Physical safety is vital. As a teacher and school leader, safety was forefront on my mind. I believe it is our most important role, superseding assessment scores, academic standards, or extra-curricular opportunities. As a teacher, I ran after a young student to stop him before he bolted onto a busy street. As a site leader, I was insistent our school modify parking lot procedures to better protect our students from vehicles, that in my mind, drove far too fast near our kids. I recall the afternoon I made a decision to call everyone on campus inside the buildings to protect the students and educators I served from a bull that was loose across the street.

It is now 2020. Around the globe, life has changed seemingly overnight. A worldwide pandemic has been declared, quarantines issued, shelter-in-place orders given for entire cities, states, countries. Educational organizations acted quickly to protect their students – increasing sanitization of shared spaces, rescheduling sporting and arts events, cancelling field trips outside of the area. And then…closing school campuses. I am proud to say that I am an educator, a member of a field that places safety of stakeholders as utmost importance, adhering to social distancing guidelines issues by health departments.

Safety Goes Beyond the Physical

Those we serve are no longer physically in our midst, but it is remains important that we focus on their safety. Collectively, we are facing uncertainty and unprecedented difficulties. Though education challenges may be on the forefront of our minds, additional struggles permeate our society as well. In our midst, businesses are closed, jobs are lost, mortgages go unpaid, and social distancing isolates one from another. It has been argued that we are facing collective trauma.

Trauma affects the mind by altering brain function, which can affect emotional, cognitive, physical, behavioral, and/or relational factors in our lives. Individuals that experience trauma often feel a lack of control and a lack of trust. Toxic stress from trauma releases adrenalin, which kicks the amygdala into overdrive. Simultaneously, the effectiveness of the prefrontal cortex decreases. This negatively affects our cognitive problem solving abilities.

But there is promising news. Our minds are built for healing, with incredible plasticity. The Center for Disease Control (CDC) has six guiding principles to a trauma-informed approach, which provides insight on how to begin supporting the mental health of ourselves, our educators, and our students during this time.

Safety is Still Number One

As has always been the case, both before and during the pandemic, safety remains not only our number one priority, but the first step in implementing a trauma-informed approach in any environment, whether in person or at a distance. While we may not be able to control the physical safety of those we serve, it is vital that we create a culture that fosters psychological safety. This is of primary importance. Without this foundation, the next steps of the trauma-informed approach will be compromised. We are educators, we are not mental health workers, nor are we first responders. But we are human beings, dedicated to the safety of those we serve. In this time of isolation, we can promote psychological safety as we continue to build connections with staff, colleagues, and students.

Tips for Promoting Psychological Safety at a Distance

1. Assume Positive Intentions: Behavior is communication. If an educator or student is struggling to meet deadlines or contribute to peer projects, refrain from immediately placing blame. Instead, note observations and ask questions. For example, “I noticed you have not yet turned in any assignments. What barriers are you facing? How can I support?” Perhaps a high school student has entered the work world to financially support the family, or an educator is taking care of a toddler while attempting to connect with students. Asynchronous learning may be a better approach for these individuals. The more information we have about those we serve, the better we are able to provide personalized support.
2. Model Risk-Taking: It is vital that we not only encourage, but also practice innovation – with the understanding that we will make mistakes in the process. Educators and students alike are experiencing learning in a new way. Be transparent about the fact that you are trying something new, and that it may not be the best solution to the challenges in our midst. Be sure to convey the message that learning > knowing.
3. Be Honest & Give Grace: The individuals we serve need to see that we are human. When we act as if nothing phases us, when we pretend that we have everything together – this is intimidating. Share small struggles. Do you miss your morning coffee shop routine on the way to work? Let your colleagues and students know. Trauma-informed educators create a culture in which it is ok to not be ok. Before the days of quarantine, I was in a classroom when the teacher asked several students, individually in front of the class, “You’re happy, aren’t you?” This can provoke feelings of shame in individuals that are struggling with very real and appropriate human emotion other than happiness. This well-meaning educator sent the message that sadness, apathy, anger – so called negative emotions, should remain suppressed.
4. Celebrate Variability: Not everyone responds the same way when facing trauma. Humans are complex. Similarly, there is no silver bullet for coping strategies. As you speak with those you serve, honor individual self-care tactics. For me, my soul is more at peace when I sit in my backyard in quiet, writing poetry to process emotions. Others are lifted up by listening to music or riding a bike around the neighborhood. There is no right answer. Self-care is personal. Encourage educators and students to try strategies and determine what works best for them. These may include but are not limited to – physical activity, artistic expression, hobbies, routine, mindfulness practices, connection (virtual for safety) with family/friends, time outdoors.
5. Seek Feedback: Vulnerability is not easy. It may not be comfortable. But it builds self-confidence and connection with others. Ask those you serve what you are doing that is working, and not working for them. Leaders: individual phone or video calls with staff members can be invaluable for seeking ways to improve the efficiency of your organization. You may want to ask questions such as: “What have I done that has been helpful to you? What barriers are in your way that I can support you with working to overcome?” Educators: surveys to your students can provide information to improve the way you design learning experiences. You may ask: “What has been helpful in learning at home (video explanations, digital feedback, etc)? What has made learning a challenge?”

Stay safe. Encourage the safety of others. This goes beyond social distancing, staying at home, and striving to remain physically healthy. Practice and promote psychological safety. Give yourself grace, build self-awareness, and develop a culture where others feel safe to express their humanness in a time of unprecedented uncertainty.