HOW TO KEEP KIDS PSYCHO-SOCIALLY ADJUSTED FOR IN-PERSON CLASSES

Parents must paint a picture of what to expect, and teachers must model good coping behaviors by being calm, honest and caring

With in-person learning, children have better concentration, a finer understanding of real-world examples and better chances of completion. They may also feel more comfortable, learn more quickly and gain richer knowledge through teachers’ and other students’ body language and voices. They also get opportunities to connect, problem-solve and network with others.

Scholastic Books and The Medical City Institute of Pediatrics recently held a webinar for parents and teachers on keeping children safe, healthy and well, with the return to face-to-face classes.

Pediatric infectious diseases specialist Dr. Sarah Makalinaw laid out preparations to address physical health. She emphasized adherence to minimum public health standards: physical distancing, hand hygiene, cough etiquette and masking. She also encouraged getting vaccinated not only for COVID-19, but also for other illnesses, recommended by the National Immunization Program.

Schools’ physical setup should comply with the Department of Education’s requirements. All concerned must be trained on respiratory etiquette and other protective measures. Schools must also ensure that learners, teachers and personnel can access masks and soap/ sanitizer in restrooms, classrooms and entrances. Routine cleaning and disinfection of frequently touched surfaces and objects using a bleach solution must be done at least twice daily.

Conditioning children at home

“Paint a picture of what to expect,” advised Dr. Iris Echaus, developmental and behavioral pediatrician. She referred to the presence of other children, teachers and the schedule of activities. Use social stories or videos showing similar scenarios to role-play to prep for the big day.

Echaus recommended planning for the school trip: “We’ll leave home at 6:45 a.m., then we’re going to go through the drop-off line and walk through the front door of the big white building.” She said that having a script encourages children to express their feelings. “Prepare what they can say if they feel overwhelmed about any change that might happen.”

Practice these moments by starting small. Identify opportunities for limited exposure, like heading to the park as a family and easing children into social situations where they’ll be around new people and in new settings.

Create opportunities for conversations by asking a child how their day was: “Did anything funny happen today?” “What made you happy?” “What made you angry?”

Equipping teachers

Echaus advised teachers to reach out and listen to children’s concerns: “Know their names, know their stories. Check on how they are doing.”

She said to take note of individual differences. Children could be going through loss and grief, challenging experiences at home (parental loss of jobs, food insecurity, loss of housing), inequalities, uncertainties and transitions.

“Seek suggestions from children on creating a welcoming, safe and comfortable classroom—model good coping behaviors for your students by being calm, honest and caring. Take care of yourself and know your limits. Provide opportunities for children to take breaks and reconnect with peers,” said Echaus.

Makalinaw advised ensuring the practice of minimum public health standards while doing school activities by reorienting these practices and integrating them into school routines. Encourage masking at play and social distancing while eating. Coordinate regular health screening and symptom checking with parents. Disinfect after school by bathing and laundering soiled clothes.

Ensure that classrooms have good ventilation. If classrooms are air-conditioned, open windows for a few minutes every hour to replace indoor air. In a closed vehicle, use the setting bringing in outdoor air if traveling in a non-polluted area.

In un-airconditioned classrooms, open windows and doors on opposite sides of the room to create a cross breeze. Place a pedestal fan in front of the window facing outside if there is only one window. Always open doors and windows when using a fan; running it in an enclosed space can increase the spread of the virus.

It’s safer outdoors

Echaus maintained that the safest gatherings are outdoors. “Incorporate social-emotional learning alongside academic content,” she said. “Organize fun activities like scavenger hunts, exercise or dance in place, letter writing and arts and crafts.”

She added that making care packages helps build empathy. At the same time, sick kids feel cared for instead of ostracized or bullied.

She also recommended practicing coping techniques in dealing with stressful situations. Explore what would cause the child to feel anxious. Determining the specific source of worry is a key first step in helping children plan to manage the anxiety. Talk with them about what anxiety feels like so they can spot it early.

For younger kids, show visual cues through pictures or looking at the mirror. Make a list of things that the children can do instead. Teach them calming techniques like blowing bubbles breathing, infinity symbol or five-finger breathing, counting ocean breaths for sleep, breathing buddies or stone breathing for older kids or adults.

Contingency measures

Safety planning should be part of the school mental health strategy developed by the school-wide team. Schools must develop safety plans for students and their families. They need to have a detailed list of triggers, antecedents, vulnerabilities, the student’s internal coping strategies and social supports who can be called on when needed.

When does one seek a consult? Refer a child to a therapist when the child is at risk of physical harm, the child’s behavior is affecting their function and ability to achieve developmental tasks, there are accompanying features of a developmental or severe behavioral problem, and there are child protection issues.

For kids below 5 years old returning to school without vaccines, Makalinaw emphasized applying minimum health standards. Teachers in these facilities should be vaccinated and boosted.

For schools allowing unvaccinated personnel or students on the premises, address their reluctance. Understand the fear, but strictly implement health standards for everyone, not just the unvaccinated.