In a thought-provoking piece, Jamie Thompson, a 2014 finalist for the Teacher of the Year in North Carolina and a Teaching Ambassador Fellow for the U.S. Department of Education from 2015-2017, wrote an insightful article titled “This School Year Will Not Be Defined by a Test Score.” In it, he candidly shares his usual anxiety each spring regarding whether his AP Government students will remember the crucial content for their impending high-stakes examination. Yet, this year, his concerns have shifted from academic retention to the mental and emotional lessons his students will take away.
Thompson’s reflections have sparked conversations among educators and parents alike, especially those navigating the challenges of remote learning during this unprecedented time. He posits that the essence of education during a crisis extends far beyond academic scores. He emphasizes the importance of instilling in students the understanding that they are not merely defined by test results. Rather, he aims for them to recognize the value of human connections and the broader context of the world around them. He advocates for students to carry with them the understanding that while circumstances may be beyond their control, they can choose how to respond to them, and that awareness of social inequality is vital.
This sentiment resonates globally. For instance, at Lakeside Public School in Australia, educators have provided comforting advice to families feeling overwhelmed. One suggestion is to cozy up with a book and enjoy quiet moments together. Another educator, Dr. Emily, pointed out that everyday activities—be it watching a film or cooking—can serve as valuable, enriching experiences that foster learning.
Children, like adults, have found it difficult to adapt to the new normal. They have faced disruptions in their routines, social lives, and have often been subjected to parental stress. Many have also experienced anxiety related to food security. In order for learning to take place, children must feel safe and supported, something that teachers are increasingly recognizing as essential in the current climate.
According to The Washington Post, there are several strategies educators can adopt in online environments to facilitate effective learning. Establishing a routine, for instance, can provide students with a sense of stability amid the chaos. Most importantly, the focus should shift from mere assignments and compliance to prioritizing relationships and emotional well-being. The takeaway is clear: it’s not about whether students complete their tasks or attend every virtual class; what matters is their sense of safety and emotional health.
Educators who prioritize these aspects can have a profound impact on how children navigate these turbulent times. Studies following Hurricane Katrina showed that children who lost the stability of their schools faced significant emotional challenges, particularly those from low-income backgrounds or communities of color—groups that are now more vulnerable to the repercussions of the pandemic.
Teachers who nurture routines, show genuine care, and ensure their students have access to necessary resources can help bridge the gap during these challenging times. They have the potential to be the equalizers, much like traditional schools aim to be in normal circumstances.
Now, more than ever, we need educators who prioritize mental health and resilience over rote academic achievement. We need more individuals like Jamie Thompson, those who genuinely care about their students’ holistic development.
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Summary
As we navigate challenging times, it’s essential to reconsider how we assess educators and students, focusing on emotional well-being and the value of relationships over traditional test scores. The insights from educators highlight the importance of nurturing environments that prioritize mental health, fostering resilience in students during crises.
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