Hi Ron,

I am sorry you weren't able to post. Try posting now, it should work. 

Katy

Katy Long Thanks for hosting this discussion. Sadly, it is needed. I retired from the k-12 classroom a few years ago but was asked to come back to my old classroom for 9 weeks while the young lady who took my place was out on maternity leave. In this school, four our our students have lost one of their parents to Covid. One of those students is in my classroom. His mother and grandmother died within a couple weeks of one another. So, our students are struggling for SO MANY REASONS. When school was dismissed in March across our nation, it was without any real preparation. Students, parents, and teachers are still emotionally in a bad place. Just today, I was talking to one of the teachers. She talked about how all of this has impacted her and her family. Her son was a senior last year. She cried about the ceremonial things he missed out on. This is almost a year later and things are still not normal. There is a real possibility that this year's seniors will not have a graduation ceremony as well. In our state the students have been back in school full time or on a hybrid schedule since August, but there are many school districts that have not allowed students to return. Those kids have been isolated for almost a year. We need human contact. Our kids need their social circle. 

Gwen Dickey Absolutely! I am interested in discussing with and learning from my colleagues when it comes to this topic. My condolences and prayers to your students and the families affected by COVID. It really has been a rough year so keeping in mind all of the different ways our students might be impacted is important in being able to support them. Human interaction is really important for many reasons, I agree. It has been exciting for me to see the ways in which we connect with others virtually, even moreso that we did before the pandemic hit. Nothing takes the place of face-to-face interaction, but I have learned a lot of really great strategies and techniques that I plan to continue to use in my classroom, from instructional strategies to rapport-building with students. Thanks again for your reply!

Katy

Katy Long you are welcome. Many of the skills that teachers learned due to the pandemic came in handy this week. As the arctic blast hit our state and everything iced over, our students were sent home for what we thought would be a day or two. Instead, the ice has not melted and our schools have been closed all week. In the south, we do not have the resources to deal with this issue as it only happens once in a decade. So, instead of losing a week's instruction, our teachers are holding virtual classes when possible. They were able to quickly switch to this method of delivery because they have now become use to doing it this way. Our students are use to it as well. 

Hi Katy, for the first part of the question on why they’re feeling stressed/anxious/depressed I think there’s no singular answer as each student faces different challenges in their life and mental development. I do feel that traditional undergraduates lack the necessary life and coping skills to adequately manage their life and any challenge whether great or small escalates quickly. A compounding factor is the nonstop media sensationalism and negative culture brought on by a reliance on social media for news and acceptance.

COVID has created an increase in these issues with students while no increase in mental health resources and services have been provided.

In my classroom, students will tell me how stressed and anxious/nervous they are during weekly check ins through zoom for smaller classes. I also reach out to students who are not turning in work and often hear about how they just can’t get the work done. Often a student reaches out to submit late work and let’s me know what’s going on. A last way is that a few students will meet during office hours to ask advise for better management and organization which contributes to their stress.

Kathryn Kitzmiller , thank you for your reply! I agree that each student's story and reasons are different for feeling stressed/anxious/depressed. I also agree that many of our traditional undergraduate students lack some coping skills, which sends them into deeper bouts of stress/anxiety. Being an education professor, I often wonder if the education they receive in the K-12 schools don't adequately prepare them for the demands of college or teach them life coping skills needed to get through stress (because stress is a part of life, unfortunately). I am excited to hear more ideas faculty have about helping student with their emtional-well being while preparing them for stresses their future jobs and lives will have. It sounds like you are in tune to your students and offer grace and flexibility when appropriate. Thanks again!

Kathryn Kitzmiller Your post really resonated with me. You wrote, "In my classroom, students will tell me how stressed and anxious/nervous they are during weekly check ins through zoom for smaller classes.  "  and I've also found this to be true in my classes. It seems that discussions in the Private Forum and our weekly optional synchronous check-in are very detailed. I learned in the Stress Management & Wellness Perks at Work meeting that there are research findings indicating that talkling about stress in large, informal groups can be "contagious." I certainly find that it is an energy drainer for me. 

Have you found that talking about stress can be contagious? 

~Helen Teague

Helen Teague Thanks for the reply and to be honest - I was not aware of such study or findings. Does it refer to the response of the students as being contagious (follow the leader) or that if one student comments they are stressed that next time more students report being "stressed". If it's the latter, than I have not observed that as a trend. I also take into context the week of term and the other courses students take simultaneously. For my third and fourth year students in 300- or 400-level courses, variable levels of stress and feelings of being overwhelmed are expected based on impending due dates or assignments. Most times, the comments simmer throughout the semester as these students move forward and see that the end of term is nearer! For that I'm thankful but I will definitely keep a watchful eye for such a trend.

