The mental health and well-being of students in Canadian schools has become a growing concern – but it’s not just children’s well-being that’s concerning. Recent research demonstrates that the well-being of both students and teachers go hand-in-hand. In particular, increased teacher well-being leads to more supportive teacher-student relationships. Despite this evidence, a Canadian Teachers’ Federation survey shows that 85% of teachers find that poor work-life balance is affecting their ability to teach the way they would like to teach.
Teachers who have a positive sense of how they feel, think, and act generally have a sense of relatedness (i.e. connectedness) with fellow staff, believe their strengths and skills are valued, and have autonomy to collaborate and provide feedback.
School staff who persist, bounce forward, and thrive in the face of adversity usually demonstrate strong relationship practices and professionalism, positive attitudes, emotional intelligence, and adaptation skills.
EMBODY POSITIVE LEADERSHIP:
Administrators who are committed to helping teachers achieve their highest potential and succeed show compassion and gratitude, know the strengths/interests of their staff, clarify roles and expectations, and provide opportunities for growth.
The factors that promote student well-being are, in many ways, the same as the factors that promote teacher well-being. A positive school climate leads to reduced teacher absenteeism, fewer teachers leaving the profession, stronger teacher-student relationships, and improved student achievement. Targeted training for school teams and leaders on mental fitness and resiliency practices that foster teachers’ sense of relatedness, competency, and autonomy represent an important first step in improving school climate, reducing teacher stress, and enhancing student achievement.
Work-Life Balance and the Canadian Teaching Profession by Bernie Froese-Germain via Canadian Teachers’ Federation Three key conditions to create a healthy workplace by Bill Morrison via The Globe and Mail Infographic: The Positive Workplace Framework (PWF) via Well at Work by EdCan
ADDITIONAL INFORMATION RESOURCES
Burke, R., Greenglass, E., & Schwarzer, R. (1996). Predicting teacher burnout over time: Effects of work stress, social support, and self-doubts on burnout and its consequences. Anxiety, Stress & Coping: An International Journal, 9(3), 261-275. doi: https://doi.org/10.1080/10615809608249406 Briner, R., & Dewberry, C. (2007). Staff well-being is key to school success. London: Worklife Support Ltd/Hamilton House. Darr, W., and Johns, G., (2008). Work strain, health, and absenteeism: A meta-analysis. Journal of Occupational Health Psychology,13(4), 293-318. doi: https://doi.org/10.1037/a0012639 Hoglund, W. L., Klingle, K. E., & Hosan, N. E. (2015). Classroom risks and resources: Teacher burnout, classroom quality and children’s adjustment in high needs elementary schools. Journal of School Psychology, 53(5), 337-357. doi: 10.1016/j.jsp.2015.06.002 Jennings, P.A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., DeMauro, A. A. & Greenberg, M. T. (2017). Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010–1028. doi: http://dx.doi.org/10.1037/edu0000187 Laurie, R. (2019, December). Measuring school well-being: The mental fitness and resiliency inventory and the School Happiness Index (SHI). Education Canada Magazine, 59(4). Retrieved from: https://www.edcan.ca/articles/measuring-school-well-being Laurie, R., Morrison, B. & Peterson, P. (2019, December). The Positive Workplace Framework (PWF): A strengths-based approach for thriving schools. Education Canada Magazine, 59(4). Retrieved from: https://www.edcan.ca/articles/the-positive-workplace-framework/ McLean, L., & Connor, C. M. (2015). Depressive symptoms in third‐grade teachers: Relations to classroom quality and student achievement. Child Development, 86(3), 945-954. doi: 10.1111/cdev.12344 Miller, R. (2012). Teacher absence as a leading indicator of student achievement: New national data offer opportunity to examine cost of teacher absence relative to learning loss. Washington, DC: Center for American Progress. Miller, R., Murnane, R., & Willett, J. (2008). Do teacher absences impact student achievement? Longitudinal evidence from one urban school district. Educational Evaluation and Policy Analysis, 30(2), 181-200. doi: https://doi.org/10.3102/0162373708318019 Molero Jurado, M. D. M., Pérez-Fuentes, M. D. C., Atria, L., Oropesa Ruiz, N. F., & Gázquez Linares, J. J. (2019). Burnout, perceived efficacy, and job satisfaction: Perception of the educational context in high school teachers. BioMed research international, 2019. doi: 10.1155/2019/1021408 Núñez, J. L., Fernández, C., León, J., & Grijalvo, F. (2015). The relationship between teacher’s autonomy support and students’ autonomy and vitality. Teachers and Teaching: Theory and Practice, 21(2), 191-202. doi: https://doi.org/10.1080/13540602.2014.928127 Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30-37. doi: 10.1016/j.socscimed.2016.04.031 Roffey, S. (2012). Pupil Wellbeing – Teacher Wellbeing: Two sides of the same coin. Educational & Child Psychology, 29(4), 8-17. Retrieved from: https://www.sueroffey.com/wp-content/uploads/import/32-Roffey%20ECP29-4.pdf Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4-36. doi: https://doi.org/10.3102%2F0002831212463813 Statistics Canada. (2020). Work absence of full-time employees by industry, annual. Retrieved from: https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=1410019101
REFERENCES AND FURTHER READING
The mental health and well-being of students in Canadian schools has become a growing concern – but it’s not just children’s well-being that’s concerning. Recent research demonstrates that the well-being of both students and teachers go hand-in-hand. In particular, increased teacher well-being leads to more supportive teacher-student relationships. Despite this evidence, a Canadian Teachers’ Federation survey shows that 85% of teachers find that poor work-life balance is affecting their ability to teach the way they would like to teach.
Teachers who have a positive sense of how they feel, think, and act generally have a sense of relatedness (i.e. connectedness) with fellow staff, believe their strengths and skills are valued, and have autonomy to collaborate and provide feedback.
School staff who persist, bounce forward, and thrive in the face of adversity usually demonstrate strong relationship practices and professionalism, positive attitudes, emotional intelligence, and adaptation skills.
EMBODY POSITIVE LEADERSHIP:
Administrators who are committed to helping teachers achieve their highest potential and succeed show compassion and gratitude, know the strengths/interests of their staff, clarify roles and expectations, and provide opportunities for growth.
The factors that promote student well-being are, in many ways, the same as the factors that promote teacher well-being. A positive school climate leads to reduced teacher absenteeism, fewer teachers leaving the profession, stronger teacher-student relationships, and improved student achievement. Targeted training for school teams and leaders on mental fitness and resiliency practices that foster teachers’ sense of relatedness, competency, and autonomy represent an important first step in improving school climate, reducing teacher stress, and enhancing student achievement.
