In the last three years, we’ve seen very drastic changes in student behavior, culture, and classroom structures. What we are witnessing firsthand is the massive impact the global pandemic has had on our teachers and students.
As educators, we are often expected to be flexible and go with the flow, because things are constantly changing. Now that we’re back in the classroom full-time, I’m hearing from teachers in all grade levels (first grade and up) that they are experiencing major cultural changes. Some examples include behaviors that have escalated to the level of a tantrum, due to exposure to non-preferred stimuli, from third graders in elementary school. Middle school teachers watching as seventh and eighth graders play freeze tag, which in the past has not been typical for middle school age students. These middle school age students are also found to be unable to solve basic conflicts with peers and are constantly seeking adult support in situations we would not expect. In high school, students who have never experienced anxiety, stress, or the inability to focus, are now unable to be in a classroom without the comfort of their headphones or a fidget at their desk, and they often come to school overwhelmed and upset.
The question everyone is asking is, how did we get here?
School is not just a place where our students learn math, reading, and science, but also a place where character-building is taught through experience. Social skills are taught through peer engagements, along with, problem-solving skills, and conflict resolution. But when we see third graders squabbling, crying, and saying statements such as, “You’re not my friend,” we are witnessing social emotional delays. We are witnessing how important it is for children to be together socializing.
Students from all over the country are struggling with mental health concerns, including anxiety disorders, and depression. They are flooding emergency rooms, and psychiatry facilities; there are not enough services to support the need. As educators, we are having a hard time helping these students because we are witnessing behaviors we don’t know how to manage. At the same time, educators may also be struggling with mental health concerns of their own, including burnout and exhaustion, as they are constantly concerned that they doing enough to help their students.
We all want to see our students be successful. We want to see them able to self-regulate, be at school, have friends, enjoy the school environment and not need as much adult attention or support as they get older. Since COVID, we have seen such a shift in student behavior we are now having to pivot our perspective and begin adjusting to a new way of seeing our students. Shifting the focus to a student-centered approach, where the needs and success of individual students drive the educational experience, can lead to better outcomes and more meaningful learning experiences.
To learn more:
Chelsea Wolbert NWESD Behavior Specialist
NWESD Special Education Consortium
