4 minute read
Supporting the journey back to school
With the return to school in September 2021, the challenge for educators everywhere was how best to support students as they transitioned back to in-person learning.
TanenbaumCHAT has long prided itself on its whole-child philosophy and multidisciplinary approach to student support. This year, coupled with the joy and excitement of being back in the school building physically, was an awareness of the unique constellation of social, emotional and academic needs that some students might experience. As Principal Renee Cohen ’96 noted at the opening staff meeting: “We know that some of our kids may have a difficult time adjusting and may need some extra TLC and help to relearn concepts, test-taking strategies and practices, and other skills.”
Ramping up resources
In particular, the school was also alert to Grade 9 and 10 students who had only ever experienced high school during COVID-19 restrictions. Events like Grade 9 Orientation, Battle of the Nines, and a new Grade 10 Spirit Day played an important role in mitigating those challenges. To bolster resources, an additional guidance counsellor has joined the team; a social worker from JF&CS spends more than three days a week in school; and a nurse is on site full time.
The Student Services Department, comprising the Guidance Department, the Freedman Centre for Differentiated Learning & Nussbaum Jewish Studies Remediation Centre (CDL) and the Rotman Rohringer Deans Office, meets weekly to address the needs of students who require assistance. Help can be rallied from wherever it is needed – including, occasionally, outside professionals. “The tools haven’t changed, but the emphasis has,” says Heather Weinstock, Director of Student Services. “Now, the focus is on mental health, social integration, and overall well-being”. Building relationships and connections between home and school, and making sure parents are part of the team, is seen as vital.
Ali Aber, Head of Guidance, says that teachers are much more attuned to mental health issues. “We work with them, give them information, or provide helpful strategies,” she says. Counsellors make sure to be a presence at events throughout the school so that students see them as part of the community and completely approachable.
Acceptance and assistance
School Social Worker, Diana Kirzner, offers support to individual students with mental health needs. She also plays a role in schoolwide programming, for example, mindfulness sessions for staff, and a drop-in anxiety group for students co-led with Ali Aber. In the realm of professional development, she has organized sessions on anxiety and depression, and on non-binary issues and gender identity. While many students are thrilled to be back, she’s “noticed some gaps in terms of the social piece trying to reintegrate and meet people.” On the other hand, for students who liked the security and comfort of online studies, being back in school can cause stress and sensory overload. Providing a non-judgemental ear and normalizing their experience is crucial. “Some kids that experience anxiety think that no one else feels that way,” says Diana adding that, when she's facilitating in a group setting, she likes "sitting back and letting the kids talk to eachother”.
In the CDL, more than 25 learning strategies classes are running, although because of the quadmester system last year and this, they are no longer year-long and some reinvention was essential. “Every student in the CDL is followed by two Educational Assistants – one each for General and Jewish Studies – who provide ongoing support,” explains Sandy Kadoch ’96, Head of the CDL. In addition, every Grade 9 student served by the CDL is paired with one of 80 volunteer senior student leaders from the Peer-Assisted Learning (PALS) program.
The drop-in Learning Space operates daily, providing a safe and quiet space to study or hang out. “Every lunch hour, that place is hopping!” laughs Sandy. There are 140 student notetakers who submit class notes daily to a database set up by the Educational Assistants. Enhancements to assistive technology include Google Read and Write (which reads aloud and helps with annotations), and Natural Reader that can be used offline – a boon in exams, for those with particular educational accommodations.
Making the adjustment
In transitioning to the 2021/22 year, Principal Renee Cohen notes the extraordinary strength of the school community, and alludes to the notion of “coming up from the underground subway into the lit station. “Students need to allow time for their eyes to adjust to the new environment,” she says. She is confident that the “unparalleled, unique and evergrowing care and attention our staff provide to our students” is easing that journey. Stresses Social Worker, Diana Kirzner: “Kids are very resilient – sometimes more than we give them credit for. With support, and when they feel that they’re being heard, really these are things they can overcome.” ◆
