Wellbeing in International Schools - Issue 3 by williamclarence

CONTENTS

Welcome to Issue 3 of the WISEducation Magazine!

What wellbeing is to me

'Firm but fair': Setting healthy boundaries in pastoral provision

Tips to support our support staff

The paradox of connectivity

Wellcheq: The origin story

Habits to develop a healthy mindset

More than a PE Teacher: Relational pedagogies in Physical Education to promote trauma responsive teaching

Stronger connections = stronger wellbeing: How touch and play are essential

Wellbeing and libraries: How do we move forward after lockdown

Moving from screen time to play time: PE and the pandemic

'Trapped' away from home: The impact of the pandemic on mental health

Struggling for adolescent identity: A reflection

Unlocking 'trapped' pupils in unprecedented times

wiseducationblog.com | @_WISEducation

WELCOME TO ISSUE 3 OF THE WISEDUCATION MAGAZINE!

By Dr Sadie Hollins and Laura Davies, Editors To connect with Sadie Twitter: @_WISEducation To connect with Laura Twitter: @LauraD_PE

Welcome to Issue of 3 of the WISEducation Magazine! The aim of the WISEducation Magazine is to discuss topical issues and challenges that affect the wellbeing of our international school communities. Our hope is that we can positively contribute towards providing spaces that help our students grow into globally minded, socially and culturally conscious young people, who are equipped with the tools and resources that they require to overcome challenges, learn from failures, and achieve success at school and beyond. We are incredibly excited to present all of the ideas and projects that fill these pages and would like to extend a huge thank you to all of the contributors. After what has been a busy start to 2021, your dedication and commitment to wellbeing shines through these pages, and we hope your stories will inspire other people as much as they have inspired us. Thank you for taking the time to read the WISEducation Magazine your support really means so much! We hope you enjoy Issue 3!

'FIRM BUT FAIR': SETTING HEALTHY BOUNDARIES IN PASTORAL PROVISION

By TheAnnie issue's Finch-Johnson must-read articles Annie is a Head of Year and Teacher of PE at an International School in Lima, "Gamified" Peru. She has aExams particular interest in pastoral care in Homework Central education and used her Masters in Transformational Leadership as an additional opportunity to explore pastoral care nationally and internationally.

Annie has recently started writing about pastoral care at talkpastoral.com. Connect with Annie: Twitter: @TALKPASTORAL and Linkedin

How many of you got told “Don’t smile for the first term” when you entered into the teaching world? This phrase became apparent to me in my first teaching placement. I remember thinking back then (in my naivety), well this is what you have to do I guess, to get the respect of students, don’t show weakness or emotion. I won’t lie to you, I carried this idea into my NQT year. It wasn’t until I worked at my first school in my NQT year, that I started to reflect on whether this was the ‘gold standard’ of gaining respect from students, or if this was a fabrication of the truth? Working in a ‘challenging’ academy for my first year of teaching was quite frankly, a shock to the system. No amount of teacher training (or even my own experience as a student in a ‘challenging’ school) prepared me for my NQT year. Don’t get me wrong, I can completely see why people may say this. Students like to push boundaries, to test how far they can go, It is what I have accepted as part of their ‘job’. But, for me, we need to move away from the ‘stiff upper lipped’ view and more towards (as Dr Jane Bluestein states) a ‘Win-Win’ approach.

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So how did I come to this conclusion you ask. My NQT year was tough, between trying “not to smile” at students and trying to make relationships with students, it was a bucket filled with confusion. Thankfully, I had an incredible mentor who was there to wipe my tears, offer support and help me break down those walls of compassion. Allowing me to start to show students that I was not a robot. At this school, I was challenged by students on a regular basis, whether this was refusing to change into a PE kit or starting arguments with other students within the lesson. I learnt a lot in this year, but most importantly, I learned that the reasons students often offer a challenge is because they like boundaries, and they want to know what yours are. It is not a personal attack on you, rather a way to find their security blanket with you and where your teacher-student relationship stands. This is where I started to refine my originally named; ‘firm but fair’ approach. Being ‘firm but fair’ is being able to show compassion but also having a sense of discipline, which I know seems counterintuitive. So, how can we do both? What is important to note is that we are talking about boundaries, not rules. When I talk about firm but fair, I do not mean make up more rules and then be fair with them. Buckley and Cooper (1978) discuss that rules specify appropriate student behavior and are given verbally or in a written form by someone of authority, and Bluestein (2008) goes onto to say that rules are based on the student’s fear of the negative consequence if they do not follow the rules. In addition to this, research suggests that rules are often delivered with inconsistencies from staff along with their intervention behaviour, this in turn, causes confusion and negativity from students (Thornberg, 2007). Bluestein (2008) discusses further in her book ‘The Win-Win classroom’ that boundaries take into account the desires and needs of the students, they are proactive and often decrease conflict and power struggles.

So how can you be firm (set boundaries) and fair (show compassion)? 1.Set boundaries that are clear. These are guidelines that we use to set expectations of not only ourselves but others in our classrooms. Kerry Ann Rockquemore provides a few questions to think about if you are struggling to set boundaries: 1) What are my responsibilities as a teacher? 2) What are my students' responsibilities? And 3) Where does my responsibility end and my students' responsibility begin? Remember, do not take it personally if the student challenges these boundaries, use this as an opportunity to reinstate and remind the students of what you require. 2.Model good behaviour. For me this is so important! We often expect our students to do so much; arrive on time, take risks, answer questions, work with peers, yet we never consistently manage to do this ourselves. So why do we expect it from students? There is nothing wrong with admitting you got something wrong in your powerpoint, when a student points this out. There is nothing wrong with apologising for being late to your class. This is not weakness, this is humanity, this is reality. Modelling this to our students shows compassion, but reinforces the boundaries you have in place, as you can admit when you may have not met one.

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The piece of advice that struck a chord with me and has stayed with me until this day, is to never say ‘I know’. Whatever the context is! You will never know how that student is feeling, because you are not that student. You may be able to empathise with them, but you will never know, so here are a few ways to change the ‘I know’ to a phrase with compassion.

I can see how that could be frustrating. I notice that when I talk to you today you do not want to look my way. You seem sad today, I am here if you would like to talk about it? You want to be alongside the student, not against them! Using phrases like this helps create relationships based on mutual respect with clear boundaries and communication. I have been lucky enough in my career so far to meet some amazing teachers who can emulate the ‘firm but fair’ approach and I am sure you can think of a few yourself. I hope these small steps can support teachers on their way to both defining boundaries and showing compassion. It can be done! Remember these students are children, and as W. E. B. Du Bois famously quoted, “Education must 3.Allow room for error. It is all well and good setting boundaries, but do not let them become more ‘rules’. We have enough rules within schools! If a student oversteps the boundary it is ok, don’t panic, don’t go all in on applying every rule you know to try and ‘regain power’, you have not lost it! No room for error, will create more conflict than allowing students to make mistakes, and then for them to be able to acknowledge them and correct them. This is a perfect learning opportunity and chance for reflection. We all want our students to be reflective learners don’t we? 4.Choice of wording. As teachers, we are trained to be aware of our wording, normally to protect ourselves and also to ensure communication is clear, but it wasn't until I had mental health training with the Charlie Waller Memorial Trust, that I REALLY thought about my wording in conversations with students. Often we do not know what is going on in a student’s life, yet, we apply the same wording of ‘rules’ to all students.

not simply teach work - it must teach life”.

THE PARADOX OF CONNECTIVITY

By Chris The issue's must-read Barnes articles Chris has spent his career in the UK independent sector and international schools, and is "Gamified" Exams currently Head of Year 6 at

Homework Crescendo-HELP Central International School, Johor Bahru, Malaysia. He is deeply interested in how

It's currently Chinese New Year and here in Malaysia there have been all kinds of machinations about how many people should be allowed to gather for reunion dinners. As it happened, restaurants were permitted to open with a maximum of two people per table, and up to 15 family members could gather at home. Talking about this with my own class, reactions were mostly incredulous. "How are we supposed to decide who to leave out? We usually have seventy - at least!" They accepted that some family members would have to join in by video call but could not digest the thought that celebrations would involve less than the usual number of people being there.

Connect with Chris:

It is in these interactions that we gain insight into what our students both value most and are missing out on. As a primary school teacher, I am conscious that my students have access to a wide range of technology and devices with which to use it. Their skills, speed and the proficiency with which they use them far outweigh my own. I find myself smiling each time I read the late Douglas Adams' observations that 'Anything that is in the world when you are born is normal and

Twitter: @MrBarnesTweets and Linkedin

ordinary and part of the natural order of things', and likewise that 'Anything invented after the age of thirty-five is against the natural

staff and students make crosscultural transitions when they relocate overseas - and likewise when they return 'home' again.

order of things.' For those of us on the other side of thirty-five, we are fighting (and often losing) a war of attrition to ensure that our digital skills are on par with those of our students.

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They cannot imagine a world without wireless internet, smartphones, photo-sharing apps, tablets, chatrooms, swiping, predictive text... all of which are meant to keep us in closer contact. Yet as lockdowns have been extended, it has become more apparent that for all of our ways to connect and keep in touch, technology is making us feel more alone and disconnected, not less. The last year has seen all in education raising their levels of use and proficiency in IT. For teachers and students working from home, they can schedule registration time; organise a mixture of synchronous and asynchronous learning; schedule homework assignments...the list goes on. As teachers we see the faces of those in our class each morning, greet and check in with them, and make sure that they are ready for the day ahead. Perhaps we see twenty faces in front of us. When asked how many listeners he thought he had for his radio show, the late Sir Terry Wogan would reply, 'Only one.' He was mindful that he wasn't presenting; he was having a conversation with each listener - one of the secrets of his success. Whilst we might see a class of twenty, there are twenty lots of one - sitting and working by themselves, unable to be with their friends, unable to create that all-important dynamic that brings a classroom to life. We notice the disconnection in subtle ways. The previously punctual student that starts to arrive late to online lessons. The student that is 'present' in lessons but does not engage. The student that will not activate their camera when groups are making a presentation to the rest of the class. The students that will not complete tasks set during the lesson - even though they know that the teacher can see their lack of input on a shared document.

As educators, we are aware of the effects that a lengthy lockdown is having on us. The more that we all sit in front of our screens, the greater amount of innovation and collaboration that is taking place to bring learning to life for our students. We have greater life experience to help us through this, but it is still hard. Supportive families and friends, a sense of 'being in this together' being lived by SLTs and school communities, as well as opportunities to try and do things a little differently, help to give us a sense of perspective, as do exercise, hobbies, reading and - yes! - writing.

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Our students face a different challenge, as their sense of normal has had less time to develop. Some, previously used to going abroad every holiday, now find themselves confined to quarters. All are dealing with the challenges of not being able to see friends and family members, as well as spending an inordinate amount of time with close family. Aside from not being able to be in school, familiar routines such as co-curricular activities have moved online. Those involved are to be commended for their flexibility and adaptability in ensuring that such activities continue; however, each is taking place in a community of one. The presenter or tutor is in one place, with those involved being in their own little bubble. Again, we return to the point of there being twenty lots of one rather than one lot of twenty. Once the activity finishes, pressing the 'End Call' button and seeing the blank screen quickly returns the participant to reality. The brief 'hit' of serotonin disappears, to be replaced by a multitude of feelings. It is only right that we are concerned about the mental health and wellbeing of our students, and how they are dealing with the changes of the last year. A quick chat after class reveals that worries and concerns are wide-ranging. They know that they are not doing their best work but are struggling to motivate themselves. Camera are kept turned off because they don't want their peers or teachers see them upset. They are unable to do everything is asked of them as there are too many distractions at home. The technology allows them to stay connected but the reality is that the longer lockdown continues, they feel ever more disconnected. They are craving the spontaneous, free flowing interaction that comes from being with their peers. Technology, instead of being a prop for them, is becoming a crutch.

Those of us old enough to remember the band Del Amitri may recall the lyrics to their song 'Nothing Ever Happens'...'and nothing ever happens, nothing happens at all; the needle returns to the start of the song and we all sing along like before.' Life feels very much like that at the moment. Technology is allowing us to stay connected but it is also giving a bland, similar and predictable rhythm to our days. Those that need interaction and attention most are instead hiding behind muted microphones and deactivated cameras, unhappy and alone. We are linked together but, mentally and emotionally, becoming further apart. There is no panacea or easy solution, other than that as we return to face-to-face teaching in greater numbers, the greatest gift is time to reconnect - with each other and with life in general.

HABITS TO DEVELOP A POSITIVE MINDSET

By Liz The issue's Cloke must-read Liz Cloke is Head of articles

Secondary at Tenby International School, in Penang, Malaysia. Liz has "Gamified" Exams taught and led teams in her schools in the UK and Homework Central Thailand before heading to Tenby in KL and transferring to Tenby Penang. She is passionate about learning, leading, and staff and student wellbeing. Connect with Liz: Twitter: @misscloke and Linkedin

This year has been an extreme test. It would be easy to look back at the last 12 months with gloom, disruption and change brought on by Covid-19, but there’s also stories that even ‘glass half empty’ kind of people would find positive, from things that they have learned about themselves or got better at during these challenging times. We’re almost at the end of our third school closure since the middle of March last year, we have all been resilient and adapted to overcome the challenges. I continue to be grateful for comments I receive about my positivity and how helpful and motivating it has been to help my team remain optimistic in tough times. A lifetime of sport has contributed to my positive mindset which has enabled so much enjoyment and development as a senior leader. It has instilled positive values, given me opportunities to lead a team, communicate and care for teammates, but also to deal with feedback, success, and defeat. Focus on the good things Having a positive state of mind, even though you might experience negative emotions means you will not lose your spirit or give up.

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Linked to a positive mindset is resilience. I have often had knock backs, learning through sport

Taking the optimistic viewpoint in a negative situation.

and competing at a young age, how to deal with winning and losing, being dropped or keeping the bench warm. The feeling of winning was ecstatic, and the feeling of defeat was something

At times during our first school closure I felt the pressure. My shoulders were heavy as I felt I was responsible for every colleague, every student

I bounced back from fairly easily, with desire to be better next time.

and parent; their wellbeing, the learning we were providing and maintaining a balance of the expectations of everyone. But what we provided

Control the controllables.

and how we came together as a community was incredible.

Surround yourself with positive people and do positive things. Sport has encouraged me to put myself in the arena and every time learn so much. My siblings are of a similar mindset, fortunate to have had parents that always support us, and my friends, my leadership team and my partner believe in me, contributing to my consistent positive outlook. Exercise continues to be an essential part of my weekly routine. The breathing rates are more constant now and so is the direction I run, cycle or swim, or the occasional yoga session with Adrienne. There is no team now but I’m ok with that, and I use this time to problem solve, review and reflect to make plans for my next meeting or CPD session.

Exercise for me fell from my own wellbeing list during the first lockdown, but I was helped to get back on track and “put my oxygen mask on before helping others” [as @Ottleyoconnor would insist, together with @MartynReah and the #teacher5aday crew]. I know the benefits for me but also to those around me, so this second school closure and limited movement sees me adapt once again to ensure exercise features frequently and make the most out of the situation. The Movement Control Order (MCO) here in Malaysia shut my school, stopped all exercise outside, travel beyond a 10 kms radius, and even going to the shop with my other half and this was tough (I really dislike food shopping, so sometimes I won, sometimes I lost!) and we’ve not yet met our niece who is almost a eighteen months old now.

Practice positive self-talk. Repetition and playing out scenarios at training, learning to replace the negative talk with the positive talk and the visualisation exercises of hitting each free throw and winning the league (and we did) improved our performance on the basketball court. When I exercise now, it’s (mostly) enjoyable and the goal is to maintain my physical and mental fitness. There are no records or trophies these days, and I still need to talk myself round sometimes. Mostly it’s time to develop patience, rerun the day’s conversations, reflect on meetings and make decisions. Reinforcing what went well, and how I can get better. As I grow, my own manual changes. Still learning to balance empathy and assertiveness, building confidence and leadership philosophies, sharing self-awareness and success of others, it’s the selfreflection that keeps me optimistic.

I’m choosing not to concentrate on the ripple of uncertainty but focus on the positives and celebrate what we’ve all achieved. I am a radiator – seeing the best in people and building the ability to solve problems or make decisions or motivate others to make situations better. Being someone (who might annoy the drains or the fun sponges in the room) who has their glass half full rather than half empty is how I intend to stay no matter what is thrown my way.