Work-Life Balance and the Canadian Teaching Profession by Bernie Froese-Germain via Canadian Teachers’ Federation Three key conditions to create a healthy workplace by Bill Morrison via The Globe and Mail Infographic: The Positive Workplace Framework (PWF) via Well at Work by EdCan
ADDITIONAL INFORMATION RESOURCES
Burke, R., Greenglass, E., & Schwarzer, R. (1996). Predicting teacher burnout over time: Effects of work stress, social support, and self-doubts on burnout and its consequences. Anxiety, Stress & Coping: An International Journal, 9(3), 261-275. doi: https://doi.org/10.1080/10615809608249406 Briner, R., & Dewberry, C. (2007). Staff well-being is key to school success. London: Worklife Support Ltd/Hamilton House. Darr, W., and Johns, G., (2008). Work strain, health, and absenteeism: A meta-analysis. Journal of Occupational Health Psychology,13(4), 293-318. doi: https://doi.org/10.1037/a0012639 Hoglund, W. L., Klingle, K. E., & Hosan, N. E. (2015). Classroom risks and resources: Teacher burnout, classroom quality and children’s adjustment in high needs elementary schools. Journal of School Psychology, 53(5), 337-357. doi: 10.1016/j.jsp.2015.06.002 Jennings, P.A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., DeMauro, A. A. & Greenberg, M. T. (2017). Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010–1028. doi: http://dx.doi.org/10.1037/edu0000187 Laurie, R. (2019, December). Measuring school well-being: The mental fitness and resiliency inventory and the School Happiness Index (SHI). Education Canada Magazine, 59(4). Retrieved from: https://www.edcan.ca/articles/measuring-school-well-being Laurie, R., Morrison, B. & Peterson, P. (2019, December). The Positive Workplace Framework (PWF): A strengths-based approach for thriving schools. Education Canada Magazine, 59(4). Retrieved from: https://www.edcan.ca/articles/the-positive-workplace-framework/ McLean, L., & Connor, C. M. (2015). Depressive symptoms in third‐grade teachers: Relations to classroom quality and student achievement. Child Development, 86(3), 945-954. doi: 10.1111/cdev.12344 Miller, R. (2012). Teacher absence as a leading indicator of student achievement: New national data offer opportunity to examine cost of teacher absence relative to learning loss. Washington, DC: Center for American Progress. Miller, R., Murnane, R., & Willett, J. (2008). Do teacher absences impact student achievement? Longitudinal evidence from one urban school district. Educational Evaluation and Policy Analysis, 30(2), 181-200. doi: https://doi.org/10.3102/0162373708318019 Molero Jurado, M. D. M., Pérez-Fuentes, M. D. C., Atria, L., Oropesa Ruiz, N. F., & Gázquez Linares, J. J. (2019). Burnout, perceived efficacy, and job satisfaction: Perception of the educational context in high school teachers. BioMed research international, 2019. doi: 10.1155/2019/1021408 Núñez, J. L., Fernández, C., León, J., & Grijalvo, F. (2015). The relationship between teacher’s autonomy support and students’ autonomy and vitality. Teachers and Teaching: Theory and Practice, 21(2), 191-202. doi: https://doi.org/10.1080/13540602.2014.928127 Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30-37. doi: 10.1016/j.socscimed.2016.04.031 Roffey, S. (2012). Pupil Wellbeing – Teacher Wellbeing: Two sides of the same coin. Educational & Child Psychology, 29(4), 8-17. Retrieved from: https://www.sueroffey.com/wp-content/uploads/import/32-Roffey%20ECP29-4.pdf Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4-36. doi: https://doi.org/10.3102%2F0002831212463813 Statistics Canada. (2020). Work absence of full-time employees by industry, annual. Retrieved from: https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=1410019101
REFERENCES AND FURTHER READING
Here you are trying to figure out what your life will look like as a teacher who – depending on where you live – might not actually be doing any more teaching at all this year. For others, you might be struggling to figure out how to meet the numerous needs of your students while not being fully able to tap into your tried and true pedagogies. Whichever of these situations most closely resembles your own, it’s likely that these circumstances are only compounded by the challenges of having your own children at home with you, including having to navigate newly-concentrated family responsibilities alongside your professional role as a teacher. Distance education might not be new to you, but distance education in a pandemic together with your family is most certainly a novelty.
I’m currently working from home along with my husband as we care for our two children while trying to maintain some semblance of “normal life,” keep our mental health in check, and keep our family relationships intact. For me, that means trying to appreciate the nicety of letting some things unfold at a pace that isn’t rushed. The most basic example would be letting our night owl daughter and adolescent son head to bed later and sleep in longer, which more closely resembles what their developing minds and bodies prefer, anyway. What that means is a calm, quiet morning for mom and dad, which has really set a more positive tone for the rest of our day as working parents. By being able to appreciate the positive aspects imposed upon our household by this difficult and worrisome time, I find myself better able to cope with the uncertainty of daily life during this pandemic. This deliberate focus on even such relatively small benefits is one strategy that helps build and sustain resilience even when we might otherwise be feeling trapped and overwhelmed.
The multiple and constant demands put upon us as both parents and teachers are a reality in non-pandemic times, but it’s even more important during this unprecedented global crisis to maintain what’s called ‘work-life equilibrium’ – as opposed to the infamous ‘work-life balance.’
If we think about “balance,” we’ll likely conclude that our lives are out of whack. How do you realistically undertake a balancing act when your personal and professional responsibilities take place simultaneously under the same roof? Balance requires us to be successful at work and at home by keeping various aspects of our lives within very specific parameters, like separate drawers in a dresser – but that just isn’t realistic under normal circumstances let alone during stay at home orders. The reality is that how we feel in our personal lives can impact how we feel in our professional lives, and vice-versa. For caregivers especially, we can’t expect teachers to “shut off” the care that they have for their students just because they’ve left the schoolgrounds or signed off from an online class. In other words, there’s really no such thing as balance.
Instead of balance, it might be more helpful to think of life in terms of equilibrium, which allows for flexibility. When you think of your life in this way, new demands and additional stress create mere shifts in our lives. It means accepting, for example, that the amount of time, energy, and focus we dedicate to certain aspects of our lives will constantly change depending on what our priorities are or where our attention is most needed at a given point in time.
Equilibrium for parent-teachers means that as we individually and collectively work out how to stay resilient while maintaining strong school and family relationships, it might be necessary to shift the focus more on the relational aspects of our parenting and teaching and less on moving through curriculum and supporting our children’s academic pursuits. Let’s not forget that while the roles of ‘parent’ and ‘teacher’ have both always involved looking after the well-being of others, it’s likely that the next little while will require us to focus even more on the emotional needs of our students, of our own children, and of ourselves.
