Guiding principles for whole child supports within Maine’s reopening framework
Based on our review of district practices and the variation of responses across the state, we have identified several foundational principles that support the frame of mind necessary to innovate to meet the needs of students and families in an environment characterized by a high degree of uncertainty and information that has, at times, changed on an almost daily basis. These principles include:
Appreciating the importance of whole child well-being
Over and over in their letters to families this spring, superintendents across the state reaffirmed their commitment to whole child well-being in the face of the stress and anxiety created by the statewide efforts to contain the spread of COVID-19. Many districts adopted a “hold harmless” approach to student learning that focused on supporting student and parent physical and mental health as much as or more than academic learning. While the opportunity to engage in planning for Fall 2020 will ensure that we can resume a focus on academics, the months of stress and anxiety due to COVID-related life disruption cannot be underestimated and will affect the most vulnerable population of students with greater severity. Supports for these students, and not punitive systems that compound their stress (and possible trauma), must be put into place.
Finding the right balance between supports for families and possible disease exposure
Many of the adjustments that were made to how supports were provided to students during the period between March and June 2020 were around managing faculty, staff and volunteer exposure to COVID-risk and balancing that with the needs of families in accessing district provided supports. Consolidating meal distribution, for example, was one way to mitigate risk without sacrificing supports, and many districts opted to do this in mid-April in response to regulation changes from the USDA and as they reevaluated their systems for support around April Break. Similar adjustments and efficiencies will need to be found on the fly as we enter a new phase of remote learning in Fall 2020.
Engaging in strategic and even new community partnerships
Caregivers for Maine students need support as much as students if they are to facilitate student learning in the home or in a hybrid environment. While wraparound supports for families require both resources and planning time to enact, any investment made by districts in this direction at this time will pay dividends in student learning by reducing the stress of survival in a challenging and uncertain time. Partnerships with other agencies who specialize in family supports, near or far, will help to accomplish this goal, and there are many examples of districts across the state whose investment in these relationships allowed them to help families focus on supporting their children’s learning.