Tag Archives: Student- Teacher Relationship

Mindfulness and Arts Education: A Path to Healing and Expression for Trauma-Affected Students in the Post-COVID Era

Instruction, Professional Learning, Research, , , , ,

The COVID-19 pandemic has undoubtedly left an indelible mark on our world, impacting individuals and communities in profound ways. Beyond the physical health concerns, the pandemic has also exacerbated mental health issues, particularly among children and adolescents, many of whom have experienced trauma and loss. As educators and arts professionals, we face the challenge of supporting these students and creating nurturing environments that foster healing, resilience, and self-expression.

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One of my art students creates artwork that delves into the theme of overcoming trauma and examines the concept of taking charge of one’s destiny. This work was produced in the year 2020; Photo credit: Melissa Williams.
A student creates a powerful artwork that delves into the theme of overcoming trauma and learning to love oneself, even in the face of challenging life experiences. This thought-provoking piece serves as a testament to resilience and self-discovery. It was produced in the year 2020. Photo credit: Melissa Williams.

In my own teaching experience and work as the founder of a nonprofit performing arts organization, I have witnessed the transformative power of mindfulness practices and arts education in supporting students who have been through trauma. Mindfulness, the practice of non-judgmental awareness of the present moment, offers a range of benefits for these individuals, including:

  • Reduced stress and anxiety: Mindfulness cultivates a sense of calm and inner peace, helping students manage the overwhelming emotions that often accompany trauma.
  • Improved emotional regulation: Mindfulness teaches students to observe and accept their emotions without getting caught up in them, enabling them to respond more effectively to challenging situations.
  • Enhanced self-awareness: Mindfulness fosters a deeper understanding of one’s thoughts, feelings, and sensations, empowering students to make conscious choices about their reactions and behaviors.
  • Increased empathy and compassion: Mindfulness cultivates a sense of connectedness with others, enabling students to develop empathy and compassion for themselves and others.

Arts education, on the other hand, provides a unique platform for trauma-affected students to express their emotions, explore their experiences, and develop coping mechanisms. Through various art forms, such as visual arts, music, dance, and creative writing, students can:

Crafting art with mindfulness at the street art festival, where creativity meets tranquility, and every brushstroke becomes a mindful journey of self-expression. Photo credit: Melissa Williams.
  • Process their emotions and experiences in a safe and non-threatening environment.
  • Develop self-awareness and self-expression skills.
  • Explore and communicate their inner world in a way that words alone may not allow.
  • Build self-esteem and confidence.
  • Connect with others who share similar experiences.

The integration of mindfulness and arts education into the learning environment has been particularly valuable in the post-COVID era, where many students are grappling with the aftermath of the pandemic’s disruptions and uncertainties. These combined practices can provide a holistic approach to supporting trauma-affected students, fostering healing, resilience, and self-expression.

Here are some specific examples of how mindfulness and arts education can be incorporated into the classroom and beyond:

  • Mindful breathing exercises and guided meditations can be integrated into arts classes to help students manage stress and anxiety before or during creative activities
  • Mindful journaling prompts can be used to encourage students to reflect on their thoughts and feelings while creating art.
  • Art therapy sessions can be offered to provide students with a safe space to process their emotions and experiences through art-making.
  • Mindful movement practices can be incorporated into art classes to help students connect with their bodies and reduce stress.
  • Art exhibitions and performances can provide opportunities for students to share their work with others and build a sense of community.
Enthusiastic students immerse themselves in the practice of mindfulness through invigorating yoga sessions; Photo credit: Melissa Williams.

In my work with my nonprofit organization, I have seen firsthand the positive impact of mindfulness and arts education on trauma-affected students. I’ve have seen them become more confident, expressive, and resilient. I’ve have seen them develop a deeper understanding of themselves and their emotions. And I have seen them build strong connections with others.

I believe that mindfulness and arts education are powerful tools that can be used to help trauma-affected students heal and thrive. By integrating these practices into our work, we can create a more nurturing and supportive world for all.

