking to it. If you are a teacher, make social time a part of class time every day. Ask your child or adolescent to research fun things to do virtually. Some that have been successful are games, movies, and exercise. Yes, exercise! There’s an app to watch the same video in different locations at the same time and exercise “together”. See what your TCKs can come up with. Lastly, think about finding a family with children of similar ages to your own and see if they would be willing to be in your “circle of germs”. It may be worth the risk for your small group, as long as no one is in the high-risk category.

Before we conclude, a quick word about technology and social interactions. Many parents are concerned about their kids using technology too much, especially gaming and online social circles. While in-person interaction is optimal – brain science shows that we are more at rest when we interact with people who love us – interactions on technology are more and more the norm for this generation. So what does that mean for our kids?

Are they getting sub-optimal social skills? Interestingly, the wiring of this generation’s brains is different than that of previous generations (as shown in studies). And the interactions that are part of gaming — online multi-person — appear to affect the brain the same way casual, inperson social interactions affected previous generations. So, some gaming may actually be healthy during this pandemic, as it will substitute for those social interactions that were lost, in a way that you, as a parent, may not fully be able to understand.

“The greatest thing you as an educator and parent can do for your TCKs is strengthen their love for learning."

A closing encouragement to you: use your resources! This applies to caregivers, teachers, and TCKs alike. Some resources that are helpful include books by Lauren Wells, Raising a Generation of Healthy TCKs and The Grief Tower, as well as Looming Transitions by Amy Young. There are many more, but these are a great place to start.

As we develop this new ecosystem, think about the things you’ve learned during this time, the things that were good and right and beautiful, the things that you want to continue even after this crisis is over. Families have had more time together than ever before. Parents and teachers have become and are becoming more creative in nurturing the lives of our TCKs. In the end, you may never fully want to return to your old ecosystem.

Jean Kawiecki

Jean lives and works in Phoenix, Arizona, traveling throughout the world working with TCKs. She is both a teacher and a psychologist. An adult TCK (military), she spent time in three countries while growing up. She is the mother of two adult TCKs. Jean’s been working in TCK education for a little over 20 years, helping families troubleshoot educational issues and meeting directly with TCKs to overcome obstacles and shine! Some of the services she provides include counseling, educational consulting, assessing for special needs, and providing intervention in crisis.

References:

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