By recognizing and valuing this caring at work and at home, it might be possible to also recognize ways in which the overlap between the two might be particularly useful during this time of COVID-19. In both spheres, we only need to aim to be “good enough,” which is an idea first proposed by pediatrician D.W. Winnicott (1965), whose description of the “good enough mother” was meant to highlight the importance of reasonable expectations and plenty of self-forgiveness for parents who might otherwise feel as if their parenting efforts don’t measure up against some kind of unrealistic ideal. All we need to be is “good enough,” which is going to look different each day and for each individual person. Let’s manage our expectations towards ourselves and towards others because during this unprecedented time, it might be necessary to redefine what it means and looks like to parent and to teach.
As Michael Ungar reminds us in his excellent and timely book Change Your World, our resilience depends on our ability to navigate outside of our comfort zones and to work through new challenges, which includes challenges that we may not have chosen for ourselves like the current pandemic. The resilience literature is clear: to be able to navigate outside of our comfort zones, we need to rely on our relationships with other people while maintaining personal flexibility so that we can:
This last point about helping kids develop a sense of self-efficacy underlines a wider opportunity that we have as both parents and teachers to innovate in ways that put students and our own children in the driver’s seat by supporting their learning in ways that they find most meaningful, instead of worrying about assigning them grades. The opportunity to support our students and our own children in using or accessing resources and helping them to work through the emotions involved in learning (e.g. frustration, disappointment, surprise, joy) may help leave us all more resilient in the end. This is particularly true since having kids’ emotional needs met with sensitivity — whether by teachers or parents/guardians — gradually helps kids learn to self-regulate, especially if the adults in their lives are also able to model self-regulation. This is not to say that this is at all easy, especially given the stress and anxiety that tend to accompany the experience of being thrown into unfamiliar territory. Nevertheless, the time we find ourselves in presents a rare opportunity for innovation.
As teachers, our identities tend to be closely tied to our profession, and we know from research that meaningful work is vital to good mental health. With changes to or loss of these aspects of our identities, combined with the anxiety-provoking uncertainty and lack of control, it’s not surprising that teachers may be experiencing intense emotions and high levels of stress even though, on paper, it can sound nice to work from home. It’s okay and completely normal to feel like you don’t want to be stuck at home and it’s just as okay and normal to be feeling relief, excitement, or whatever other emotions you might be experiencing.
Emotions are signposts for how we are interpreting our situations. Try to make time to check in with yourself to see what your emotions might be telling you. Find ways to connect with others and share your emotional experiences, even if your personal situation and strategies for working through the current situation are very different from that of other people. In any case, it’s likely that we’re all experiencing similar emotions; knowing that others are feeling similarly can help validate our experiences while reducing the pressure of the high expectations to which we often hold ourselves. Sharing our experiences and supporting the emotional needs of our friends, neighbours, and colleagues builds resilience in ourselves and in our communities, while also modelling a positive coping strategy for our students and for our own children.
Together, we can make it through this challenging time. Don’t forget to reach out, stay flexible, and stay healthy. We’re all in this together.
Photos: Adobe Stock
Ungar, M. (2018). Change your world: The science of resilience and the true path to success. Toronto, ON: Sutherland House.
Winnicott, D. W. (1965). The maturational process and the facilitating environment. New York, NY: International Universities Press.
In March of 2020, Canadian education systems first began to close schools in response to the COVID-19 pandemic. In that relatively short (yet seemingly long) timeframe, however, the internet has been abuzz with webinars, instructional videos, live learning experiences, and free resources for teachers, parents, and students. Educational thought-leaders from around the globe have weighed in with blogs and articles on a host of topics and educators themselves have taken to Twitter, Facebook, and other social media outlets to document their experiences and share their challenges and successes in moving their practices towards various remote delivery models.
As we begin to settle into remote learning from home, however, we must also begin to turn our attention to the inevitable task of planning for the future of schooling over the short and medium term. As school reopenings internationally are showing, this is not simply a return to schooling as normal. Moreover, since education in Canada is a provincial responsibility, responses to COVID-19 have been diverse1 and we would expect plans for the future to be appropriately varied. Fundamentally, what we will need to ask ourselves is: “What conditions need to be in place for students to learn and for teachers to teach, and how will leaders across the system adapt to support these conditions?” With that overarching question in mind, we draw upon provincial, pan-Canadian, and international work in the areas of government and whole system educational improvement, as well as teacher organizations and school leaders, in posing the following thoughts to stimulate conversation around how we will understand effective leadership across the education sector for the coming months and years.
At the height of the pandemic, over 90% – or approximately 1.6 billion – students were not in school2 due to 195 country-wide closures. These figures are already decreasing as some countries start the delicate process of reopening schools. While each jurisdiction will have distinctive needs, governments in Canada should look to and learn from international education systems that are ahead of us in the move towards creating new forms of schooling. Ensuring health, hygiene, safety, and protection must be the utmost priority. Physical distancing, hand washing, and other public health protocols are likely to continue as discussions of a second and third wave of COVID-19 persist. These conditions are extremely challenging in schools. An essential question is how, or if, students and staff can be kept two metres apart? Previous debates about class sizes have focused on educational and/or budgetary benefits, implications, and trade-offs. But how many students can be in a physically distanced school or classroom? Emerging international evidence includes phased re-openings, variations on rotating enrolments, and reduced class sizes. Assuming there are ways for students and staff to return to school buildings, the next key health consideration is that – while some people will have managed well and some may even have thrived during a period of staying at home – some students and staff will have experienced illness, grief, and trauma. As Doucet et al. (2020)3 paraphrase, “Maslow before Bloom” must be the fundamental guiding principle moving forward.
Policy decisions will also need to be made concerning equity. Emergency response approaches to teaching and schooling should not become the new status quo. Rather, in collaboration with the education profession and support staff, approaches to education during the COVID-19 era should be evaluated. Which approaches are worth continuing and developing and which are not? Technology, for instance, can be a useful tool and resource for teachers to use as part of their repertoire of strategies, but it is not a replacement for in-person classroom interactions over the longer term.4 If phased re-openings and/or rotating students’ physical attendance is used, what forms of distance learning, blended learning, and learning resource strategies for home and school will be required and with what additional resource investments? A second policy consideration
is that COVID has resulted in a pause on standardized testing in most education systems, prompting discussion on how authentic and appropriate feedback can be provided to students and their families, as well as to educators. These are important developments that should be further explored. What forms of assessment will be appropriate for the
2020-21 school year? How can rapid feedback continue to be provided in a scenario of physically distanced schooling, blended learning, and distance learning? The period of emergency response has been challenging for students, their families, and educators. It is a lost opportunity if this is not also harnessed to rethink the future of schooling in partnership with the education profession and support staff.
