The same is true for the expectations we have for our teachers. As one teacher described: "Expectations for educators seem to have gone back to 'normal' - even though the pandemic and the ripple effect in education that comes with it has yet to end."
To make matters worse, as you heard loud and clear from the teachers above, both students' and educators' social batteries are getting depleted so much more quickly after being out of the practice of school and socializing. This lack of endurance is leading to all-out exhaustion from everyone, making it even harder to meet these previously typical demands of the day.
Additionally, let's not forget that many students and educators alike have experienced real trauma during the pandemic, including losing their parents, partners, colleagues, and friends.
What can we do? We only have two levers to pull: reduce expectations and build skills.
The latter obviously takes time. As a result, in the short term, the focus needs to be on reducing expectations to be better aligned with where kids are developmentally and what both students and teachers have the energy to handle. In an ideal world, we might consider simply having everyone repeat a grade—a do-over of sorts. As helpful as that might be, it is unlikely to happen and would cause other downstream problems. So, we need to focus on immediate, concrete, and realistic ways to dial back the demands. These include shorter days, more break time, more opportunities to focus on enjoyable activities, regulating physical outlets, and reducing academic expectations, including revising the speed at which the curriculum is taught. These things taken together would help combat fatigue and enable educators and students alike to feel more successful again while slowly building back endurance. A marathon runner who hasn't run more than a few miles in two years doesn't expect themselves to go out and run 26 miles right out of the gates!
Reducing expectations to be more realistic is easier said than done. Schools are not known for being particularly nimble systems, especially given all the mandated testing benchmarks. But let's be clear that our schools successfully pivoted in much more sizable ways when needed in the height of the pandemic. If we recognize the need and urgency to do it again now, we can. I hear loud and clear that our schools are in crisis, so now the time is to act.
A word of caution, though, when it comes to re-setting expectations: expectations not only need to be clear and realistic, they need to be taught – or, in this case, re-taught. Students can't meet expectations that they are unaware of or that have felt like a moving target during the pandemic. The best way to re-teach expectations to students is to involve them in that process of re-setting expectations. When students are co-authors of expectations, they tend to be much more invested in meeting them. Crucial to recovery from this tailspin in which our schools find themselves is a collaborative process of re-setting expectations.
Finally, let's not forget that the other level we can pull is to build back skills. While this process is not a quick fix, it is critical to emerging successfully from this chaos in the long term and getting students back on the wave of healthy development. Even prior to the pandemic, Social Emotional Learning approaches had been gaining traction in our schools. They are needed more than ever now. Grounding the curriculum in the social and emotional needs of the students and educators is mission-critical. Approaches that build flexibility, emotional regulation, social thinking, and problem skills, in general, must be front and center. As part of that effort, traditional school disciplinary approaches (which are primarily punitive) not only won't help us see our way out of this mess, they will make matters much worse. We must practice relational approaches to discipline at this time, or we will lose some of our most at-risk students.
My advice may be fairly simple, but it is certainly not easy. Our schools are allergic to the idea of reducing expectations for good reasons. But these are not ordinary times, and they require bold actions from our school leaders and support from our communities if we are to right this ship.
This article originally appeared on PsychologyToday.com