Additional Resources

I hope this blog post has been helpful. If you have any questions, please feel free to leave a comment below.

Let’s Talk About COVID-19 and Why Teachers Are Important During Times of Uncertainty

Instruction, Leadership, Professional Learning, School Improvement, Uncategorized, , ,

Let’s Talk About Sex COVID-19 and Why Is Sex Education Still Taboo in the U.S.? Teachers Are Important During Times of Uncertainty by Angela Holliday My dissertation topic is Let’s Talk About Sex! Why Is Sex Education Still Taboo in the U.S.? Considering what’s going on in the world however, it doesn’t really seem important right now. COVID-19 has caused job loss, supply shortage, fear, anger, hoarding, and death. With this grim picture though, there have also been acts of kindness, generosity, sharing, and dedication by many, including teachers. Therefore, I’d like to focus on the importance of teachers during times of uncertainty, and why we need them now more than ever. Ava Parker, President of Palm Beach State College, said at the 2017 LCAN Achieve Palm Beach County Florida Chamber Learners to Earners Summit “education is everybody’s business” and as such, I have made it mine.

I still remember the names of the teachers who made a difference in my life. Two teachers, Mr. Norde and Mr. Sweeney, were huge in helping me understand Algebra I. Mr. Norde and Mr. Sweeney left an indelible mark even though I’m sure I didn’t show my appreciation at the time. Their words of encouragement allowed me to believe I could do it. They found ways, where my parents had failed, to explain math problems in a way that made sense. I still appreciate their time and ingenuity to this day. A perfect example of this was when “a student who faced hardships told a researcher that the greatest thing a teacher can do is to care and to understand” (Zakrzewski, 2012). If not, “the kid will say, ‘Oh, they’re giving up on me, so I might as well give up on myself’ (Zakrzewski, 2012).”

I mention my teachers because in times of uncertainty or self-doubt, seeing a familiar face or hearing encouraging words from a teacher, even if virtually, can offer stability and encouragement. The students need their teachers to be the faces and voices they knew in school. The students need their teachers to have expectations of them while also understanding things are different now. The students need their teachers to push them but also to pause when they see them struggling. The students need their teachers to laugh with them but also to allow them time for silence when there’s nothing left to give. Recently, a student asked their teacher if she thought they’d see one another in August. She was honest and said she didn’t know, but she couldn’t wait for the day she sees them again.

What does education look like moving forward? In their article, 3 Ways the Coronavirus Pandemic Could Reshape Education, Gloria Tam and Gloria El-Azar examined how education changed very quickly, with its first change being how millions around the world are educated. The old, lecture-based approach to education was ushered out by COVID-19 which became a catalyst for educational institutions around the globe to search for “innovative solutions in a relatively short period of time” (Tam et. al, 2020). Second, the rapid change prompted much needed innovation to the educational system. Within the past few weeks, there have been a multitude of stakeholders coming “together to utilize digital platforms as a temporary solution to the crisis” (Tam et. al, 2020). Lastly and probably the most unfortunate change, with the digital divide, the equality gap could widen. In Palm Beach County alone, the school district needed as many as 11,000 laptops for students to learn at home during the coronavirus pandemic (Palmbeachpost.com, 2020).

Time takes time and we will wait to see what changes continue to take place in education.

Parker, Ava (2017). Local College Access Networks Achieve Palm Beach County. Florida Chamber Learners to Earners Summit, 2017. Retrieved from: http://floridacollegeaccess.org/local-college-access-networks/

Isger, Sona (2020, March 3). Coronavirus Florida: 11,000 Laptops Sought for PBC Students to Study from Home. Palm Beach Post, 2020. Retrieved from: https://www.palmbeachpost.com/news/20200323/coronavirus-florida-11000-laptops-sought-for-pbc-students-to-study-from-home

