Pitman said staff will be trained on three types of stress response, what to look for, how to react and how to provide specific supports.
The first is a “positive” response, in students who have experienced some benefits around COVID-19, such as increased connections with family and independence.
“This is positive, but it is still a stress response because students have still had to adapt as a result of change,” Pitman said.
The second is a “tolerable” response, in which students have adapted as a result of change but have felt longer-lasting difficulty.
“For these students, we need to make sure they’re supported with positive, caring adults, through time spent and through conversations that provide choices to students where they can identify what they do have control over.”
Pitman said those choices can include having control over their academics, but also reducing risk around COVID-19 by practising handwashing or social distancing when possible.
“We don’t want to create a fear-based approach, it’s a positive approach where we teach kids this is how we take care of each other,” Pitman said.
The third and most severe stress response, Pitman said, is “toxic,” which includes a prolonged activation of stress response systems, as well as an absence of protective relationships.
“That can disrupt development of the brain, and that’s where we need to ensure universal supports that must be in place and embedded.”
Both the CBE and CCSD vow to provide teams of certified staff, from “mental health leads” in all schools, to guidance counsellors and centralized psychologists to help students with assessment or resources beyond the school through Alberta Health Services.