STRONGER CONNECTIONS = STRONGER WELLBEING: HOW TOUCH AND PLAY ARE ESSENTIAL

By Emily Gumb The issue's and Amandine must-read Hawker-Lecesne

articles

Whole School Counsellors at Prem International "Gamified" Exams School, Chiang Mai, Homework Central Thailand.

This article is based on a workshop offered to parents at our International School in Chiang Mai, Thailand. Parents were interested in the topic and it’s of significance in an international setting where parents can be gone for periods of time and parental ‘attachment' at times need consciously working on. The first part of this article focuses on how parents can easily use the principles of Play Therapy, and the second part focuses on the importance of touch; both being a way to create strong connections and improve attachment with their children. The goals of Play Therapy are easily translated into the goals of parenting, and we can comfortably use some of these techniques in our homes. The goal is to have an engaged relationship with your child and create a safe environment where they can be themselves. Research has demonstrated that a strong attachment or bond between caregiver and child improves many behaviour outcomes and increases self-esteem and the overall wellbeing of the child. Improve the connection with our children and the rest will follow. Through imaginary games, children learn how to control impulses, delay gratification, think symbolically, and view things from another person’s perspective. Through play children are able to act out their dreams and their fears, in particular imaginary play improves selfregulation, and helps little ones cope with stress.

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The principles of Play Therapy are based on the

Parents would be encouraged to praise appropriate

same principles of Carl Rogers Person-Centred therapeutic approach; to create a warm and accepting environment, be led by the child, accept the individual as they are and to establish a feeling

behaviour and show enthusiasm, however the difficulty for many parents would be the practice of "limiting commands and questions" During the playtime the goal is to follow the child's lead.

of permission in the relationship. “The basic skills play therapists utilize include tracking, reflecting, returning responsibility,

Commands or questions can interrupt the child's flow and should therefore be limited to only essential ones that keep the child and parent safe. For example I have toy handcuffs in my counselling

encouragement, self-esteem building and therapeutic limit setting. Through these skills, play

room, the child can use the handcuffs with me but I may say they can only lock my hands in front of me

therapists communicate their caring and understanding to the child and facilitate change.”

and not behind. That might have unwanted consequences!

Play can be ‘child centred’, therefore the child leads

Questions can redirect the play and require an

the play, not the parent. Sounds easy but isn’t always, as parents we are used to saying how things should happen. In this way of playing the

answer. The parent has the opportunity to play ‘dumb’ and for a change does not have all the answers; it is up to your child to make their own

child chooses what they want to play with and HOW they are going to play with it.

decisions and find their own solutions. This is a fundamental difference from when they are at school or in a learning situation. Try not to criticize

Parents are encouraged to use ‘reflection’, by plainly reflecting back what your child says to you.

when letting them lead, do not criticize the way they are playing or what they are doing. You can

This shows your child they have your full attention and is naturally calming. If your child says, “I built a

actively ignore unwanted behaviours, such as whining, or even trying to break the toys. It’s good

big tower”, then you say, “I see you built a big

to notice how many times as parents we do criticize,

tower.”

saying things like “that’s not right”, or “that’s too much glitter”!

In practice, parents are encouraged to simply describe what their child is doing. This shows you

The types of toys that would be found in Play

are paying attention and helps build the connection

Therapy:

during play. So for example ‘I can see you are using a pattern of blue and red to build that tower.” At

I would really recommend having at home toys that

first it may feel silly or like you are stating the obvious, but when kids are in the moment of playing these simple comments can really sink in. Allowing the child to guide their own play can result in increases in self management, organisational skills, decision making and can build self-confidence. This improves the emotional bond between parent and child, and can have many beneficial effects that go a long way beyond childhood, producing stable and secure teenagers and on into adulthood.

are good for free play and emotional expression such as: Real life and nurturing toys including puppets, cars, baby and bath, dolls house, toy families, animal families, medical kit, kitchen food, phone; Aggressive and scary toys including wild animals, snake & alligators, soldiers, dinosaurs, guns and swords (not real-looking), handcuffs; Toys for creative expression and emotional release including sand, water, paints, blocks, play-doh, and lego.

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The importance of touch: Why is touch so important?

In early life, touch is thought to be crucial for

To answer that, let’s see what happens when we take touch away. What are the effects on a child? In the 1950s, children in orphanages were dying. At

building healthy relationships by stimulating pathways for oxytocin, the natural antidepressant serotonin, and the pleasure chemical dopamine. Touch is also vital for healthy attachment.

first, it was thought that they weren’t getting enough nutrition, but many were dying in spite of having enough food. The World Health Organization realized that the children were dying because they

Later in life, if we are touch deprived, our feelings of trust, connection, and empathy will slowly degrade.

weren’t being picked up and held. There were too many babies and too few staff. Many of the babies

How do you know if you’re touch starved? You may feel overwhelmingly lonely or deprived of affection.

stopped growing as a result.

These symptoms may be combined with: feelings of depression, anxiety, stress, low relationship

Healthy touch is essential to good development; not only for physical health, but for cognitive

satisfaction and difficulty sleeping.

development and social-emotional health too. Out of the five senses, skin spreading all throughout the body is the first sense organ to develop in the

Touch deprivation is thought to contribute to low self-esteem, depression, and suicidal thoughts. It is thought that massage therapy may reduce suicidal

mother’s womb. The first sense of touch occurs in the womb, and then touch becomes a vital experience of

ideation/behavior by reducing depression, reducing cortisol levels and elevating serotonin levels and

life contributing to the brain. The benefits of human

thereby reducing self-destructive behavior.

touch as a newborn are measurable even 10 years after birth.

Take a guess, how many times should a child receive nurturing touch?

Research published in the journal Biological Psychiatry shows the benefits of human touch as a

A child should receive 8-12 touches a day, this can

newborn. In this study, 73 premature babies were given maternal skin-to-skin contact and were

be as simple as helping adjust an item of clothing or brushing hair. Additionally, children need one

compared to 73 babies who received incubator care. After repeated testing, from aged 6 months to 10

meaningful eye-to-eye conversation with a parent each day. There are 9 minutes during the day that

years, those in the skin-to-skin group were found to

can have the greatest impact on a child:

have greater cognitive skills. At 10 years of age, these children still had better sleep patterns,

• the first 3 minutes right after they wake up

physical responses to stress, and better cognitive control.

• the 3 minutes after they come home from school • the last 3 three minutes of the day, right before they go to to bed.

So why is touch important? When we are stressed, the body releases the stress hormone cortisol. Gentle touch reduces this stress hormone. Touch can also calm certain bodily functions such as your heart rate and blood pressure. It does so by stimulating pressure receptors that transport signals to the vagus nerve. This nerve connects the brain to the rest of the body. It uses the signals to slow the pace of the nervous system.

It’s a sad fact of life that as children grow up they seem to want parents to touch them less and less. As a parent, how can you use touch more often? Some suggestions may be holding hands, giving a high 5, big hugs, physical games or tickles (we must honor when a child says “stop”) massage (back or leg rubs or trace letters or numbers on hands or back) and even combing a child’s hair - don’t rush, enjoy it! Lastly, a great way to add touch into our lives is to adopt a dog or cat who enjoys being stroked! Stroking an animal who enjoys the experience of being touched has almost as many stress-reducing benefits as being touched ourselves!

MOVING FROM SCREEN TIME TO PLAY TIME: PE AND THE PANDEMIC

By Phil The issue's Mathe must-read Phil is Director of Sport at articles Brighton College in the UAE, having worked in schools across three continents. A passionate advocate of "Gamified" Exams physical literacy and pupil wellbeing Phil has written Homework Central extensively on the subject of physical education as a driver for personal growth, self confidence and wellbeing in schools. He is also interested in research based education and reflective development. Follow him at... Twitter: @PhilMathe79 Linkedin: https://www.linkedin.com/in/ philmathe/

If you told me on the 4th of March 2020, that I would be sitting in my front room in Abu Dhabi, 45 weeks later, still delivering lessons online to the pupils in my PE lessons, I simply wouldn’t have believed you. Yet here we are and although there is light at the end of the tunnel, the full return to school for pupils across the world is still not here yet. There will be a significant number of children across our region and further afield, who will, by the end of this, have been out away from their school sites for over a year. To give you some perspective, most school children attend school for 185 days a year, for 10 years, that’s 1850 school days on average. Some of our children will have missed 10% of their school days. They are all still learning, with schools working incredibly hard to continue to deliver meaningful lessons to pupils, but this does not, nor ever could it, equate to the same experience that our children receive when they are in school, on site, in person. Teachers, parents and pupils all know why we are not able to meet face to face. For absolutely the right reasons. To keep our communities safe. Nothing can be more important than the health and wellbeing of all of us and I feel very lucky to have been based in a country that has taken it so seriously from the start.

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However, when the vaccines are taken, and the testing stops, and the shops and parks, playgrounds and restaurants return, there will

Those of us in PE departments across the world have made, revised, trialed and adapted many plans to begin this process. We are waiting

be a lasting legacy of this pandemic which we will all have to address. Whilst our schools closed to protect the health and wellbeing of our children, we must all ensure that any negative effects are addressed and resolved in the same

patiently for confirmation to begin PE and Sport again, and here at Brighton College Al Ain we will be beginning the process of re-engaging our pupils with PE and Sport as soon as we can. We’ll look to address any reductions in physical fitness

supportive and effective way that we have dealt

that have occured but we will be paying just as

with COVID-19. Once COVID-19 has passed, the task of restoring our children to health and happiness will have to begin and just like during distance learning, it will be parents and teachers, together, who will support their children through this.

much attention to the other positive aspects of sport and physical activity too. Teamwork, working in groups, problem solving, thinking objectively about a task. How to communicate effectively, how to lead and how to follow. These are all physical skills with as much importance as physical fitness. We need to remind, reaffirm and

There are some very specific issues that will need to be addressed. Real “elephants in the room”. Our children have transitioned from playground to computer screen. The amount of time children are spending outside has declined hugely.

re-establish those skills that our pupils will need to be successful in life. The great thing is that children are like sponges and with patience and focus they will all, quickly I hope, recover any knowledge, skills or abilities that may have reduced.

A university study in Canada has found that, on average, children have spent nearly 65% more

Away from school, we all have a responsibility to encourage our children to re-engage with the

time indoors than prior to COVID-19. A similar study of 4-17 year olds in Germany concluded that the children there reduced overall Physical Activity from an average of 540 to 105 min per week, while they increased Screen time from an average of 170 to 450 min weekly.

world. Take them back to the park, to play-dates and parties, to the sports teams and training sessions. Encourage them to get back outside and resume their dance classes, martial arts, athletics, football, rugby, cricket. Whatever they did before will be there once again. They may be resistant at first, that would be natural, but we

We shouldn’t underestimate the impact that this will have on our children. There will be a significant effect on their physical health as well as their social skills and confidence. If my children are anything like the norm, they have gone weeks without seeing anyone other than their

know how quickly they adapt. They adapted to the past year amazingly and they will adapt again.

family in person, communicating with their friends through online means instead. This will potentially manifest itself in changes in their character, personality and motivations when they return to their “normal” lives.

months will be approached in exactly the same way. Working with each other will ensure that the opportunities for our children return and that they are taken up. Further afield I have been amazed by the way that PE teachers, sports clubs and sporting organisations have collaborated to ensure that as soon as is safely possible, our children’s return to physical activity can begin. We will all need to maintain a clear and careful focus on their progress. Lots of children globally will have forgotten many of the reasons for participating, be nervous about restarting,

So what can we do to ensure that any impact is short term, and as quickly as possible our children recover? The solutions are not complicated, and with the support of the adults around them our children will recover.

Our community of Al Ain has dealt with the past 12 months amazingly and I am sure the coming

unsure of their social skills and scared of the repercussions of COVID-19. As important as physical fitness is and will increasingly be post pandemic, the restoration of our children’s confidence, social skills and happiness will be equally, if not more so.

STRUGGLING FOR ADOLESCENT IDENTITY: A REFLECTION

It’s no secret that the transition from childhood to adulthood can be seen as the most turbulent period any person can experience. You’ve dealt with it and as you’ve aged and attained some semblance of stability in your life, likely forgotten some of that struggle. Perhaps not all of it - perhaps you remember that first relationship and its subsequent end, the stresses of that first exam that ultimately dictated your future, and that first funeral you attended that cemented the idea of your own mortality. Maybe you look back at it in reminiscence, aware in some capacity of how it has shaped the person you’ve become but hardly with the visceral emotions that were once experienced. It’s inevitable of course, but I digress. There’s not much to be done about forgetting those things as you age. So what is there really to be said about the state of youth nowadays? It’s hard to really pinpoint it to a single issue. Everyone’s struggle is their own and who am I to say that adults are exempt from this. I have no doubt that some of these struggles from the past reach forward on occasion to probe and only now have the stresses of adulthood been reeling their ugly heads at my peers and I. I’m hearing more often now how swamped and overworked the students in schools really feel. Underclassmen will whine about the difficulty of their workload and the seniors roll their eyes - we all partake in some level of elitism, fueled by the idea that we had it worse and how ‘kids nowadays don’t know how easy they have it’. This is why I see this magazine as something of a beacon of hope. The idea that adults are taking into account the mental health and social circumstances of students and staff is appealing and something of a relief. Maybe the issue lies in the fact that this idea of wellbeing is being distinguished too clearly from teachers and students rather than being one that encapsulates all of us. Education is afterall a mutual exchange which provides both benefits and hardships for both parties involved. There is hardly any point in creating any more division between us which might be insinuated by that relationship’s nature. It’s always a bit of a small joy to make a connection with a teacher from the perspective of a student, even if something small like the mutual interest in a movie or piece of music. It allows a brief glimpse into the human behind the (for lack of a better word) facade. By Kurt Canton, International School Student.

UNLOCKING ‘TRAPPED’ PUPILS IN UNPRECEDENTED TIMES

"Gamified" Exams Dr Helen Lewis is a Senior

If ‘unprecedented’ is the mot du jour then we know from research that the state of our children’s mental health and wellbeing is also unprecedented. The impact of Coronavirus (COVID-19) and the ensuing lockdown on all aspects of society has been significant; none more so than for children and young people in schools around the world. In the UK, Childline’s summary of young people’s key concerns about COVID-19, the overriding feeling was one of being ‘trapped’ (Childline, 2020). It was a desire to ‘unlock’ lockdown for children, giving them a space to discuss their feelings, which was at the heart of the resources we created to support primary and secondary pupils.

Swansea University.

For many years, we have been reminded by the media that children’s wellbeing has been in decline but the isolating nature of lockdown

AUTHORS The issue's Siân Brooks is Subject must-read Lecturer (MFL) in Initial articles Teacher Education, School of Education, Swansea University.

Lecturer in Education, Homework Central School of Education,

Dr Cathryn Knight is a Lecturer of Education, School of Education, Swansea University. Chris Wolfe is Subject Lecturer (D&T) in Initial Teacher Education, School of Education, Swansea University.

and the impact of COVID-19 have both exacerbated the situation and the evidence for this makes an unpalatable read. The Welsh Government commissioned us to produce a number of resources to help teachers support student wellbeing when they go back to school.

How then can we support pupils to come to terms with what is going in in a way that supports their wellbeing?

MARCH 2021 | ISSUE 3 | PAGE 19

One of the answers may lie in supportive, wellmanaged conversation and dialogue. These dialogic approaches provide opportunities for pupils (and teachers) to think about their own ideas and feelings, and start to consider the ideas and feelings of others. This can promote positive relationships, self-esteem and empathy. Through justifying and explaining their ideas, pupils can gain self-confidence and assertiveness, as well as developing their wider skills of oracy, and critical thinking. Indeed, by engaging pupils in dialogue and conversation about issues that really matter to them we can encourage them to develop their critical thinking beyond the confines of the actual conversation.

