Some things are simply universal for humans, including figuring out how to communicate with ourselves and each other and coping with everyday challenges. As life moves forward, those challenges grow and change, and the COVID-19 pandemic was no exception, inviting new feelings of apprehension and barriers into our students’ lives.
One such issue that made its way to the forefront of our students’ minds — both during and after the pandemic — has been heightened anxieties both in academia and within their social worlds. Fortunately, the Episcopal School of Knoxville has a highly-skilled team of Learning Specialists who support our students, including School Counselor, Lois Ross, who has taken a comprehensive, whole-child approach to her work.
Social-emotional learning (SEL), which is defined as the process of developing important self-awareness, self-control, and interpersonal skills, is at the center of everything Ross does at ESK.
“In lower school, we talk a lot about feelings,” said Ross. “We want to empower students to handle real life situations.” She explained how students are taught by taking one feeling at a time and exploring it, including how to look for clues in their bodies to recognize it, both in observation of themselves and in others. Other important topics of focus include conflict resolution, growth mindset, and general mindfulness. The social-emotional learning that happens for our students in lower school helps to build a foundation as they approach and enter their middle school years, where anxiety may present itself further.
“Between myself, the Learning Specialists of both our Lower and Middle Schools, and Mary Lovely working with the Middle School teachers, we are much more aware of the impact of anxiety in the classroom,” said Ross.
The COVID-19 pandemic created a very real sense of isolation with the kids, and our faculty has been intentional about trying to recreate the sense of community we somewhat lost over the last couple of tough years. One way that Ross and her team are offering support is by arranging continuous professional development opportunities to help ESK teachers be better equipped to handle new, unique situations. The addition of two interns, who have been able to meet with students in more of a mentor role, have also helped bring ease back into our hallways, and surveying our largest needs among our student body.
“We’re trying to be proactive in the lessons we teach, to really cover what the kids feel is most important,” Ross said, noting that discussions are open and student driven, always keeping in mind the development of “respectfully-curious” minds.
Additionally, ESK now has a three-year partnership with a company called The Social Institute. Monthly lessons delivered through our technology classes provide a positive approach to social media, including how to handle situations that can provoke worriment and the importance of limiting screen time.
We also hosted an educator from the Mental Health Association of East Tennessee to come and speak to our middle school students this fall. This event, which happens annually, is extremely impactful to our students as it helps them learn about healthy coping skills, how to define anxiety, and offers a strong focus on destigmatizing mental health.
“This [event] is so helpful because it reinforces the same things that I talk about, but from a totally different perspective, from an outside professional,” said Ross. Our students have been able to learn and comprehend that just as physical health is essential to maintain to achieve success, so is mental health. We are truly grateful for the full level of support within our ESK community.
