Prioritize kids’ social emotional well-being
Since March 12, our students in Memphis have been home from school because of COVID-19. During this time, a lot has transpired in our communities that has put many of our already disproportionately burdened children and youth at-risk across the city — making a clear case for the social emotional well-being of students to be a top priority for Memphis schools upon reopening.
First, according to Innovate Memphis, in light of COVID-19’S impact, many of Memphis’ predominantly African-american neighborhoods have experienced increased pressures from socioeconomic vulnerability, while also suffering from increased eviction rates concentrated on their communities — like South Memphis, Orange Mound, North Memphis, Glenview, Binghamton, and The Heights.
Eviction rates were also higher for neighborhoods outside of the 240 Loop, such as Frayser, Raleigh, Whitehaven, and Hickory Hill, causing the undue added stressor of housing instability for hundreds of families.
Also of note is data from the Tennessee Department of Children Services, which shows that calls into child abuse hotlines have gone down drastically during the pandemic. Similarly, there were approximately 1,300 fewer cases in March 2020 compared to the previous year. While at first glance this may appear to be positive news, in fact, the decrease was actually attributed to students being absent from direct contact with educators, who are oftentimes the first person to see and report signs of abuse.
Furthermore, this spring and summer also visited upon students the devastating concerns of racial injustices seen — and subsequently denounced through protests — via the tragic murders of Ahmaud Arbery, George Floyd, and Breonna Taylor.
And on top of all of the other worries brought on by the exacerbation of disparities through the pandemic, far too many of our students and their families have also experienced temporary or chronic food insecurities.
The health of children is suffering
A study by Our Turn, a non-profit organization focused on elevating student voices in education, found that, since the introduction of COVID-19, 65% of students stated that their mental health has worsened; 28% felt that their physical health has worsened; 38% said their family was experiencing financial hardship; 9% were experiencing housing issues, and 11% were impacted by food insecurity; and 37% cited challenges from additional responsibilities that they have had to take on at home.
When we consider all of these difficult realities our historically underserved students are living with, it is going to be absolutely critical for schools to be intentional about three things:
1 focusing on the lived experiencing of families and students during this time;
2 allocating time during the school day for social emotional development; and learning;
3 taking time to prepare their teachers and leaders to respond to childhood trauma and adverse childhood experiences.
The work to be done to ensure that students are being correctly cared for is imperative, as many students will have a difficult time transitioning back into academics when they are also worried about their physiological needs—such as food and housing security, their psychological needs — such as identity security, and their health and safety.
The most basic needs of children and youth must be addressed first, and if they go unmet, students will be unable to function at their optimal levels.
Educators must build authentic relationships with their students
According to Abraham Maslow’s hierarchy of needs, these most basic needs of children and youth must be addressed first, and if they go unmet, students will be unable to function at their optimal levels until they are addressed and ascertained. Once these needs are stabilized and structure is implemented, they will thrive, being free from fear and uncertainty.
Considering this, it is incumbent upon schools to prioritize the social emotional well-being of students when schools return. Teachers will need to take the time to build authentic relationships with their students, and to check in on them personally. School leaders will need to ensure they are creating a safe school culture, where students feel included, welcomed and heard. And district leaders will need to ensure educators receive the training, support, resources they need to lead this work.
It’s not just for the sake of our already overburdened vulnerable students, but for the best interests of all students and educators, as we know that a healthy, diverse student body begets a happy, productive school.
L. Sha Fanion, ED.D is the managing director for Special Populations & Student Services local charter network in Memphis.