Building a supportive classroom community. One way to facilitate this is through a ‘community of enquiry’ that brings people together to increase their understanding of the world around them and the people in it. A community of enquiry can become the social context within which higher-order thinking occurs, especially when there is a strong emphasis on dialogue. Through dialogue, pupils put their thoughts into words and expand their thinking through new ideas. The teacher’s role in the dialogic approach is that of interested and informed adult and by guiding the conversation, listening and reacting, they are modelling effective communication skills as well as encouraging children to think about the topic under discussion. Teachers who consider the quality of their interactions with pupils, thus to fostering classroom communities that promote academic, social, and emotional growth, demonstrate such relational pedagogy. Therefore, adults should treat all contributions as legitimate, and should not allow their own views to dominate the dialogue.

To make the dialogue effective, it may be that challenging, open-ended and relevant stimuli to the lived experiences of pupils will be the most rewarding. Such stimuli are often based upon philosophical questions, images or texts. Philosophical questions have many possible answers; they involve pupils considering opinions, values, beliefs, possibilities, emerging ideas and reflection. They involve pupils being persuasive, justifying their thoughts and considering the views of others.

Practical ideas. We designed our ‘Unlocking Lockdown’ resources to facilitate dialogue about ‘big ideas’ related to issues pertinent at the point of return to school after the COVID-19 pandemic. The teaching resources are all based on the same format of a ‘hook’ in the form of visual stimuli with supporting prompts for discussion. These offer a provocation for thinking and discussion. The Early Years and Primary resources (ages 4 - 11) are grouped into three areas: ‘Unlocking Thoughts’, ‘Unlocking Positivity’ and ‘Unlocking Hope’. These resources are clearly rooted in the Positive Psychology (Seligman et al., 2009) approach to teaching well-being where resilience and coping skills are developed through problem solving and decision-making.

MARCH 2021 | ISSUE 3 | PAGE 20

One activity in particular, ‘Examining the world before and during lockdown’, exemplifies our goal of using dialogue to foster positivity. The activity involves comparing before and after lockdown photographs of a Welsh beach and a London Underground tube. Pupils are then encouraged to consider the positive thoughts engendered from these images (e.g. lack of pollution, lack of crowds or freedom to enjoy the environment, ability to travel to work). The follow up ‘Ideas for Reflection’, focus on the fact that positivity can be explored even when images or situations can appear negative.

The session, ‘Rainbows for NHS or LGBTQ+?’ illustrates our desire to encourage critical thinking about potentially controversial issues. We took the rainbow, the overriding image of lockdown in the UK, asking pupils to articulate how it expressed gratitude to key workers. We then challenged this by asking pupils to consider both the fact that the rainbow is also the longstanding symbol for the LGTBQ+ community and the confusion that might ensure about the repurposing of the flag. As a point for reflection, we asked pupils to think about whether having a dual-purpose rainbow detracted from the symbolism.

The Secondary resources encourage pupils to discuss potentially controversial or high-stake issues that may have been contentious to their families under lockdown, within the safe space of the classroom. The aim is to develop and strengthen ‘values of empathy and respect’ which ‘will therefore enable young people to contribute to social change as global citizens’.

In preparing the resources, we felt strongly that carefully planned and facilitated dialogue could positively affect wellbeing, because it can allow pupils to have their voices heard on issues that are important to them. This opportunity for dialogue can also help pupils become aware of their own feelings, and recognise, express, manage and reflect on these more effectively; it can help pupils to build and strengthen relationships with peers and it can encourage pupils to explore ideas, beliefs and opinions beyond their own. Dialogue, then, is one way of unlocking our ‘trapped’ pupils during these unprecedented times.

WHAT WELLBEING IS TO ME

By Toria The issue's Bono must-read articles Siân Brooks is Subject Lecturer (MFL) in Initial Teacher Education, School of Education, Swansea University. Toria Bono is a primary

teacher and Evidence Lead Dr Helen Lewis is a Senior Educator. She founded the Lecturer in Education, Tiny Voice Talks community School of Education, "Gamified" Exams on Twitter and has a Swansea University. podcast of the Central same name. Homework She is passionate about empowering other Dr Cathrynand Knight is a educators the young Lecturer of Education, people she teaches to find School of Education, their voice and use it to Swansea University. enact change. Chris is Subject FollowWolfe her at... Lecturer (D&T) in Initial Teacher Education, School Twitter: @toriaclaire of Education, Swansea Website: toriabono.com University. Instagram: @toria_bono

Wellbeing. This is a word that I didn’t really understand when it was initially used in educational circles. In fact, I was quite dismissive of the whole concept, and considered it to be the latest of many educational fads that would die a death quite quickly. News flash – it isn’t a fad, it is gaining momentum and I was wrong. In fact, not only was I wrong, but I have completely embraced wellbeing in my life and the lives of the young people who I teach. I cannot read and learn enough about this subject, which is why my monthly slot presenting ‘Teacher Hug Book Club’ is devoted to wellbeing books. When I told someone about this show, they were as dismissive as I had been initially and asked if I was going to ‘Om’! This confirmed for me that it is still a misunderstood word and concept, so I will hopefully de-bug some myths and give you some tips in this article. So what is wellbeing? Adrian Bethune uses the terms happiness and wellbeing interchangeably in his book ‘Wellbeing in the Primary Classroom', and this makes sense to me. Happiness and wellbeing are one and the same thing. Now, to clarify, this is not a jumping up and down sort of happiness, but more a deep sense of contentment. Have you ever had that? That moment when you stop, survey your surroundings and just feel good.

MARCH 2021 | ISSUE 3 | PAGE 22

For me, that sort of happiness and feeling of wellness is achieved not by something external, but by having a balance and needing nothing. We live in 2021 though and being satisfied can often be fleeting. We often find ourselves thinking about the next step on the career ladder, or how we can improve our home further, or (if you are me) that latest piece of technology that is going to transform your life. None of these things bring a permanent sense of fulfilment. When we do get the promotion, the extension or the latest phone we often think about what we need to do next. The moment has gone. This is the same for the young people that we teach and that it is why helping them to re-focus is so important. I have had numerous conversations with parents over the years about how their child is really upset because they haven’t achieved something - this is because we live in a society where it appears that achievement equals happiness. I used to live just like that, but thanks to the tool-kit I now have, I do things differently. Here are some of the tools I use: 1.I developed an understanding of when I was content. For me, it is when I am walking in nature, but that is not the same for my husband. At the end of 2020, I discovered this glorious walk up a steep hill. Once I was at the top, the sense of achievement and breathtaking views filled me with a deep sense of peace. I kept talking to my husband about the walk and he finally agreed to come with me on Christmas Eve. He described it as hideous! He only likes walking when he is playing golf – something that I hate as my competitive streak overwhelms me. So what makes you feel happy? What about the young people you teach? 2.I prioritised my health - I made sure that I was eating well, drinking lots of water and taking regular exercise. For me, this is no longer a New Year’s Resolution which disappears when life gets busy. My health matters and is high-up on my list of priorities. Do you make sure that you eat well and get regular exercise of is that low down on your list of priorities? You matter so please look after yourself.

3.I prioritised my mind. Our minds matter just as much as our bodies and they can often be filled with worries, to-do lists and unhelpful thoughts. I now make sure that I write down things I need to do so they don’t take up space in my head and I find that talking about my worries really helps. As the saying goes ‘A problem shared, is a problem halved.’ 4.I actively connected with others. As John Donne said: “No man is an island.” Now, I know that there have been many times in my life where I have tried to independently power through and this has never ever been a good thing. I don’t need to do everything myself and collaboration is wonderful for everyone involved. I make sure that I connect with people on social networks (Twitter is my favourite - @Toriaclaire) and I regularly call and message friends and family members. I love the WhatsApp audio message feature and regularly send these to people I care about. 5.I learnt to check in with myself and say no. When someone asks me to do something now, I often say ‘let me get back to you on that’. This allows me the space to think about what I want to do. I always thought the more I did the better I would be, but in reality, the more I do the worse I am – I become short-tempered, stressed and my well-being goes out the window. If you can, take a moment now to check-in with yourself and your wellbeing. Do you need to make any changes? If so, what are they? Start small and slowly, slowly your wellbeing will improve. Go gently and remember you matter so your wellbeing matters! As Marcus Aurelius said:

‘Life is not merely being alive, but being well.’

TIPS TO SUPPORT OUR SUPPORT STAFF

By Kristin Daniel, The issue's Ed.D. and Ellen must-read Mahoney

articles

School counselors, learning specialists, advisors, and pastoral staff are some of the unsung heroes of pandemic schooling. Similar to first responders, support staff react quickly to any crisis responding with compassion and support. During the pandemic, they have been on overdrive, going to immense lengths to keep our students safe while riding the waves of this chaotic school year. But how are they staying afloat?

