69传媒鈥� mental health issues don鈥檛 disappear during the summer. Sometimes they get worse.
Without the structure and routine of a school day or access to counselors, some students may be at risk of regression.
鈥淪ometimes, issues that are more problematic during the school year can go under the radar during the summer,鈥� said , a clinical psychologist based in Garden City, N.Y., who focuses on anxiety disorders in children.
鈥淭he school鈥檚 mandate is, generally, for most services, a nine- to 10-month period,鈥� Goldstein said. 鈥淭here鈥檚 a risk for regression [because] most schools are not really offering services in the summer. I don鈥檛 fault the school system 鈥� and I hope [there can be] a good collaboration between schools and families.鈥�
That risk of worsening health problems is especially concerning as research points to the toll the pandemic took on children鈥檚 mental health: growing numbers of children ages 3 to 17 are suffering from anxiety and depression, which may manifest as behavior problems.
Goldstein and Juan Trevino, the national clinical coordinator at Daybreak Health, a teletherapy service that partners with schools to provide personalized care, said families, schools, and educators can work together to smooth the social and emotional transition to school for vulnerable children.
A call for collaboration
Trevino said schools and educators are on the 鈥渇ront lines鈥� for noticing changes in the mental health of their students. He also said schools are where parents lean on most鈥攅specially in regard to their child鈥檚 behavior and mental wellbeing鈥攁nd seek advice from teachers, counselors, and administrators on what鈥檚 best for their child.
鈥淪tressors [are seen] more often in school because [students are] given tasks to accomplish, and educators are typically those that see changes in functioning,鈥� Trevino said.
Both Trevino and Goldstein said constant communication between educators and families is the key to success in preventing regression. Goldstein emphasized connecting families to summer services early, such as an external counselor or enrichment camps, especially if they are unsure of where to start or need assistance in finding the right fit.
Goldstein also said communicating the child鈥檚 needs to parents often and early is vital. Receiving the right services for children may prove difficult if parents are not notified of their child鈥檚 mental wellbeing at school soon enough by educators.
Parents and school administrators can also 鈥渕ake sure the information is communicated in a timely manner to the [grade-level teacher], so we don鈥檛 have to reinvent the wheel and the child or family isn鈥檛 put through unnecessary challenges because of a lack of communication,鈥� Goldstein said.
Back-to-school strategies
The back-to-school transition is difficult for anyone, but especially for students who have not had structure since leaving school in May or June.
Meredith Draughn, an elementary school counselor in North Carolina, said she encourages all educators to acknowledge the changes each student has likely undergone since the end of the previous year.
鈥淭en weeks is a really long time in a kid鈥檚 life,鈥� Draughn said. 鈥淒evelopmentally, you don鈥檛 know what circumstances have happened, so everything could be different.鈥�
Draughn also encouraged educators to examine their culture and how they build expectations at the start of each year. She said taking some time in the first two weeks to teach behavioral expectations and build a classroom culture is essential to a successful year.
鈥淵ou can鈥檛 just say, 鈥極K, we鈥檙e going to walk in a straight line,鈥� and expect 25 kids to know how that works after not having walked in a straight line for 10 weeks. That must be practiced,鈥� Draughn said.
She also said teachers need to discuss their expectations of students in the appropriate setting. For example, she said, instruction on bathroom behavior should not happen in the classroom or hallway, and kids must practice it over and over.
鈥淭he most important strategy is not looking at behavior errors as willful choices at first鈥攍ook at things as a skill issue instead of a will issue,鈥� Draughn said. 鈥淔or a kid who doesn鈥檛 raise their hand, you鈥檙e not going to automatically assess that they don鈥檛 care, you鈥檙e going to look at it as a skill issue of, 鈥榃e need to relearn this and practice this skill.鈥欌��
Especially for new students, Trevino said, orientation sessions鈥攐r previewing鈥攚ill help lessen anxiety they have when entering a new school and connect them to the right resources. He also said providing a calendar with important dates, events, and deadlines will assist in the transition.
Trevino said the first step schools can take is to recognize there may be resource gaps in summer resources and provide enrichment or day programs. These resources help students continue a regular school routine and stay active.
鈥淎ny type of camp鈥攔eading, math, arts and crafts, sports, drama, coding鈥攚ill be very helpful in creating routines that provide not only stimulation, but prevent boredom,鈥� Trevino said.
The emphasis on routines and schedules is important across the board for children. Children often feel more confident and secure when daily activities are predictable and familiar, early-childhood learning and knowledge center. This is especially important for children suffering from anxiety disorders.
A practice Draughn has found beneficial is one-minute, one-on-one meetings with her students immediately after summer break. She sits for one-minute intervals with each of her 355 students to assess their needs. After these meetings, she then follows up with any child who expressed interest in doing so.
She said teachers can easily do this with their students each month or work with their student support teams to find the best way to evaluate each student.
鈥淚t really needs to be a team effort,鈥� Draughn said. 鈥淗ow can we support the student, but also how can we support the teacher and give them more insight?鈥�
