It’s All About Connection

It’s the buzz

When you think of schools what images or words come to mind?  For me it’s the ‘buzz’, the buzz of the interaction.  It’s the interaction in classrooms, corridors, outdoor spaces and the even the staffroom. 

It probably won’t come as any surprise that the most challenging thing for educators during this pandemic is that lack of human contact.   Teachers and leaders are missing the ‘in the moment’ interactions with pupils and with each other, the community of their school.  This makes sense, after all, learning is fundamentally a social endeavour.  We are hardwired for connection.

Connection

Teachers in particular talked about missing face to face, in person contact with their pupils.   They mentioned things like feeling they are ‘not teaching properly’ and finding it hard to be able to give effective feedback’.  There are some feelings of guilt and disempowerment associated with the challenge of continuing to engage pupils in learning while unable to do that in the way we do it best. Teachers are constantly looking for and trying new ways to engage their pupils and to re-engage those that might be finding it harder right now.

Some also mentioned the challenge of engaging pupils in learning.  This may be about inequality, challenges with connectivity and access to technology.  Vulnerable pupils are more at risk of experiencing long term impact from the current situation.  The restrictions in place mean that all those working with and supporting schools need to find new and different ways to support families, the guilt and feelings of not doing enough is shared.

Both leaders and teachers talk about the importance of being able to ‘see’ their children and families.  The regular or daily face to face contact in school allows them to ‘read’ each other and to pick up on non-verbal communication of how they are much more easily. 

It’s all about connection and is best described by Brene Brown:

The energy that exists between people when they feel seen, heard and valued; when they can give and receive without judgement; and when they derive sustenance and strength from relationship.

The Gifts of Imperfection, 2010

We are missing the connection that we have in our schools communities, the connection with pupils, families and with each other.  We are neurobiologically hardwired for connection, we fear disconnection and we worry that ‘don’t do enough’.  This is a theme underlying the responses to many of the questions in this survey – am I doing enough? 

Am I doing enough

‘Am I doing enough’ shows up in the challenge that will be familiar to so many at the moment – the challenge of juggling and balancing home and family life with work.  A few teachers commented that ‘teaching’ their own child(ren) is harder than anything else and that they ‘should’ be able to teach their child(ren).  This is another form of guilt, teachers and leaders feeling that they are not doing enough for their own child(ren) or family as well as their school family.  It can be hard to have boundaries around work hours and many find themselves working long and / or unusual hours.  We know that our ability to regulate, think strategically and make decisions is affected by self-care, there is the danger of falling into a cycle of self-sacrifice and guilt.  This is a challenge that I think is going to continue on for some time to come and one we need to consider deeply. 

Within this time of challenge and restriction schools are open and teachers are available for their pupils and families.  During this time teachers and leaders are also finding many rewarding and dare I say it enjoyable experiences.  

Connection again

What’s really interesting is the juxtaposition of what’s challenging and rewarding. At the same time as missing connection, teachers and leaders are also valuing the different and sometimes deeper connections they are making with colleagues, pupils and families. Similarly, the lifestyle changes of no commute, more time at home and more flexibility with this time brings more connection and time with family.

This really interested me as we have been living in a world where technology has kept us connected but also disconnected us with those around us.  During this time we seem to be using technology to connected deeply or differently with some while also reconnecting with those around us whether that is family or colleagues.

Joy

Children engaging with learning and sharing their learning with teachers is a consistent positive for teachers. While not quantifiable in terms of this survey the comments from teachers and school leaders and nature of those comments convey a real sense of joy when pupils engage in learning. I wonder if this joy comes from it being unexpected given that this learning and teaching experience is so different to the one we are comfortable with and the one we trained for.

Gratitude

Leaders in particular showed gratitude at the adaptability of teachers, pupils and families.  Adaptability to the online space, both the creation of and then accessing and engaging with it.  There was a common theme of gratitude, maybe even a little surprise, at being able to do what has been done in the time available.  Responses to other questions suggest to me that this is underpinned by personal resilience and creativity. I can’t help wonder if, when the need is clear, can change be quicker than we might normally think is possible? 

What have you learned?

As we move forward into phase 1 (in Scotland) and we have a date for all school buildings reopening in August it is important that we take time to ask questions about what we have learned from this experience.  What has it taught us about ourselves personally, about learning, about change?  In my next post I will share insights from these questions.

Connection, heart and centre

This pandemic will not last forever.  We will get through it, we are getting through it.  The wellbeing of everyone is important and we need to ensure that there is meaningful and accessible support for all.  Do we have the courage to put connection heart and centre of all that we do?

Wellbeing Strategy Call

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