Kristin Daniel, Ed.D. is the President and co-founder of "Gamified" Exams the Circulus Institute. As a Homework Central long time educator, adult education expert, international speaker, and

In a report last summer, the Harvard Graduate School of Education surveyed 984 school counselors about their experiences during the pandemic. Over half of the respondents reported they did not have the support needed to do their work effectively. Alarmingly, 75% stated that their schools lacked the leadership needed to provide the direction counselors needed.

researcher, Kristin discovers ways for educator well-being and professional development to intersect. She earned her doctorate at George Washington University, focusing on teacher resilience and efficacy.

MARCH 2021 | ISSUE 3 | PAGE 24

Despite this, we have also found support staff to be amazingly resilient throughout this year. In conversations with support staff in Circulus

Tip 3: Provide resources for support staff for their own connection and growth

Institute’s courses, we see that support staff continue to show up for their students every day. Many are compartmentalizing and creating healthy boundaries for themselves. They are responding to the needs of their students while

We know that to combat stress in caregiving professions, we need the support of others. Unfortunately there are few opportunities for support staff to connect with similar staff at other schools. Encourage your staff to join NAIS

trying to take care of themselves. Based on what

affiliated groups or in the U.S., ISCA groups

we know works and what we’re seeing in schools, here are some tips for schools to ensure that support staff are getting the support they need this year.

overseas, or regional associations.

Tip 1: Recognize compassion fatigue and burnout When under extreme stress, support staff are more likely to experience compassion fatigue and symptoms that could lead to burnout. Compassion fatigue is the emotional and physical exhaustion that comes from helping others cope with their own trauma and suffering. Unlike burnout, compassion fatigue can be turned around if we recognize it early and provide ongoing support. Burnout, though it looks similar, occurs after prolonged and repeated everyday stress. Once we reach the point of burnout, drastic actions can occur such as quitting our job or leaving the profession entirely. Keep a watch out for symptoms and provide opportunities for staff to get the help they need.

In addition, provide PD resources for staff to engage in their own professional development. A little bit of money can go far in helping support staff take care of themselves and nurture their own growth. And finally provide space and time in your school schedule for support staff to take care of themselves. Small changes such as these can have a huge impact. Tip 4: When support staff advocates for themselves, listen. It’s hard for us to advocate for ourselves especially those of us in caregiving roles in our schools. Make time to hear the needs of your support staff. Value them. Listen to them. And support them. We can get back to a healthy school climate if we all take care of each other a bit more.

Tip 2: Value input from support staff in designing school structures As we begin in-person learning, allow your support staff to have influence and ownership in designing reopening structures. According to a joint report on school reopening by the American School Counselor Association and National Association of School Psychologists (linked to from the International School Counselor Association) schools should “anticipate significant academic, emotional and social regression” upon reopening. School planning must prioritize student social and emotional learning and their mental and behavioral needs. Valuing the input of support staff will benefit your students and the school as a whole.

Ellen Mahoney is the CEO and cofounder of The Circulus Institute. She runs Sea Change Mentoring, which helps international schools build Mentoring, Advisory and SEL programs. Her expertise in ementoring has been featured in The Elements of Effective Practice. She is a contributing author and is an affiliated consultant for the Council of international Schools.

WELLCHEQ: THE ORIGIN STORY

By Jodi The issue's Miller must-read articles

Siân Brooks is Subject Lecturer (MFL) in Initial Teacher Education, School of Education, Swansea University. Jodi Miller is a former high school biology teacher Dr Helen Lewis is a Senior turned PhD student. She is Lecturer in Education, currently in her 3rd year at School of Education, "Gamified" Exams the Johns Hopkins School of Swansea University. Education studying how Homework Central stress is related to student achievement. Jodi is also Dr is a theCathryn creator Knight of WellCheq. Lecturer of Education, School Education, Connectofwith Jodi: Swansea University. Twitter: @jodes39

Chris Wolfe is Subject Lecturer (D&T) in Initial Teacher Education, School of Education, Swansea University.

It all started in the school gym, though I certainly did not know it at the time. During my free periods as a teacher, I had a strong aversion to sitting in my classroom. Something about the clutter on my desk and quiet would unnerve me. Instead, I preferred to wander the halls, visit the teacher’s lounge or head down to the gym where I would sit and work. On one afternoon in particular, I noticed Raymond, one of my former students, sitting by himself on the bleachers. Raymond was moved into my class mid-year, and the two of us never established a strong rapport. Our relationship was mired with mistrust, as that class was large, rowdy and challenging to sufficiently support. Normally, I would encourage Raymond- and any other student- to return to class rather than hang out in the gym, but that day was different. I had received a heads up from the counseling department that Raymond was experiencing a particularly tough time. The last thing he needed was me bothering him about going to math. When I saw Raymond sitting alone, I nervously asked if I could join him on the bleachers. Though uncertain about how best to offer support, I asked Raymond if he was okay. He told me about how he lost someone very close to him in a violent exchange over the weekend. I didn’t know exactly what to say other than reminding him that it was okay to not be okay, and that if he needed me, I would always be here to listen. As I turned to leave the gym, I told him he was welcome in my classroom anytime to talk or hang out. I felt really grateful to have had the insight about his weekend, because while I didn’t know what had transpired until we spoke, I did know that he needed extra love.

MARCH 2021 | ISSUE 3 | PAGE 26

The information provided by my colleagues helped me forge a stronger bond with Raymond. Had I not known there was something significant happening in his life, I would have encouraged him to go to class. Despite my good intentions, my lack of information would have likely triggered Raymond and further damaged our already tenuous relationship. Thus, the insight from the counselors proved to be extremely helpful for both him and me. From the Gym to the App.

In our early pilots, we have witnessed the power of having information about student wellbeing and checking in. Before the winter break, one of our teachers noticed that a student had selected a 1 for her overall wellbeing score. The teacher invited this learner into a breakout room to talk, at which point he learned that the holidays were difficult for her family. In their conversation, the teacher reassured the student that this sadness was normal, and she wasn’t alone. Another teacher observed one of her students selecting “lonely” every day. Given that school was virtual, she would not have recognized this individual’s struggle without WellCheq.

Teachers are inherently great at building strong relationships with their students. Both parties have a need for relatedness, which when met, makes them happier and more confident. Researchers have found that emotional closeness with teachers promotes engagement, motivation and achievement among learners. When they feel supported, students are willing to tackle new challenges and push themselves beyond their comfort zone. A strong bond with an adult, like a teacher, can also serve as a buffer against the negative effects of stress for children and teens. Individuals experiencing adverse circumstances can be bolstered by a connection with loving educators. While teachers cannot often change the stressors or trauma, their support can alleviate some of the pain for students.

However, after receiving this information, the teacher kept the student after class to check in every day for a week. We have also seen teachers use this data to build community among learners. One teacher shows her students their class emotional

These research findings coupled with my experience in the gym with Raymond inspired the creation of WellCheq. Using this free, web-based app, students can log in every day and express how they are

counterparts. Their average wellbeing scores are on average higher and emotions selected generally more positive.

feeling in a safe and quasi-private manner. The data is available to teachers, who can use this insight to support individuals who maybe experiencing challenges. Though some individuals feel comfortable sharing their emotions, others suffer in silence. A study recently found that 61% of students feel embarrassed asking for help in regard to their emotional wellbeing. However, without this information, teachers may not know who is in need. WellCheq was designed to make it easier for students to give their teachers insight like I had about Raymond.

However, as the year has progressed, we have noticed significant changes in the data. The percent of times “happy” has been selected has decreased significantly from November to January. Though we do not know for certain, we hypothesize that these changes reflects the fact that students are feeling the effects of the pandemic. They likely miss “normal” life, which includes extracurricular activities and time with friends. The percent at which “tired” has been selected increased between November and January, as well. Students are likely feeling not only physically exhausted, but also emotionally drained during these darker, winter months.

report every day and reminds the students to check in with one another. But, are the kids okay? While we know that generally many people are struggling through the pandemic, we are encouraged by the findings thus far. The most often selected emotion by students is “happy.” In November and December, “happy” was chosen more than 30% of the time. Elementary school students in particular appear to be weathering the pandemic better than their middle and high school

On a more positive note, students appear to be feeling less restless after the winter break. While it may have looked different, the time off seems to have helped learners to recharge as indicated by the lower levels of restlessness, anger and worry. Why these specific trends exist, we are not sure. However, it appears that the kids are alright. For those that are not, we have teachers ready to offer support.

