Head of School's Message: October 17

The article summarized CDC findings from 2019 that 40 percent of high school students suffered persistent feelings of sadness or hopelessness up from 26 percent in 2009. In 2021 44 percent of high schoolers were feeling sad or hopeless. Eilene Zimmerman wrote, “The pandemic turned up the volume on the soundtrack that was already playing.”   

‘Connection’ is a Chandler theme this year. One conclusion of the work done by The Connection Project is that when students feel a sense of purpose in their work they are buffered against academic and social stress. This week I asked Chandler faculty to comment on the state of our students’ mental health. The results were encouraging. Teachers highlighted the connections they have with the students and shared their observations of the connections students have with each other:

“I have seen a significant improvement in the mental health of our students this year– specifically, in their coping abilities and social interactions with each other. Former Chandler School Counselor Adrienne Hollingsworth used to say that adversity and lack of support equals suffering, but adversity with support equals resiliency. Chandler students have developed resilience.

Recess feels more harmonious. Kids are able to interact with other grades during recess. Across grade levels, students identify when a social interaction or game is not working out, and instead choose to go play with others where there might be more compatibility. “Going where the love is” is a good skill for young people to learn. 

Each morning, the class "checks in" by identifying their "mood" and applying their preferred self-regulation strategies when needed.  I am concerned with the quieter students who don't "wear their hearts on their sleeves" as much and are perhaps feeling anxious, disconnected or vulnerable behind the facade of complacency. I am intentionally getting to know each student by having lunch with each of them and taking an interest in their lives. Trust is important to develop so they feel comfortable sharing with me when they need help.

I've noticed how much joy the 8th graders take in being together at school each day. At the end of the week, we start class with a check-in about the best and hardest parts of the week, and what students are looking forward to next week. Every week in every class section, several students talk about how much they enjoyed spending time with their friends during recess and lunch. I'm not sure if it's because they gained a greater appreciation for time spent with others during the isolation of the pandemic, but the social time they spend together is definitely a high point for many of them each week.

The kids are in better mental health than they were last year. Their behavior is better. They are feeling good about themselves and others. Last year, they were more critical and judgmental towards each other. This year they are more concerned about each other. It was great to see the boys cheering on the girls in the volleyball game against Westridge. That would not have happened last year.

Many students in middle school are prioritizing connections and relationships this year - both with their peers and with the adults on campus. This social component of the school experience is an essential foundation of adolescent mental health.  Frequent reminders of the many supports and resources available to each and every student at Chandler are now part of the culture. Challenges are part of the bargain as childhood gives way to adolescence, but Chandler students regularly hear that they do not need to suffer in silence or isolation. The combination of that messaging with the maintenance of high expectations provides a clear way forward for our students, looking out for their academic and social-emotional well-being. 

 

The national data is sobering. Chandler teachers’ comments are reassuring and evidence of the value added of choosing to send your child to a small, independent school where everyone is known, needed and connected.