Canadian teacher organizations often work with, alongside, and through governments to develop innovative learning and leadership opportunities for their members,5 which often include a combination of teachers, school leaders, and other school staff. Recently, however, budget cuts to various areas of education have resulted in unrest in a number of jurisdictions and existing partnerships have been tested. Consequently, one of the priorities for teacher organizations will be ensuring access to the kinds of professional learning (PL) experiences that will be critical in supporting new forms of teaching, learning, and assessment of learning. What partnerships and relationships might need to be developed, renewed, or re-established? We are beginning to see evidence of renewed relations in Saskatchewan and Ontario, for instance, where new collective agreements have recently been reached after tense, long negotiations. A second consideration will be rethinking delivery models. Our previous research shows that the most effective teacher learning occurs in collaboration with other teachers.6 What adaptations will be needed to provide opportunities for teachers to continue to work together, and will organizational priorities and resources need to be shifted? While webinars and other forms of online learning are a solution in the short term, high-quality teacher learning should be varied in both form and function. Continued educator learning around trauma-informed teaching and ways of working will certainly be a priority, but what other innovations in content will the membership require and how will those needs be determined?
A second priority for teacher organizations will be continuing to ensure that safe working conditions and well-being are prioritized. While resolving outstanding bargaining issues will hopefully provide a stronger foundation for the continuation of professionally-led systems, a careful and measured approach will be necessary. In the context of the rapid growth of a range of providers of remote learning and technology solutions and the longer-term economic impacts of COVID-19, what new forms of advocacy work
and public outreach will be needed to ensure that public education continues to receive the investments that it needs? How will educators and support staff manage new job expectations and associated workload demands? What kinds of support mechanisms will be needed and how will organizations mobilize to meet those needs? Moreover, if educators are to have a strong voice in determining the future of schooling, active member engagement will be necessary. In a time when large-scale gatherings are prohibited, what adaptations might be necessary to strengthen organizational commitment? We are seeing a number of teacher organizations hosting webinars and providing online support to address current issues. This is certainly a step in the right direction but how else might teacher organizations connect with members to help answer all these questions?
If there was ever a time for teacher organizations to draw on the talents and strengths of their members while harnessing collective leadership capacity, it is now.
With legal responsibilities for the health and safety of all students, principals – alongside educators and support staff7 – are very much the “other first responders” of this pandemic. Consequently, first and foremost, the responsibility of principals will be both the prevention and identification of outbreaks within their schools. There are a lot of logistical considerations: Will there be plexiglass for each desk? Will students wear masks? Will there be recess and how would it be supervised? How will applied courses take place? Will additional custodial staff be needed? What impact will prevention strategies have on school budgeting? Will there be new communication strategies with public health regarding student infections? What new procedures will have to be carried out as breakouts and clusters pop up? Physical health and safety are not the only well-being issue that principals will have to be mindful of as they will also need to consider the psychological impact of the pandemic.8 In an ideal world, we assume students are physically isolating in a safe environment. Unfortunately, we do not live in an ideal world and, only a few months into the pandemic, members of the public and policy-makers are being warned to “remain vigilant about the potential for abuse towards women and children.”9 What kinds of new community-school partnerships will be needed to support the emotional health and well-being of students and staff? How will principals support teachers in developing and implementing trauma-informed practices and policies? What supports will principals need themselves to manage their own health and how will those supports be provided? These are all important and significant issues that need to be explored.
Collectively, we will also need to reconsider how we understand effective leadership in the coming months and years. As instructional leaders, principals are responsible for supporting and ensuring that effective pedagogical practices and successful student learning happen. Now that schools are physically closed, and learning has been moved to virtual engagement, principals have turned their attention towards supporting online learning and leading schools virtually, coupled with exponential growth in their use of information communication technology and social media. Online teaching and learning, however, is not the same as teaching face-to-face10 as it is not merely about taking a face-to-face program and delivering via a web-based conference platform. Considerations include hardware and software issues, but also the skills required to navigate software and new knowledge on how to interact on such platforms. These issues are not exclusive to students, but impact teachers and school principals as well. Looking forward towards longer term implications, in a recent survey of American school principals, 82% of respondents indicated that they were not sure how their school district planned to scale up education technology to deliver curriculum and instruction during the COVID-19 pandemic.11 A key question becomes: what new forms of instructional leadership are required to promote a culture of learning in digital or blended learning spaces? A related concern is how principals will ensure equitable learning opportunities for all students. As we noted earlier, international return to school plans have been staggered and continue to include elements of at-home learning. As we move forward, issues including internet access, access to learning devices, and instructional capacity for online learning will need to be continuously re-evaluated. Working in collaboration with school districts, teachers, parents, and students to identify and navigate these inequities is and will continue to be a significant facet of effective principal leadership during the pandemic.
This pandemic has given us a lot of food for thought. On the one hand, the creativity and commitment of educators to providing meaningful and creative learning opportunities has been inspiring and lends hope to many possible futures. On the other hand, systemic gaps around equity in education (and all facets of society) have become all the more visible. While access to the internet and electronic devices has been heavily covered in the news media, there are families without access to clean water and others who struggle to provide basic supplies, healthy lunches, or a safe learning environment. Teachers, principals, and other school staff are also grappling with the rapid pace of change and its impact on their daily work lives.12
As Education International’s (2020) Guiding Principles on the COVID-19 Pandemic points out, given the extensive trauma (both professional and personal) that has resulted, future plans should be mindful of not only the physical safety factors related to containing outbreaks, but also the emotional well-being of both educators and students. Perhaps more so now than any other time, all decisions related to the future of schooling need to place protection, care, and compassion for students and educational staff at the centre. This will require us to collectively rethink the value and purpose of schooling as we shift gears away from the immediate responses that have dominated our conversations thus far, and instead move towards reimagining many of the fundamental aspects of schooling from the physical and public health components through to leadership, teaching, learning, equity, well-being, and a host of other components. This will be no easy feat and will not be fully realized for some time. As has become Canada’s slogan throughout this crisis, however, we are indeed stronger together. Most certainly, this must be the mantra of the education system moving forward.
1People for Education. (2020). Tracking Canada’s education systems’ response to COVID-19. Accessible from https://peopleforeducation.ca/wp-content/uploads/2020/04/PFE_covid-tracker-table-Apr30-2020.pdf
2UNESCO (2020a). COVID-19 Impact on Education. Accessible from https://en.unesco.org/covid19/educationresponse
3Doucet, A., Netolicky, D., Timmers, K. & Tuscano, F.J. (2020). Thinking about Pedagogy in an Unfolding Pandemic: Independent Report on Approaches to Distance Learning During COVID 19 School Closures. Accessible from https://issuu.com/educationinternational/docs/2020_research_covid-19_eng
4Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Durham University and the Education Endowment Foundation.