MORE THAN A PE TEACHER: RELATIONAL PEDAGOGIES IN PHYSICAL EDUCATION TO PROMOTE TRAUMA RESPONSIVE TEACHING

The presence of childhood trauma.

By Dr The issue's Michelle must-read Flemons and articles Nic Evans Siân Brooks is Subject Lecturer (MFL) in Initial Teacher Education, School of Education, Swansea University.

Dr Helen Lewis is a Senior Lecturer in Education, School of Education, Dr. Michelle Flemons is a Senior "Gamified" Exams Lecturer in University. Physical Education, Swansea

Homework Central Sport and Youth Development at St. Mary’s University,

Twickenham, London. She Dr Cathryn Knight is a researches physical education, Lecturer of Education, teacher beliefs, and how they

School of Education, impact on practice. Michelle

Swansea University. has also worked as a physical education teacher and gymnastics coach and has a Chris Wolfe is Subject growing interest in embedding Lecturer (D&T) in Initial trauma responsive practice in Teacher Education, School physical education.

of Education, Swansea University.

Prior to the UK COVID-19 lockdown, there were growing concerns over young people’s mental health, academic pressures, and the association with school related stress and health. The pandemic has further contributed to the social, health and educational inequalities in society, widening the issues with population mental health; contributing to the education attainment gap increase by 36% (TES, 2020). Numerous studies have found that students with two or more Adverse Childhood Experiences (ACEs) have increased absenteeism, repeated low school attainment, lower engagement and increased behavioural issues (Felitti et al, 1998; Smith, 2018). Arguably, knowing the benefits that physical activity has on psychological well-being, there is a need for school-based interventions with a physical activity focus. Additionally, Turner et al (2012) recognised the importance of caring adults outside the home as a significant protective factor in preventing ongoing psychological distress. Access to physical activity for most Children and Young People (CYP) is through Physical Education in school significantly more so, females (Kirk, 2020); indicating that physical education teachers have the potential to play a central role in supporting not only the physical but also the mental wellbeing and recovery of CYP in a post COVID era. Does our commonly adopted ‘traditional’ curriculum design of a multiactivity, sport – as – technique approach lend itself to such a task?

MARCH 2021 | ISSUE 3 | PAGE 28

Physical education teachers often enter the profession because they love working with children, have a love of sport, and identify that they have good interpersonal skills; all attributes associated with being a good PE teacher. However, Lortie (1975/ 2002) highlighted that individuals chose teaching over nursing, for example, because they assume that they will be working with healthy children, therefore unless an individual has experienced mental ill health themselves or within their own network, it can often be overlooked. In 2017, the Department for Health and Education in the UK recognised trauma as a global health pandemic. With more children than ever experiencing ACES including cases of bereavement, social isolation and familial separation, trauma awareness has recently become more prevalent. Trauma is defined as an overwhelming experience that influences ones beliefs surrounding how safe they feel in their world (Downey, 2007). Bloom (2019) recognised that trauma was both caused and healed within a social context, and relationships are at the core of the healing process. As advocates of good health, pre-service and in -service PE teachers need to be proactive in adopting trauma aware pedagogical approaches to cater for behaviour and learning needs of trauma affected children. A safe and emotionally secure learning environment needs to be created (Brunzell, Stokes and Waters, 2016; Quarmby et al, 2021). Trauma Responsive Practice – What to do In order to be trauma responsive, PE teachers need to be facilitators of regulation and engagement through relational pedagogy that relies on affect to enable children to co-regulate and eventually develop their own self-regulating and soothing skills. Bell Hooks (2003) advocated adopting a pedagogy of love, whereby teachers combine care, commitment, knowledge, responsibility, respect, and trust to create the best climate for learning.

The aforementioned good interpersonal skills PE teachers hold value to on career entry lends itself to the required attunement necessary to become trauma responsive. Perry (2013) argued that a nurturing, trauma responsive classroom comprised of four key elements; regulate, relate, reason and repair. This aligns well with the needs supportive behaviours of autonomy, structure and relatedness (Deci and Ryan, 2000). Firstly, the teacher must regulate by personalising ‘hellos’ and check in with each individual as children enter the physical education environment to create a sense of belonging. This is complemented by relating to the child by demonstrating empathy, acknowledging and naming emotions and connecting on a human, individual level. By reasoning with children, we can create autonomy through empowering children within a structure that is designed for success. Clear boundaries and challenging unacceptable behaviours contribute to this, however, it is equally important to ensure that children are reassured that regardless of their behaviour they are still accepted and loved unequivocally. Finally, teachers need to acknowledge their own mistakes and apologise, therefore modelling how relationships can be repaired. This rupture and repair will strengthen student trust and build the social connections that are required to develop positive mental health and wellbeing and foster safe, inclusive spaces.

MARCH 2021 | ISSUE 3 | PAGE 29

Trauma Awareness – Knowing When to Act

Possible outcomes of trauma responsive teaching and concluding thoughts.

Continuing Professional Development can help pre and in service teachers grasp an understanding of the antecedents of behaviour in a physical education setting. Maclean (1960) gave insight into the triune brain model. Ideally, students should be thinking and experiencing positive emotional states to optimise learning. Put simply, this indicates that they are working in the limbic and cortex regions of the brain. However, the chaos of multiple transitions throughout the school day and the informal setting of the changing rooms can cause children to arrive with high levels of anxiety (flight, flight, freeze or fawn) This indicates that they have transitioned to working in their brain stem & cerebellum (reptilian) region of their brain. During the lesson, children in this position can display the following; refusal to participate, hostility, arguments in competitive situations and lack of co-operation. At this point, embedded trauma responsive teaching can aid students in connecting their emotions to thinking, allowing them to become better equipped to self -regulate in times of uncertainty. There is a need for teachers to understand what trauma is, how to identify students who have experienced it and how they can offer support. Teachers need a toolkit to implement trauma responsive approach within their daily teaching practise.

Physical education teachers pride themselves on their interpersonal skills and their love of working with children. This lends itself to allowing for more emphasis on developing student social and emotional learning (SEL) including strategies to enhance post traumatic growth. Effective responses to students’ emotions can positively impact on communication and increase productivity in lessons, create a positive and safe environment and foster post traumatic growth repetition; thus, promoting mental health wellbeing through PE. Fostering strong relationships built on trust through regulating, relating to, reasoning with and modelling repair within a structure that empowers children can create a world where they can feel safe. PE teachers also enter the profession because of a love of sport. The traditional curricula made up of a multi activity, sport as technique approach now needs further consideration in terms of how it is delivered and if it meets the needs of the current generation of students. Can it be a facilitator or a barrier to post traumatic growth and meeting the emotional needs of all children and can PE teachers also become a protective factor in the lives of children who have experienced trauma?

Nic Evans is Programme Lead for BA Physical Education, Sport and Youth Development at St. Marys University, Twickenham, London. Nic was a highly experienced teacher of physical education in multiple settings including Director of Sport prior to moving into higher education. Nic has achieved 7 caps for Wales Rugby and is working towards her level 4 coaching certification. Her research interests include social justice in sport and physical education and trauma responsive teaching in schools.

WELLBEING AND LIBRARIES: HOW DO WE MOVE FORWARD AFTER LOCKDOWN?

By Joanna The issue's Whitehouse must-read articles

Siân Brooks is Subject Lecturer (MFL) in Initial Teacher Education, School of Education, Swansea University. Joanna has a degree in

Dr Helen Lewis is a Senior English Literature and a Lecturer in Education, masters in Librarianship. School of Education, "Gamified" Exams She is an experienced Swansea University. school librarian, having

Homework Central

worked in schools in the UK and abroad for over 15 Dr Cathryn Knight is a years.

Lecturer of Education, Joannaof is Education, currently the School Head of Library Services at Swansea University. an international school in Thailand andisisSubject passionate Chris Wolfe about the benefits of Lecturer (D&T) in Initial Reading for Pleasure.

