Ten steps to support student wellbeing in 2020

When the whole community is going through a hard time, there are key steps to safeguarding students’ wellbeing:

1. Normal routines

• Plan predictable days with clear timelines and reasonable goals.
• Effectively supervise learning spaces.
• Calmly and clearly explain changes to the routine.
• Remind students that school is a happy place through fun activities.
• Where safe to do so, run extracurricular activities like sport and music.
• Make reasonable adjustments if necessary – e.g. shorter activities broken up by physical movement.

2. High expectations for behaviour

• Clearly explain the school’s values and the behaviour you expect.
• Recognise that this is a tough time but kindness and respect are vital.
• Respond promptly to antisocial behaviour, with logical and reasonable consequences.
• Put in place accessible channels for students to report bullying and cyber bullying.
• Ensure your Acceptable Use Agreements are clear, reasonable, and age-appropriate.
  
  

3. Appropriate communication about COVID-19

• Listen supportively if students want to talk.
• Answer questions in a simple, calm, age-appropriate way.
• Emphasise what adults are doing to keep everyone safe.
• Encourage students to talk about positive things, like the skills they’ve learned and the ways they’ve coped.
• Where appropriate, incorporate credible, scientific information into the curriculum.
• Place reasonable limits around COVID-19 conversations.
• Don’t get drawn into personal opinions or speculation.
• Encourage help-seeking for students who are distressed.
  
  

4. Creativity and physical movement

• Art, music, dance
• Physical exercise
• Relaxation and meditation
• Writing
• Free play (gently redirect games if a student is upset or ‘stuck’)
• Stories about characters who face challenges and resolve them.
  
  

5. Optimism and celebration

• Create opportunities for students to set goals, achieve them, and celebrate.
• Praise students explicitly for things they’ve done well.
• Draw students’ attention to the strengths and skills they’ve learned.
  
  

6. Relaxing, welcoming spaces

Even from a distance, teachers can encourage students (and parents) to:

• Identify places where they feel welcome, safe and happy
• Decorate their learning spaces
• Notice things in nature that make them happy – e.g. birds, trees, animals
• ‘Regreen’ spaces – e.g. by watering, weeding, planting flowers, or growing herbs
• Create calm zones with comforting activities or toys.
  
  

7. Meaningful decision-making by students

• Helping other students who are new, younger, or struggling.
• Creating their own resources about cyber safety and positive uses of technology.
• Choosing learning activities or assignment topics.
• Discussing school strategies – e.g. through the SRC.
  
  

8. High-quality social and emotional learning (SEL)

• Long-term
• Evidence-informed
• Delivered to the whole class
• Delivered by staff whom students know and trust
• Builds emotional regulation, creative and critical thinking, relationships, and resilience.
  
  

9. Mental health strategies

• Coordinate with wellbeing staff and external support services
• Provide professional learning on topics including:
  • Mental health first aid
  • Trauma-sensitive classrooms
  • Spotting the signs of post-traumatic stress
  • Managing disclosures.
• Self-care, mentoring, and ‘buddy systems’ for teachers.

 Further reading 

• Emerging Minds resources on COVID-19 and disaster recovery
• headspace: Mental Health Support for Australian Students, Teachers, and Schools Following Large Scale Incidents
• Childhood Trauma Reactions: a guide for teachers by the Queensland Government Natural Disaster Response 2011