Hi Katy,

I think this is a really lovely question.  I find there are a few main reasons I see these challenges cropping up right now (with COVID):

1 - they are disconnected and isolated.  They aren't able to do some of their regular social activities and even classes prevent them from getting as social and collaborative as they used to in order to keep them safe.  This disconnection is subtle for some students and they don't realize they are isolating themselves completely because their normal physical distance is not possible.  They aren't realizing the need for or coming up with other ways to connect.  But, because of restrictions they are lonely and disconnected, which is wearing on them.

2 - they are tired.  Everything is taking a greater toll.  It takes them five times as long to find a setting for practicum or it requires a lot more looking ahead to be able to know when and how to communicate when they only see their professor or engage in spontaneous conversation once a week.  They are struggling to keep up because, honestly, there's more to keep up with.

3 - they are indirectly affected.  I have students who have family members that have been sick or more depressed and overwhelmed themselves.  They have friends who are dealing with big emotions or lack of supports.  Some are even trying to help siblings with online school or having to babysit or help out for those that can't find childcare.  They are taking on more responsibility in order to make up for the indirect impacts of COVID on their lives.

Most of the stressors come out around assignment time (i.e. turning things in late or asking for grace or help).  But the best way is if I open the conversation.  I find if I simply ask "what's overwhelming you this week?" at the beginning of class, a lot of students will speak up about specifics (i.e. I can't figure out how to find the information for this assignment) or generalities (i.e. I'm so tired this week).  When one speaks, many join in and I can see what the main concerns are and where I can maybe provide a little extra support.  I would love more ideas for how to support, though :)  Thanks for opening up this thread!

Stephanie Nilsen Thank you for your reply! I hadn't thought too much about how our students might be indirectly affected by COVID, but you made some really good points. I love how you open up class with "What's overwhelming you this week?"! What a great way to get students talking and discussing their feelings, which can help their stress levels! They also feel like they aren't alone when their classmates speak up and join in the conversation. Throughout this month, I will continue posting a related question and by the end of the month, hopefully we all have some great takeaways and ideas that will positively impact our students. Thanks again!

Hello All,

I was directed to check in on this conversation as I'm doing a presentation on this subject over the next few weeks (Student Stress in the time of COVID). My answer to this question is hugely complex because people are hugely complex but I would like to address two issues.

First, people actually get more stressed by daily hassles than major events. It's easy to point the finger at COVID and say, "look it's the worldwide pandemic that's what's getting to them," but I would suggest it is not the pandemic, its what the pandemic has changed that is the problem. How many times have we had to trek back to the car because we forgot a mask three seconds ago? How often have you wanted to do something so simple in person that becomes a 30 minute wait time on the phone? Classes are truncated and some blended learning is vague for both teachers and students. These are the things that really add up and wipe us out.

The other thing to consider is that we do a fairly good job at tolerating stress in short bursts, but we have been experiencing chronic stress that we never escape from. Listening to the radio you hear commercials about "These unprecedented times..." In public walking around with/without a mask has become political rather than a question of public health. Gyms are open/closed, dining is open/closed. Social media has flooded up with images we can't escape from and keep scrolling through. Everything is a reminder and everyone is exhausted. Physically it has worn us down and students suffer more consequences because they are just starting to establish basic life patterns.

I get into a lot more detail in my presentation but in summary I would suggest we start by modeling good behavior. Identify what the students are already doing well and emphasize successes. Maybe we should even nudge them out the door during the break in our classes. There is a lot that can be done.

Dr. C. McBride

Hi Chris! Thank you for your reply. I just signed up for your workshop. Great topics to learn about and discussion to have so that we, as faculty, can learn how to best support our students. I am excited to attend your presentation! You bring up an interesting point about how major events aren't necissarily the culprits of stress, rather things that affect our every day routines that get to us. Very interesting perspective! The pandemic is the indirect culprit of the changes we all are experiencing. How much of how we deal with stress depends on a person's mindset? I am very interested in learning about how mindeset affects our experiences. 

Thank you,

Katy

Katy Long Regarding mindset. The standard psych answer is "it depends" in this case the first thing it would depend on how you define the term. Stress often gets processed in about three phases. After there is an event an individual first tries to identify what has happened, then they ask whether it affects them in some manner (desires, goals, etc.). In the third phase people ask the question, "Do I have the resources to tolerate this event?" When the first two questions are answered yes and the third is no the individual is more likely to experience stress or in worst cases trauma. 

Mindset can come in with the interpretation of the event, "Is this a threat?" "Have I already experienced harm?" "Is this a challenge I can overcome?". In this case if a student feels threatened they may respond with fear and anxiety, if they feel harmed they may respond with withdrawal and depression, if they feel challenged they may respond by pushing back to "win" the situation. 