5Osmond-Johnson, P., Campbell, C., Faubert, B. (2018). Supporting professional learning: The work of Canadian teacher organizations. Professional Development in Education. DOI: 10.1080/19415257.2018.1486877.
6Campbell, C., Osmond-Johnson, P., Faubert, B., Zeichner, K., & Hobbs-Johnson, A. (2016). The state of educator’s professional learning in Canada: Executive summary. Oxford, OH: Learning Forward. Accessible from https://learningforward.org/wp-content/uploads/2017/08/state-of-educators-professional-learning-in-canada-executive-summary.pdf
7Ontario Principals’ Council, (January 2020). The other first responders: Crisis support for principals and vice-principals dealing with traumatic events. The Register. 22(2).
8Zhou,X., Snoswell, C., Harding, l., Bambling, M., Edirippulige, S., Bai, Z. & smith, A. (April, 2020). The role of telehealth in reducing mental health burden from COVID-19. Telemedicine and e-Health, 26(4).
9Woods, M. (2020, March 21). Concerns about child abuse during COVID-19 isolation. CTV News Ottawa. Accessible from https://ottawa.ctvnews.ca/concerns-about-child-abuse-during-covid-19-isolation-1.4863060
10Ben Jaafar, S. (2020). Emergency response to this pandemic is not the future of online education. Accessible from https://www.bettshow.com/bett-articles/emergency-response-to-this-pandemic-is-not-the-future-of-online-education
11National Association of Elementary school principals (NAESP) & AASA (School Superintendents Association) 2020).
12UNESCO. (2020b). Teacher task force calls to support 63 million teachers touched by the COVID-19 crisis. Accessible from https://en.unesco.org/news/teacher-task-force-calls-support-63-million-teachers-touched-covid-19-crisis
Photos: Adobe Stock
Learning for a Sustainable Future is curating a weekly collection of activities drawn from the Resources for Rethinking database designed to facilitate home teaching and learning for students, parents, and teachers in light of major changes that have occurred in the past few weeks. The goal is to ease the burden on parents and teachers by providing them with resources to keep students engaged and learning at home.
In light of school closures resulting from COVID-19, TakingITGlobal has launched Connected North@Home to provide virtual field trips that students and their families can access directly at home. TakingITGlobal is working with many educational partners to connect students to museums, zoos, artists, storytellers, and other amazing organizations that offer unique learning experiences while students are at home. Canadian partners include the Vancouver Aquarium, Winnipeg Art Gallery, and Royal Botanical Gardens. Recordings are available online.
Create to Learn @ Home has partnered with ImagineNATIVE to support 40 First Nations, Métis, and Inuit (Indigenous) media makers and creatives to launch instructional video series’ to share digital skills and traditional knowledge.
TakingITGlobal has launched Code to Learn@Home to continue to serve students during COVID-19 closures. In partnership with LCSI, Cisco, Fair Chance Learning, and with support from the Government of Canada, they are offering free live online lessons on coding and computational thinking that includes Lynx coding, micro:bit, cybersecurity, and more!
This recent blog by the CCUNESCO offers an update on the global context in education during COVID-19, and shares online resources, including their recently-launched Teacher’s Toolkit for the UNESCO Schools Network in Canada, which contains ideas and resources that all teachers and parents can use. This toolkit draws on a variety of resources to give educators a range of activities and best practices to support students of all ages to learn about human rights and global citizenship, sustainable development, climate action, and reconciliation with Indigenous peoples.
Being an educator during a pandemic has brought many words to mind. I’ve been reflecting on this journey and it’s been a bumpy, curvy road. There have been challenges and celebrations. No day has been the same thus far, yet I’m encouraged and optimistic about what the near future will bring.
ARGH! is a word that comes to mind when I reflect on being an educator at this time in life. I’ll be the first to admit that I’m not technologically savvy. The technological changes my job is going through has created many challenges for me, and I’m sure that the learning and frustration I’m experiencing right now are similar or the same as that being experienced by caregivers, students, and other educators. When I think about my own technological learning curve, I can better empathize with what it must be like for some students to go through the process of learning a new concept in school. The frustration of learning something new and challenging can lead some students to shut down, throw their hands in the air, or cry, and I admittedly feel these ways at times when grappling with the transition to online teaching.
WHAT?! is another word that has resonated with me since the onset of the pandemic. As in, “What, a pandemic? What’s that? What’s closing? What am I going to do? What will happen to my health and my family’s health? What about my students? What will my students do? What will happen to my job?” We are on an unprecedented journey with so many questions and so few answers. My superintendent had told our administrators, “We are building an airplane in the air, and building it with some of the most committed and expert engineers.” The fear of the unknown is undoubtedly challenging as we’re being called on as educators to trust a process of which we know very little about.
TRUST is yet another word that’s resonating with me. We’re called to trust that the rules and regulations put forth are the best ones to keep us safe and healthy. We’re called to trust that other people are taking appropriate steps that will help society to be healthy. We’re called to trust our employers to make wise decisions. Most important of all, though, is the trust we’re being called to have in ourselves as educators – that we’ll be continuously able to share appropriate lesson plans and support our students as best we can through this pandemic.
TEAM means the world to me right now. In this pandemic, I’m constantly seeing people come to the realization that they’re on teams they never even knew they belonged to. Education staff are coming together in strength to support each other, and smartphone apps are helping educators support their own well-being and connect with each other like never before. A great example is my school district leadership team, who provides daily videos expressing on-going communication and genuine openness to ideas that will support and care for staff. I’m also thankful for my fellow staff and students, whom I miss dearly. We spend five days a week together and while nothing can truly replace our discussions in the hallways or informal chats, we’re nevertheless finding ways to stay in touch to the point that my cell phone usage has spiked to 112% in past weeks. Normally, I’d be shocked and appalled by excessive screen time, but instead I’m thankful because that 112% is made up of text messages and emails with some amazing individuals whom I’m glad to call my team.
THANKFUL is a big part of how I feel in this time of uncertainty as I see strangers and neighbours band together to manoeuvre through this rough patch in our lifetime. I’m hopeful that we’ll continue to exercise patience and understanding with each other through and post-pandemic, and I’m thankful to all those who are looking out for their fellow human beings. I’m also thankful for decision-makers who are making tough calls, for all those working in essential services, for technology which has allowed us to stay connected and productive, and for organizations who are finding ways to support everyone’s mental health and well-being. Overall, I’m thankful for all of the good that’s flourishing amid COVID-19.
