Eagerness to learn creating new opportunities in schools

With schools open again, there have already been numerous concerns from administrators, teachers and students alike. Sustaining student learning in ways that are safe has indeed added stressors to both the public and private school systems; however, some strides are being made by groups like the Muslim Association of Canada (MAC) and Olive Grove School (OGS), that go beyond required safety measures. In fact, some surprising developments have emerged due to the constraints, particularly student resilience, leadership and academic excellence.

In response to the shutdown back in March, MAC transferred over 2,000 students to online learning. The preexisting technological infrastructure made this transition smooth and effective. The response was so successful that MAC was invited to present to Education Minister Stephen Lecce on how OGS had implemented the province’s directive.

Anticipating a reopening in the fall at its numerous schools across the country, MAC built a framework for a healthy school environment, prioritizing both safety and exceptional instructional delivery that was accepted by provincial health authorities. Much thought has also been given by MAC to the support students would need upon returning from months of isolation. In response, OGS increased the number and accessibility of guidance counsellors available.

At the same time, throughout the lockdown, MAC believed a proactive approach to emotional support was needed beyond the core subjects. Unlike other school systems, OGS increased its investment in its character education program, focusing on life skills such as emotional intelligence, facing adversity, and leadership, among other crucial concepts. Another unique priority has been community building through programs such as MAC iRise where students from Ottawa to Edmonton learned a Muslim responsibility of giving back through helping those in need or supporting those on the front lines during the pandemic.

This three-tiered approach (character building, community building and mental wellness), has resulted in less need for mental health services. Students are eager to learn, excited to get back into the classroom to focus on their education while taking a lead role in classroom responsibility. With minimal class disruption, smaller class sizes in-person and online, and streamlined lesson delivery, students are excelling and displaying emotional resilience in ways that exceed our expectations.

Teachers and administrators report almost no disciplinary visits to the main office and an increased level of focus and achievement. While staff remain vigilant to issues that may crop up, it appears that so far, the constraints of the pandemic have offered space for many students to flourish.

Schools should know that offering a variety of flexible delivery methods and organization can allow for different traits in our students to be nurtured. It’s the job of schools to take the challenges of the pandemic and develop unique, adaptive solutions that continue our investment in student learning, leveraging its constraints to help develop their resilience. In the past, writers and educators alike have tried to imagine what a 21st century education might look like. The pandemic has forced a series of changes that have truly set the foundation for the future, both in content and delivery. Despite the difficulties of our current moment, there are some beautiful adaptations in education that have taken place and which set a precedent going forward.