It is easy to interpret the latter situation as the most positive but keep in mind that each response has its place, as long as it is not overused. Sometimes we are in real danger and acting as is we can fight back will cause more damage. Sometimes we have been injured, and withdrawal and escape are ways of storing energy or resources, this can also elicit help from others. At those times the stressor is something we can overcome seeing it as a challenge can be motivating and move us toward action.

My final note on mindset (for the moment) is on the concept of "Grit" there are whole books written on the concept but I am somewhat skeptical. IT sounds good but honestly saying one person has grit and another doesn't is just like saying one person has willpower and the other doesn't. It just becomes a way to blame the person who is suffering for their suffering. Often those who have "grit" often have a number of other social and financial resources that help them succeed, and those that don't may have a good deal stacked against them.

To wrap up an overly long post, mindset can be important, and it is something that we educators can impact, but lets not use it as a label for those that aren't thriving during "these unprecedented times."

Thanks, Chris! I am very interested in studying grit further and perhaps how we as instructors could help students develop it. You make some good points about having grit, but how privelage may impact potential successes. 

I agree that grace is absolutely key during widely challenging times such a world health pandemic. 

Thank you so much for your insight into this topic!

Katy

Good morning/afternoon, Katy and colleagues. 

I am inspired by the compassion and insight that you all demonstrate in your responses to Katy's question about the source of students' stress and ways that we can support them in regaining/maintaining their psychological, emotional, and spiritual health. Chris, I am looking forward to your workshop next Monday. 

Best wishes, 

Peggy Dupey 

Hi Peggy,

I too am enjoying reading the responses full of compassion and insight! I think this is a really important conversation for faculty to have, especially now. But, even before the pandemic, each semester I had many students who struggled with anxiety and depression. I am always wanting to make sure I respond with compassion, concern, and support, while at the same time holding them accountable and not enabling. I keep thinking about the awesome responsibility of preparing future teachers and how important that is and I take my role in that preparation very seriously. For me, it seems like such a fine line, but throughout the years, I have definitely learned to trust students and give grace, especially during the pandemic. I know that grace is absolutely key right now. We can all use it!

Katy

Mental health is so incredibly important. I start each of my classes with a mental health announcement pointing out campus resources. I just operate on the assumption that someone in class needs help and I try to be proactive. 

Kevin Miller I love that you make sure your students are aware of the service GCU offers. That is so important! Sometimes I assume students know about all of the resources and support available to them, but they really don't. Plus, when they are anxious or depressed, they could very well forget that information. So, putting it infront of them and reminding them about it could certainly help them seek help when they need it. 

Thank you!

Katy

I think they are feeling all of these emotions because there is so much uncertainty in the world right now and the effects of covid shutdowns.

To me, we can see this as we see our students become quieter and more withdrawn. Some students can also start to act out by taking risks they may not have in the past.

With 'cancel culture' on the rise, our society is at a point where we have to be careful about what we say, post, think, etc. This is especially true on social media platforms that our students are generally used to being able to express themselves freely.  Put on top of that the growing stigma of being a Christian and stress compiles.

Checking in with them during class is so important. I start my class by asking who the week was, what is going on, etc.  And then allowing the time for some stress relief - whether that is a student sharing true feelings or finding something to laugh about for a minute. Then following up with an email or note to a student that shared struggles to make sure they are okay.  

Joanie Colson Good points about the role social media and the consepquences of using it can play in students' emotional well-being. I love that you give them in-class time to share what's on their minds and hearts and follow that up with personal messages. Your students are blessed to have such a caring instructor!

Katy

There are so many reasons that exist for why a student may be feeling anxious, stressed, or depressed. Sometimes, I see stress come across as anger as well. As an online adjunct, I do not know the reason why unless a student shares that with me; whether it is in the Private forum, an email, or even in the DQ forums.

I'd love to hear tips you all have for helping to reduce student stress you encounter in the class.

Elizabeth Reusch Thank you for sharing your perspective as an online adjunct. As we continue this discussion this month, we all will hopefully learn more ways to connect with and support our students!

Katy

Week 2 Discussion: How does the social-emotional well-being of us as Instructors affect how we interact with students and how do our interactions with students affect their success? 

I think the most important thing about this is keeping our students focused on the tasks at hand will help keep us focused. It is easy to let our well-being take over - for the good or bad. We are only human.  

My approach has always been to find that common ground or passion, put the energy of the class in it and get away from the stress for a bit.  

Students are experiencing situation that can bring them down that instructors can't relate to. Chances are instructors will come into a class with a total different set of reasons for being stressed/down/ anxious.  