Teacher Education, School of Education, Swansea Connect with Joanna: University. Twitter: @mslibrarian77

In October 2020 a report was produced by Libraries Connected called Libraries in lockdown: Connecting communities in crisis. The report highlights how public libraries in the UK responded to the unprecedented situation COVID-19 created for them, having to balance public safety whilst still supporting local communities. I found this of particular interest as it offered a unique opportunity for libraries, to highlight both their responsiveness and value, which could only be of benefit at a time of vast budget cuts and closures of library services across the country. Whilst most physical services were forced to close, there was a significant rise in the use of online library services, with membership increases of 32% and a rise in ebook loans of 147% was sustained even after libraries were able to reopen. Lockdown gave the opportunity and impetus for library services to update their online presence, highlighting to stakeholders the services they offered.

MARCH 2021 | ISSUE 3 | PAGE 31

Public libraries also provided services such as “keepin-touch” calls, offering support to vulnerable and isolated people, to help combat mental health problems and ensuring that they had access to essential services. With concern that lockdown was exacerbating digital exclusion, public libraries arranged the distribution of digital devices to older citizens and offered follow-up phone support on using the technology. I see this as a fantastic opportunity for public libraries to seize the opportunity of enhancing their online presence and digital services further whilst there is a need and awareness of them. This report supports my belief that public libraries are an essential face-to-face service to many and have the potential to provide a digital service for all, and has inspired me look at ways in which my own school library service can support wellbeing across the school community. Restrictions on international travel have meant that some of our parents have been unable to return to their families for extended periods. I started this academic year by developing our picture book collection, particularly titles that address the issue of absent parents, and buying both picture books and non-fiction stock that discuss feelings and emotions in general, and specifically the loss of a loved one. I am working with our school counsellor to find ways to promote these books without labelling them, or those that borrow them, as “special” or “different”, so that the titles are part of the general library stock and readily accessed by all. On the back of a “Wellbeing Week” in the Secondary School I have been working with colleagues to develop the school’s own “five ways to wellbeing”. We hope to roll this out across the school in order to embed wellbeing in day to day activities, and educate students of small but practical ways by which they can maintain their wellbeing.

I feel that wellbeing is often a word that is used without really explaining or perhaps even understanding how to achieve it. By breaking down the concept of wellbeing into tangible components such as “being active” and “connecting with others” and attaching these to activities on offer in school, we aim to highlight and encourage healthy habits for our students. I try to have a wide range of books to support student wellbeing in the library and I am always promoting them, but my current task is to improve the library’s support for staff. We have a well-stocked professional development library, however, I would like to add some titles to specifically promote and foster staff wellbeing. I have even thought of setting up a book club, or other activities such as yoga, in the library, to provide easy access to good habits for busy professionals. I sincerely believe that libraries, whether public libraries or school libraries are ideally placed to support wellbeing within their communities, and not just through books. So, use your libraries support them and make suggestions as to how they can support you. You might be surprised at what they can offer!

‘TRAPPED’ AWAY FROM HOME: THE IMPACT OF THE PANDEMIC ON TEACHER MENTAL HEALTH

By Laura The issue's must-read Davies articles

Siân Brooks is Subject Lecturer (MFL) in Initial Teacher Education, School of Education, Swansea University. Dr Helen Lewis a Senior Laura Davies is is the Athletic Lecturer in Education, Director and Head of PE at School ofInternational Education, a British "Gamified" Exams Swansea University.She has School in Thailand. Homework Central a particular interest in inclusion, and is currently Dr Cathryn Knight is a pursuing a doctorate Lecturer of Education, focusing on international

School provision of Education, school for Swansea University. students with SEND. Laura's other passions include Chris Wolferescuing is Subject travelling, animals Lecturer (D&T) in Initial and riding motorbikes. Teacher Education, School of Education, Swansea Follow her at... University. Twitter: @LauraD_PE

Every summer my wife and I spend a good chunk of our almost twomonth long school break at home in the UK. By this time each year we find we are craving home comforts, and more importantly, in need of seeing our friends and family. This annual fix (and the suitcase stuffed with goodies that we bring back to Thailand) does wonders for our sense of wellbeing. As the pandemic grew in Thailand in early 2020, we made peace with the idea that our annual trip home was looking unlikely. In our naivety, we began to make plans for a Christmas visit instead. We wanted to get back to see our families, celebrate momentous occasions, see nieces and nephews who were growing too fast, and enjoy the opportunity to reconnect with old friends. As time went on, it became clear that the pandemic was here to stay. With strict restrictions placed upon travel into Thailand, and the mandatory 14 day quarantine (and associated costs) of returning, we realised that we were unlikely to be able to leave for the foreseeable future. Another summer, and then Christmas, rolled around, and the pandemic continued to rage on across the world. The situation in the UK was bleak. Surges were cropping up across Thailand. Vaccine rollout was slow.

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Right now, it has been 19 months since we last

In times like these, the sense of community

went home, and the possibility of a visit in 2021 is still looking slim. During this time, we have lost close family members. Others have been hospitalised with health scares. People we love

created by international schools is essential. I have been fortunate to work with leaders and colleagues who are understanding and supportive. Who don’t question my need to take

have struggled, and we have had to watch from afar, unable to offer any in-person support. Numerous significant occasions have passed. Birthdays. Weddings. Babies. We have missed it

time off to grieve. Who check in with me to see how I’m doing.

all.

about staff wellbeing, and what schools can do to support their teachers. And there are some amazing programmes out there, with huge

I’m sure that any international teacher

There has been so much written in the past year

understands that once you make the decision to live abroad, missing out on the life events of the people you care most about is unavoidable. It is a decision we have made, a sacrifice that we

amounts of work having gone into considering how best to do this.

accept. And in return we are able to enjoy the adventures of living and working abroad, and all of the many benefits associated with that.

message from a co-worker. It’s the offer to take some of the workload off your plate. It’s the ability to take a mental health day without being made to feel guilty about it.

But in the past few months, the constant nag of missing home has become harder to ignore. Days spent scrolling through news articles about death rates, healthcare shortages, and new virus strains, are filled with worry. And when the

But for me? It’s the little things. It’s the kind

As the pandemic grinds on, I would encourage schools to focus on these little things they can do for staff. And for us teachers to all to treat each other with as much respect and kindness as we

worst happens, the impossibility of being able to go home can be devastating. In previous years, my wife and I have been fortunate enough to be able to go home at the drop of a hat, if needed. International schools, in my experience, tend to be very supportive of staff that are going through bereavements, and have always

can muster, even as we struggle on. Some of us will share what we are going through. Some of us will not. My advice? Err on the side of compassion. Try not to assume the worst of people. Consider that you may not know what difficulties they are dealing with.

unquestionably accepted our decisions to travel home to be with loved ones during difficult times.

There is a quote that has stuck with me during this time. You have probably seen it too - it is well-known, plastered across many social media posts. But I think the reason it is so popular is because there is much truth to it. So finally I will leave you with this, my stolen words of wisdom;

But now, it is not so simple. Instead we find ourselves watching live-streamed funerals. Waiting for whatsapp updates on family members who are unwell. Agonising over the time difference and knowing it will be hours before people will be awake and able to update us. I have always prided myself on being fairly mentally resilient, able to cope with whatever life throws at me. In part because, I always knew that whatever happened, there were practical actions I could take. Jump on a plane. Go home. Physically be there for whoever needed me. Now this is no longer the case, and I am struggling. I am struggling, with the grief, the guilt, and the frustration of being ‘trapped’. I know I am not the only one. And my heart goes out to everyone who is going through the same struggle.

‘Everyone you meet is fighting a battle you know nothing about. Be Kind. Always.’ - Brad Meltzer This has never been more true than right now, during this global pandemic that has caused so much suffering. So please, be kind to yourselves and to one another. Always.

WRITE FOR US @_WISEDUCATION Thank you to all of the contributors for taking the time to write their articles and for you the reader for checking out the third issue of the WISEducation Magazine. Also, a huge thanks to Joanna Whitehouse (Copy Editor)! If you are interested in contributing an article for the next WISEducation Magazine in June then please send an email to sadie.wiseducation@gmail.com. You can also check out more articles at wiseducationblog.com