Tam, Gloria & El-Azar, D. (2020, March 13). 3 Ways the Coronavirus Pandemic Could Reshape Education. World Economic Forum, 2020. Retrieved from: https://www.weforum.org/agenda/2020/03/3-ways-coronavirus-is-reshaping-education-and-what-changes-might-be-here-to-stay/

Zakrzewski, Vicki. (2012, September 18). Four Ways Teachers Can Show They Care: Research Suggests Caring Relationships with Teachers Help Students Do Better in School and Act More Kindly Toward Others. Greater Good Magazine Science Center at UC Berkeley, 2012. Retrieved from: https://greatergood.berkeley.edu/article/item/caring_teacher_student_relationship

The Rules of Mediation: How School Counselors Can Help Improve Student- Teacher Relationships
Teacher giphy

Kevin walks into my office beaming with pride. He has yet again met the goals on his daily behavior sheet; “remain in assigned seat” and “raise a quiet hand”. As he hands the sheet to me he then says, “well, I didn’t get ALL yes’. You know Mr. Robinson doesn’t like me. I dropped my pencil and when I went to pick it up he yelled at me. I tried to explain but he would not listen. So, he circled “NO”. But I did good in all my other classes…”. I glance at the paper and see that Mr. Robinson had not only circled “NO” but had written a lengthy commentary outlining the events. I assured Kevin that he still had a good day, that I was proud of him, and he was well on his way for meeting his goal (80% Yes) for the week and earning his weekly reward.

As School Counselors, we sometimes hear stories like this. Students that request schedule changes because they believe that the teacher does not like them or treats them unfairly. I work with Middle School students that have ADHD and have daily behavior sheets like Kevin’s because I want them to be able to monitor and take ownership of their behavior. However, it’s hard when they try their best and there’s always that one teacher that chooses to focus on the negative. How do we keep those students motivated when they feel that the teacher’s only goal is to get them in trouble?

This is when I propose an intervention for the teacher… yes, you read correctly, the teacher! The student must be held accountable, of course. But once interventions are in place for the student, the next step is working with the teacher to help them build a positive relationship with ALL of their students, especially those with ADHD (or symptoms of it).

Rogers & Meek (2015) found that students with ADHD may “be at risk of developing conflictual and non-collaborative relationships with their teachers” (p.22). Therefore, as School Counselors, I believe that we are in the perfect position to aide our teachers in building positive relationships with their students by facilitating conflict resolution sessions (or mediations) where necessary. Bush & Folger (2005) state that the main goal of mediation is to help both parties recognize what they could have done differently and then empower them in their decision-making process.  

rules of mediation

I start the mediation process by asking the student if they would like the opportunity to share with the teacher how they feel in a safe environment. Before facilitating this conversation, I ask the student to write down their concerns and then rehearse them with me, ensuring that they use “I statements”. For example, “Mr. Robinson, I am sorry that I got out of my seat when I went to pick up my pencil. When you shouted at me, it made me feel as though you do not like me. I understand that next time, I should raise a quiet hand”. This helps the teacher see that the student is willing to admit what he could’ve done differently, but also prompts the teacher to address what he/she also could’ve done differently. I find that most teachers are open to this type of conversation when it begins that way, and I encourage them to also use “I statements” and follow the general rules of mediation. Once both parties have expressed their concerns, I ask them to both paraphrase what they have heard the other say and use that as a basis to state, “what I will do differently”.

The rules for conflict mediation need not only apply to student- student conflict. When executed properly, not only do we see an improvement in the student- teacher relationship, but it teaches the student a valuable lesson on how to communicate their feelings and concerns to those in authority as well as their peers. It also helps the teacher to reflect on their practices and how it affects the relationship with their student/s.

 

References:

Bush, R., & Folger, J. (2005). The promise of mediation : The transformative approach to conflict (Rev. ed., [new ed.]. ed.). San Francisco: Jossey-Bass.

Rogers, M., & Meek, F. (2015). Relationships matter: Motivating students with ADHD through the teacher-student relationship. Perspectives on Language and Literacy, 41(1), 21-24.