ANXIOUS is my last and final word, and it refers to the new state of being that I’m trying to reduce the most. I’m anxious to ensure that my students and their families are able to access what they need. I’m anxious about knowing that everyone I know and love is healthy. I’m anxious about making sure I say the “right” thing in meetings or emails given that people are dealing with this crisis in so many different ways. I’m anxious about my fellow educators staying well and healthy. I’m anxious about people not taking COVID-19 seriously, as I want things to get back to normal as soon as possible. I’m anxious about all of the negativity that pervades social media. I’m anxious about not knowing what will come of this virus. When I reflect on all of these reasons to be anxious, I realize more than ever that this is a period where I absolutely need to focus on my well-being. It’s so easy to be overcome by anxious thoughts and worries over things that are out of our control. What I do have control over is myself, and while there are many more words that can describe how I feel right now, well-being is the word that I strive to prioritize over them all.
Photos: Adobe Stock
TORONTO, April 9, 2020 – EdCan and Mindfulness Everyday are pleased to announce a new partnership to address rising levels of stress and burnout among staff in Canadian K-12 education systems amid the COVID-19 pandemic. The goal is to provide educators with skills and coping strategies that best support their mental and physical health as they transition towards delivering online learning and grapple with managing the simultaneous demands of work and home. This partnership includes collaborating to deliver online training, programming for K-12 staff, and awareness campaigns on the transformative benefits of mindfulness, to name a few.
“Many educators are faced with mounting pressure to perform during these extremely challenging circumstances,” says Max Cooke, CEO of EdCan. “We also know that educators are not only focused on ensuring the safety of their loved ones, but also care a great deal about how their colleagues and students are dealing with this crisis and we are seeking new ways to support them.”
Both organizations are working together to mobilize actionable strategies to improve workplace well-being in Canada’s schools and school districts, which includes hosting a free live public webinar and four small-group community meet-ups for EdCan Members throughout the month of April.
“We are striving to make the message ‘Happy educators will change the world’ more than just pretty words on a page,” says Heidi Bornstein, Founder of Mindfulness Everyday. “When mindfulness is at the core of an educator’s self-care tool kit, both compassion and empathy increase, which ultimately translates into enhanced student performance.”
Well at Work is a research and public awareness campaign that calls on education leaders to make K-12 workplace well-being a top priority. It encourages everyone to take responsibility in creating supportive school cultures where staff look after their well-being and that of their colleagues. Well at Work strives to provide educators and school districts the tools they need to improve working conditions for the long term. To learn more: www.edcan.ca/wellatwork
Cofounded by Heidi Bornstein and Stephen Chadwick in 2009, Mindfulness Everyday is a diverse team of experienced professionals dedicated to educator well-being. Mindfulness Everyday offers a variety of programs that largely focus on how mindfulness practices can benefit educators both personally and professionally. To learn more: www.mindfulnesseveryday.org
Max Cooke
CEO
Email:mcooke@edcan.ca
Heidi Bornstein
Founder, Mindfulness Everyday
Email: heidi@mindfulnesseveryday.org
One of the things that I’ve learned from research is how important belonging and connection are to almost every measure of success in life. Without doubt, this pandemic is transporting our ability to connect into a wild spin. In some ways, we’re more apart now than we’ve ever been before as we practice physical distancing while remaining unable to connect in-person with our students, family members, and colleagues. It feels utterly strange that we can’t hang out with those closest to us as we put a halt on all of the normal, social things that we typically do instinctively.
Educators are missing their students, and students are likewise missing their friends and their educators, too. But both educators and students are a creative bunch who are finding ways to connect in spite of the current pandemic. We’re connecting online, we’re making videos, and entire staff teams are driving parade-like through neighbourhoods. Students are making signs at their window sills to greet passer-bys, and we’re gathering on balconies to make noise in praise of frontline healthcare workers every evening at 7:00 pm.
Through it all, we’re finding creative ways to show that we care. Whether that be through handwritten letters, telephone calls, or various online platforms, teachers and students are continuing to connect with those around them, and this ongoing care and connection has been heart-warming. One teacher had told me how nervous she was about experimenting with new ways of teaching as a result of the times that we’re in, but also of the empathetic words she received from parents who asked how she was doing and how they could support her. I can’t help but be immensely proud of each and every educator, including our education leaders, for prioritizing connection and belonging in this era of physical distancing.
Before COVID-19, society in general and education systems in particular were on paths towards acknowledging the importance of social emotional health in schools. K-12 staff were busily working on reducing stigma around mental illness, teaching about mental health, and acknowledging that schools have a big part to play in this area. Staff were also spreading the message that investing in K-12 workplace well-being is tremendously important in light of increasing levels of employee stress and burnout. If anything, this pandemic is forcing us to up our game. COVID-19 will continue to bring out people’s emotions in ways that encourage everyone to start talking more openly about – rather than masking – their true feelings. Open lines of communication are vital to healthy workplaces, and there’s nothing like a pandemic and being at home 24/7 to set the stage for people to embrace self-awareness and self-regulation.
Of course, there are people who will continue to avoid their feelings while pretending that they’re “fine” or “doing great” all the time, but here’s a tip for you: those people are either lying about their feelings or numbing, pretending, and protecting their pain in ways that are bound to break down sooner or later. We’re emotional beings and it’s okay to feel negative emotions. Remember that feelings are completely natural, so let’s stop fighting them and instead meet them with curiosity, courage, and compassion when they surface. Right now, educators are feeling nervous and overwhelmed as they think things like “I don’t know what I’m doing” and “What if I’m not good at this?” But here’s the thing – we aren’t alone. Parents are thinking and feeling these things right now, too. Sorry if it freaks you out, but our leaders are also thinking and feeling these things. We’re all human, imperfect, and in this together.
So many educators are trying to figure out how to get work done and be a parent at the same time. There are so many questions without easy answers, such as:
The fact is that these times can be messy and imperfect – and that’s okay.
If we notice, name, and are curious about these feelings, then we’ll be much better positioned to regulate our feelings and choose how we react. Although our brains and bodies are designed to see danger in the midst of worry and stress, we must also recognize the good that has transpired through the COVID-19 pandemic. Right now, we might be feeling fearful (it really is okay to admit this), but we might also be feeling inspired, compassionate and, heck, even brave and resilient. These positive feelings are so good to talk about, too.
