Head of School's Message: March 2

I want to update you on what Chandler is doing to address novel Coronavirus in our community. The Centers for Disease Control and Prevention has recommended that schools prepare for the potential of a planned closure. We are closely monitoring an evolving situation, and we will keep you updated.

 

The well-being of the children entrusted to our care is our most important concern. Chandler's Social-Emotional Coordinator, Adrienne Hollingsworth, has sent guidelines to help faculty answer questions about Coronavirus. You may find them useful as you talk to your children at home. (see below) Emily Brown, Jill Bergeron and I will be speaking to students at middle school assemblies and going to classes to address the subject, ease fears and provide reassurance. 

 

As part of our emergency preparedness work at Chandler, we have developed a business continuity plan that includes online learning to continue classes should campus be closed for an extended period. While the likelihood of a campus closure is unknown, I wanted to let you know that we are prepared for such a scenario.

 

Chandler is in close contact with The Pasadena Public Health Department (PPHD). The department reports that there has been one confirmed 2019 novel coronavirus case in Los Angeles County, as well as one in Orange County. Both individuals traveled to Wuhan, China. There are currently no confirmed cases of Coronavirus in Pasadena.

 

The California Department of Public Health (CDPH) states that the immediate health risk to the general public is LOW. The PPHD is working in partnership with CDPH, the Centers for Disease Control and Prevention (CDC), and other local public health jurisdictions to provide accurate information to us, to reduce the risk of spread, and to provide care to those who are ill.

 

Chandler community members are encouraged to take everyday precautions against communicable illness:

I will be sending more updates during the week as needed. Keep calm, carry on and wash your hands. All will be well. 

 

 

From our Whole-Brain Child perspective, I would recommend the following:

 

1) Honesty and simplicity. Children are often savvy enough to know if adults aren't being honest (they can sense our hesitation and anxiety) and they can get overwhelmed with lengthy explanations. 

 

We know the Coronavirus is similar to a cold, so our approach to prevention is the same; frequent hand washing with warm soapy water (especially after using the bathroom and playing outside), keeping your hands away from your face as much as possible, and coughing into your elbow instead of your hands.

 

It's anticipated that only a small percentage of people would require hospitalization and the news highlights those people. The majority will be okay.

 

2) Validate any concerns or feelings. We want the students to feel the "4 S's"; Safe, Seen, Soothed, and Secure. We do that by active listening, helping them to label their feelings, and validating whatever it is they are experiencing. When they feel seen and heard, they are more likely to have a sense of safety and security. 

 

3) For any student who appears to need to talk about this further, allow them the space to do so. Please feel free to offer them an opportunity to meet with me. The "Name It to Tame It" approach helps the child to calm the emotional right brain by talking about their concerns and telling their story using left-brain words and logic.

 

 Let's say a student in second grade approached you with tears in his eyes, sharing that he was anxious and worried that he might get sick with the virus and miss more school, which would put him behind.

 

We would want to avoid a response that we refer to as "dismiss and deny". 

 

That might like sound like:

 

 "There's no need to cry. You're perfectly healthy now. Just make sure to wash your hands and not pick your nose and you'll be fine. Now run along to class." In that scenario, the child may not feel truly seen and heard. His perception is his reality and he's scared.

 

Name It to Tame It might look like getting down on eye level with the child and might sound like:

 

 "I can see you're really worried about this. I'm right here with you. I remember that you were out sick a couple of days in December. What happened then when you returned to school?"

 

"I was super worried, but my teacher made time to meet with me and she helped me with a plan of how to finish the work I missed. She told me it would be okay and she had confidence in me. And she emailed my parents about the plan, too."

 

"So the last time you missed school, your teacher helped you through it and she told your parents about how they could help you too. It sounds like they took care of you. Did that help you feel better?

 

"Yes. My teacher was very nice and helpful."

 

"I'm so glad to hear that. There are a lot of people here who care about you and will help you again just like they did before if you need to miss school. I know keeping on top of your schoolwork is very important to you. We'll make sure to take care of you."

 

In that scenario, the child was able to tell his story (left brain logic, order, and words) associated with previous feelings (right brain), while at the same time being heard, seen, and reassured by the adult.

 

Short version:

 

Don't: "Suck it up and deal, Kid".

Do: "I'm here, I'm listening. We'll get through this together."