Today’s world, at least temporarily, is a far cry from the world we once knew – all because of the COVID-19 pandemic.
It’s particularly different for our children.
From remote learning to cancelled sports seasons and extracurricular activities to missed milestones, the pandemic – and its various stressors – has been challenging for students in all grade levels. As a result, not only has the pandemic brought mental health to the forefront, but it has also made schools, including Westmoreland, reimagine the way they educate and serve students. 
For the Superintendent’s Conference Day on March 19, the Westmoreland Central School District reaffirmed its commitment to meeting all of the needs of its students by once again partnering with the Integrated Community Alternatives Network (ICAN). Jeremy Butler, director of community initiatives at ICAN, offered a virtual training for Jr./Sr. High School instructional staff on how to effectively address the social and emotional needs of students, particularly students returning to in-person instruction after extended periods of remote instruction. The training emphasized adverse childhood experiences (ACES), and how they play a role in lifelong health and opportunity.
“We discussed how students may have encountered few or no ACES before the COVID-19 pandemic, but how much of a difference a year can make,” said Kristen Muir, school social worker at the Westmoreland Central School District. “Not only have our students been living through a pandemic, but there are so many other stressors due to the pandemic that they are learning through. The training focused on how we can help our children reintegrate into in-person learning with a focus on social and emotional wellness.”
Director of Curriculum, Instruction and Pupil Personnel, Stephen Polera, organized the training with ICAN after soliciting ideas from teachers. Due to proper planning and the efforts of the entire school community, Mr. Polera believes Westmoreland’s students aren’t as far behind academically as they could have been. However, he acknowledges work remains when it comes to the overall well-being of students.
“While not perfect, because of prior planning, we were able to immediately transition to remote instruction when we had to close last year on March 16,” said Mr. Polera. “So, I don’t think we missed a beat and, for the most part, kids are where they are supposed to be. But, we can still do a better job of addressing the social and emotional needs of students. They are not interacting with their peers as much as they would under normal circumstances… it’s just not the same.”
That’s where ICAN comes in. The organization is lending its expertise to help close any gaps that may exist in adequately addressing the needs of students unrelated to academics. Open conversations also help reduce the many stigmas surrounding mental health.
“ICAN is a great resource for our families, students and staff,” said Mrs. Muir. “Communication between staff, parents and students is one of the best ways we can assist our children during these challenging times. Giving students an opportunity to process emotions through journalizing, exercise and empathetic conversations, as well as creating a structured environment, are all ways to heal the traumas many students have been going through.”
The district’s efforts to address the social and emotional needs of students extend beyond ICAN. Jr./Sr. High School students can “check in” with Mrs. Muir through a confidential template, as it may not always be feasible for them to meet with her in person. Mrs. Muir also organized “virtual lunches” so remote students can still engage during lunch with their peers who are in school. Similar efforts are taking place in the Primary Elementary School and Upper Elementary School.
On a district-wide level, Mr. Polera points to the district’s various resources and relationships as essential to supporting students’ needs. For example, the strategies of Erin Gruwell and the Freedom Writers are embedded into the district’s curriculum.
“I think we did a great job of meeting the needs of our students before COVID-19 because of the relationships with our students and other resources,” said Mr. Polera. “We have an amazing school psychologist, school social workers and guidance counselors. ICAN and Erin Gruwell also play an important role. But, like I said, we have some gaps to close and we are working hard to do so.”
Mr. Polera says he's working with ICAN to develop and offer another training over the summer, with the goal of implementing key findings in time for the start of the 2021-22 school year. Plans are also in the works for Jeremy Butler and his team at ICAN to meet with individual grade levels to hear directly from students and learn what they need to be successful for the upcoming academic year.
In the meantime, Mrs. Muir is stressing the importance of self-care.
“As we move forward into the next phase of the pandemic, it’s easy to get so busy trying to get back to ‘normal,’ that we forget we need to take care of ourselves,” said Mrs. Muir. “What we are living through is a big deal! It hasn’t been an easy transition and it won’t all be smooth sailing getting back to normal. Take time for you, and check in with those around you!”
To get in touch with a member of the district’s support staff and learn more about available resources, please click here.