New methods of learning are forcing us and perhaps even inspiring us to transition slowly and gently into the most important parts of teaching and learning. For some time now, educators have been wanting to prioritize core skills like communication, thinking, creativity, and social connection over classroom content. Educators have wanted to emphasize flexible and creative project learning over textbooks and worksheets. Indeed, the current situation we find ourselves in presents opportunity to do exactly these things!
I know it’s probably too soon to be envisioning a post-COVID-19 world, but we’re already seeing more connection, relationship, and compassion grow from this situation. Organizations are collaborating like never before, and hierarchies and silos are slowly opening up and dissipating. We’re seeing the world slow down and focus more on what matters most.
Surely there will be challenges in the upcoming days, weeks, and even months, inevitably leading to all kinds of emotions, thoughts, and behaviours. But I know that we’ll get through this because, like we tell our kids at home and in the classroom, “We can do hard things.” We will also experience positive emotions, thoughts, and behaviours. When that happens, lean into those moments and enjoy them for as long as you can. Remember that the roller coaster ride may go on for a while, but you’re not riding alone. Physically apart, maybe, but certainly not alone. We got this!
Photos: Adobe Stock
This is a new world we are existing in right now.
As an educator, counsellor, and parent, nothing about living day-to-day in a pandemic feels normal, nor is anything that I’m feeling, or thinking, or doing. My daily routines are being put to the test and I’m regularly feeling overwhelmed, discouraged, and unmotivated. But then I also have moments of gratitude, joy, and calm.
ALL of this is okay.
I have come to terms with this back-and-forth feeling and thinking through what I call the “pandemic pendulum.” Like a pendulum swinging back and forth, I’m never sure which side I need to be on and never quite sure what to feel, what to think, what to do, and how to proceed. This is exactly how I feel.
My feelings, my thoughts, and even my motivation seem to be swinging back and forth. I’m joyful and hopeful then so quickly feeling impending doom. I’m thinking about planning classes and have ideas about growing my mindful self-compassion community, and then I’m also just wanting to curl up in a ball and watch Netflix.
I want to give and then I want to do nothing at all – just like a pendulum.
Are you feeling this way, too? I’m beginning to believe that it’s completely normal to feel like this right now.
Some of the significant feelings I’ve been having lately are worry and grief. My brain goes to worst-case scenarios and I start to worry: What if we don’t go back to school for months on end? What if my kids don’t continue to build healthy relationships with their friends? What if my students aren’t learning what they need to learn? What happens if I get sick and I can’t help those who need me?
I spiral so quickly sometimes.
The good news, however, is that I have the skills and practices to manage my spectrum of reactions. When I go to these scary worse-case scenarios, I support myself by practicing a self-compassion break with three key components that slow down my pendulum of thoughts, feelings, and suffering:
1. Mindfulness. I recognize and name the feelings that I’m experiencing: fear, overwhelm, anger, etc. Doing this means practicing mindfulness, where I acknowledge for myself that “This is a moment of overwhelm.”
2. Common humanity. I remember that so many of us are going through this together and this helps me to not feel so alone. I remind myself that “I know I’m not alone in these feelings – other people have them, too, right now.”
3. Self-kindness. Lastly, I offer myself messages of kindness and love, or practice some form of gratitude. I offer myself the message: “May I be gentle with myself during these difficult times.”
I’m also feeling a lot of grief. There is a collective sentiment of loss in our world for all the things we are missing out on like hugs from our colleagues and students, laughter in our classrooms, school events like graduation, and many more. This huge loss feels heavy for many of us.
My grief, however, is circular and not linear – one moment I’m angry, then sad, then bargaining, and then accepting. It goes round and round and back-and-forth. The pandemic pendulum strikes again.
I’ve found that the most powerful thing I can do is just allow whatever feeling is there to emerge and to just let it “be” in the moment. By being present with whatever difficult feeling I’m having and softening into it with some tenderness, it begins to dissipate on its own.
So, if you’re like me and are also feeling much worry and grief, then how do we cultivate some resilience and strength during these difficult times? And how do we make the practice of cultivating resilience feel easy and not like yet another thing for our already overwhelmed educators to do?
Self-care practices are strongly associated with building emotional resilience – the ability to bounce back or react appropriately when life gets tough. These practices have never been more relevant in this world. As educators, it’s essential that we fill up our own cup first to be able to care for those around us.
No self-care practice is going to be the same for everyone. However, the following practices are all core pieces that will allow you to build up your resiliency in your own way.
1. Be courageous. Have the courage to slow down, ask for what you need, and be brave enough to know when you’re not okay. This is all about giving ourselves permission to prioritize our own well-being. Think about what it is that you really need right now and don’t be afraid to ask for it.
2. Build community. We can’t do it alone – so let’s learn to ask for help and grow our community. There has never been a time when the idea of common humanity has resonated so much. You may be “socially distancing” but you can also be “distance socializing,” so find a way to connect.
3. Cultivate care. Get down to the task of cultivating the care you need. What are the components of well-being that you need to attend to? Do you need more exercise? Should you eat something healthy? Do you need to call a friend? Is it time for a meditation practice? Do you need to improve your sleep habits? This is the time to truly care for your personal well-being.
4. Have compassion. Lastly, let’s hold all of this – the world, our students, our colleagues and, most of all, ourselves, in compassion. Find ways to offer yourself kind and tender words.
So, what do we do about all that comes with these difficult and challenging times? Well, nothing. We let it ride.
We allow ourselves to feel whatever we’re feeling.
We recognize that this is a time of pandemic pendulum and know that we aren’t alone in it all.
We meet our moments of joy, inspiration, and motivation with gratitude, and we meet our suffering, our worry and our grief with compassion, kindness, and love.
Because in the end, worry and grief can exist alongside love all on the same pendulum.
Photos: Adobe Stock
I begin the revised and expanded edition of my book, Creating Healthy Organizations: Taking Action to Improve Employee Well-Being with a basic question: how can we make organizations humanly sustainable so they can succeed in the future? This question takes on new urgency now that we’ve been blind-sided by a global pandemic. Human resources, workplace wellness, and occupational health and safety professionals are confronting what surely will be the greatest test of their career. Following the principles of a healthy organization can be helpful.
First, here’s the backdrop to what’s happening to workers and employers. Unlike the 2008-2009 financial crisis and Great Recession, which resulted from weaknesses in the financial system, the coronavirus pandemic generates anxiety and fear on two fronts: health and economic.
Evidence of this comes from EKOS Research Associates’ latest polling of Canadians (March 17-24, n=1,710, MOE +/- 2.4%, 19 times out of 20). Three-quarters of those surveyed believe the economy is already in recession and expect it to get worse in the next 6 months. Just over half think they will be worse off financially in 6 months. The typical respondent sees a 50% chance of them personally being infected by the coronavirus. Most (80%) are experiencing stress due to the pandemic. On an optimistic note, Canadians do grasp the severity of the crisis and understand what they need to do to stay safe. And they endorse governments’ responses so far.