For example, I teach a class that meets weekly. Two weeks ago I was very discouraged about the situation in our country.  I felt as if I would not be able to focus and be an encouraging teacher that day but I took a deep breath, welcomed my class and asked how they were.  The students began sharing in an upbeat positive way. Before I knew it my outlook brightened and we had a wonderful class.  

As instructors we can to the same for them.  It is our duty as teachers to make sure positive things are happening by offer a listening ear, a word of prayer, and a positive focus. 

Joanie Colson I like the idea of helping students stay focused on the task at hand. Many times they get overwhelmed when thinking too far ahead and worrying about things. You also make a good point that Instructors and students will be stressed or anxious for different reasons. I agree that we as Instructors set the tone and mood for our class. If we are positive and upbeat, the students are more likely to be the same. They sort of feed off of our energy. Thank you for sharing!

Katy

Great question, Katy!

It is important for me to create a safe-space in our course, even though the ocurses that I teach are online. Especially in the last year, I have tried to model and be a better example of work-life balance. I am still interpreting what work-life balance is for me  (  ). I am offering more subtle supports for my online graduate students. Also, participatory supports have been well-received. Yet, it is continually evolving with each new class... 

~Helen Teague

Hi Helen,

Thank you for your reply! I love that you are open and vulnerable with your students in trying to create a work-life balance. I find that when they feel like we come along side them, they trust us and feel like we can relate to them, which we can in some ways! A safe-space in any course is really important, but can be harder to create in an online course. What specifically do you do in your course to help create that safe space? How do you do you model work-life balance for them? Thanks agaon for responding to my question!

Katy

Hello colleagues.  Thanks so much for your practicipation so far! This week's question is one that I really look forward to learning from you all. 

Week 3 Prompt: How can Instructors create a classroom environment that supports students’ social-emotional needs? Outside of the classroom/class time, how can instructors support students’ social-emotional health?

Hi all! What do you do to support your students social-emotional needs in and out of the classroom?

Hi Everyone, 

Here is what I typically do to support my students social-emotional needs:

-Responsive to questions in the each forum

-Ensure that class assignment specific information is clear for the students ahead of time

-Contact students that have not submitted assignments or that have fell inactive in class

-Submit Early Alerts where appropriate

-Provide helpful tools to students ahead of time in an effort to be proactive

This week's question: What instructional strategies can instructors implement to support students’ social-emotional needs and how do they help? I would also love to know what takeaways you had from the presentation/workshop by Dr. McBride!

I see lack in communication and lack of input in the class.  I reach out individually and through early alert.  What other options could I use?

Hi Julie,

Thank you for your response. When you say you see lack of communication and input in class, is that from the students? If so, I think the most important thing we can do as Instructors is open up those communication lines through informal conversations with students. As students enter my classroom, I greet each one by name and ask how they are doing. If they have previously told me about something going on in their lives, I follow up and ask about that. Students don't care what we know until they know that we care. I also try to reach out through the private forum and Remind as much as I can to connect with students.

Katy

Katy Long 

I definitely attempt to but in the online arena this can be difficult.  Any guidance for online arena?

Julie

Hello Everyone,

This is such a great question given the times that we are all experiencing right now.

Students are feeling stressed/anxious/depressed due to the current climate of Covid-19, the added pressure of taking care of families, time management, working in the home, financial stresses and health factors.  This is a time that we will all remember, but can make it through.  I have had many students reach out to me regarding the different challenges that they are experiencing.  I usually learn of challenges that they are experiencing during discussion or when I contact them directly.  I have consistent contact with my students when they are responsive.  I have some wonderful students and my number one goal is to make sure that they are successful and have all of the tools that are needed to be successful.

A few ways that I try to assist.  I encourage them through reminders and providing helpful resources that may help them.  I keep a positive tone in the classroom and ensure that when there are assignments due they have a solid understanding of what the expectation is ahead of the assignment.

All of these are great ideas.  Keeping communication up is so important.  

I will also send a note (either email or private forum) to check in on them on a more personal level and less about class. Of course keeping up in class is important but I think it means a lot and lets them know someone is thinking about them, praying for them, and cares for them during a difficult time.

I know this is about student stress and anxiety, but what about fellow co-workers?  We have to look at our peers and support them too.  If we are not a strong united community I feel we will fall short in helping our students.

Julie

Hello Julie, 

I agree with you. I would suggest to watch Dr. McBride's presentation regarding Stress, he explains the importance of the social structure (community) to understand human behavior. Besides, he provides great strategies for stress coping that can be helpful for students and faculty: https://www.youtube.com/watch?v=nRgls0oQBcM&feature=youtu.be&ab_channel=FacultyTraining%26Development

I hope you find it helpful. 

Thanks!