Pre-pandemic, organizations in all industries operated in an environment rife with ever-greater risks and uncertainties, and sweeping transformations. More employers recognize that survival depends on getting the fullest commitment and energy from each and every employee. The goal of making the entire organization healthier moved into the mainstream of corporate wellness. Companies are striving to make workplaces psychologically healthier and safer. Expanded corporate sustainability frameworks have opened up discussions about the sustainability of a company’s human resource practices.
This solid progress – coupled with strong economies in Canada and the US leading up to the pandemic – will enable many of us to weather the storm.
Healthy organizations cultivate workforce resilience. Resilient people don’t bounce back; they bounce forward, finding new strength and equilibrium. They move to a new normal that enables them to keep progressing toward a better future. Resilient people don’t just adapt to change, they find opportunities and renewed strength as they confront it. In the language of positive psychology, the goal is to help organizations and their members flourish and thrive.
Workers need a supportive environment to be resilient. To do this, leaders must develop their own resilience. Resilient leaders skillfully and proactively respond to stressors, practice self-care, learn from failure, develop renewed strengths, and show others how it is possible to thrive when the going gets tough. In this way, they foster a resilient workforce that is prepared to deal with the unexpected.
Individual and team resilience is a hallmark of a psychologically healthy and safe workplace. The National Standard of Canada for Psychological Health and Safety in the Workplace highlights the key workplace features that contribute to resilience:
1. Supportive managers and coworkers
2. A culture that values individuals’ well-being
3. Skilled people leadership
4. Respectful working relationships
5. Support for employees’ personal growth and development
6. The resources needed to manage workloads and job demands
7. Employee involvement in decisions
8. Recognition for contributions
9. The flexibility needed to achieve work-life balance
Maintaining, and even strengthening, the above workplace features must be a priority. Building a healthy organization is a shared responsibility. While demonstrated support from senior leaders is a key enabling condition for change, equally important is the active participation of all the organization’s members, right down to the front lines. Ideally, all employees should feel motivated and encouraged to find ways to make their jobs and work environment healthier and safer. Now the bar is raised, because this has to happen virtually.
LESSONS FROM RECESSIONS PAST
The change process can be designed to be healthy. We can derive lessons from research on corporate downsizing and restructuring during the recessions of the ‘80s, 90s, and 2000s. Here’s what’s well documented: 1) downsizing increases stress and diminishes the health of those laid off and the ‘survivors’ (who suffer from what’s called ‘survivor syndrome’); 2) poorly executed downsizing or restructuring reduces organizational capabilities, ranging from learning, reduced tacit knowledge, social capital (relationships), collaboration, and innovation.
Survivor syndrome (the negative psychological and physical impact of remaining in a downsized organization, including guilt) can be avoided by empowering workers to redesign work tasks and processes to fit the renewed mission, responding to issues and concerns raised by employees, and supporting employees to individually and as teams actively manage the changes.
During the 2008-2009 Great Recession, some companies came out stronger because they used the downturn as an opportunity to engage all employees to reinvent the business strategy and find better ways of working. Leaders in these organizations built trust by openly communicating with employees, involving them in the changes, and supporting them at every step of the way. The big take-away for employees: this company cares about me so I am committed to its future success.
As the Economist recently observed: “Downturns are capitalism’s sorting mechanism, revealing weak business models and stretched balance-sheets.” But there’s more to the survival story. Beyond balance sheets and the type of business (pity the cruise lines), it comes down to people practices, reinforced by shared corporate values. Values are the essential guideposts when the going gets tough. And rarely has it been tougher.
Small businesses face more acute challenges. But from what I’ve seen locally, owners may be more inclined to treat their workers like family, knowing they will need them back as the pandemic threat recedes.
I see signs of this today in my own community. A restaurant quickly shifted to a reduced take out menu, turning waiters into delivery drivers, and offering customers the option of buying an inexpensive meal for a family in need. Gyms offer free daily on-line workouts. Musicians stream live performances. A craft distillery now is producing hand sanitizer. My friend Todd Ramsay and his wife Ashley, who run Kelowna-based Yeti Farm Creative, an animation studio, proactively set up their employees to work at home in early March. Their team feels virtually connected (Todd’s accompanying graphic captures this) and are committed to coming out of this ordeal even stronger. The common theme here is people pulling together and helping each other. And just as with fires, floods and other natural disasters, people are engaging in acts of kindness. Local TV news images of empty foodbank hampers quickly resulted in a $10,000 donation, plus lots of smaller ones.
Work and social life have been transformed in a matter of weeks into virtual experiences. Video chat service Zoom has, well, zoomed into widespread use. The lines between work and home and family life have dissolved. What about those workers faced with school closures and kids at home needing constructive activities? It’s time for your team to talk about what adaptations are needed to support these members.
There are other groups of workers who desperately need help. Foremost are front-line healthcare workers. We’ve seen shocking videos of doctors and nurses working around the clock in Spain and Italy, risking their safety, tending to patients lying in hallway floors without proper equipment. How can we prevent that scenario from happening here? And as a New York Times editorial put it: “In this hour of crisis, those at the bottom of the economic pyramid are in the greatest need of help.” This includes low-paid workers and those in the gig economy. There’s an essential role for governments here.
Yes, the coronavirus pandemic will end. The Chinese city of Wuhan, the original epicenter of the coronavirus, has reduced the number of new infections to the point that people are returning to work and some semblance of normal daily life. All the more important to ensure that today’s responses to the pandemic will ready us to resume our social and economic lives. So think of where you want to be one year from now.
In response to the COVID-19 Pandemic, Morneau Shepell’s Workplace Learning Solutions team has developed a number of resources to help organizations and employees understand and work through the challenges we are all facing.
As the country and the world respond to the coronavirus (COVID-19), we are all feeling a range of emotions. CASEL understands how important it is to attend to the social and emotional needs that arise during times like these. SEL offers a powerful means to explore and express our emotions, build relationships, and support each other – children and adults alike – during this challenging time.
CASEL CARES is a new initiative that connects the SEL community with experts to address how SEL can be most helpful in response to today’s circumstances.
Also, be sure to check out CASEL’s webinar series Strategies for Being Your Best ‘SEL’f.
The Global Education Coalition launched by UNESCO seeks to facilitate inclusive learning opportunities for children and youth during this period of sudden and unprecedented educational disruption.
Investment in remote learning should both mitigate the immediate disruption caused by COVID-19 and establish approaches to develop more open and flexible education systems for the future.