With Canada locked down due to the coronavirus pandemic, it\u2019s not uncommon for our students to lose educational ground during this time. Things have changed drastically, with a loss of community, residence, summer practicums or co-op placements, jobs, and convocations.<\/p>\n
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Academic institutions are working hard to offer COVID-19 coping resources and services to their students that range from\u00a0emergency funds<\/a>\u00a0to offering\u00a0mental health online courses<\/a>. However, it\u2019s time for those who already play a vital role in the lives of our students \u2013 those of us who are professors \u2013 to be even more empathetic and compassionate. We are in a unique position to spot regular absences or declining performance, to identify key signs that a student is struggling. And we often have an immense role in a student\u2019s feelings of self-worth, value and growth. Students will approach us more than ever during this unprecedented time to request academic accommodation. We need to communicate clearly to students that we are here for them and support student resiliency. Based on my years of experience working with hundreds of students from diverse backgrounds in difficult situations I offer the following tips for faculty to engage with their students as they adapt to the realities of COVID-19.<\/p>\n <\/p>\n <\/p>\n Even if in-person appointments are not available right now, many professors are able to provide assistance over the phone or videoconferencing. Students are likely to have a low threshold for reaching out and exploring what resources their school can offer remotely. Having weekly virtual office hours can enable students to ask for help or advice related to academic matters.<\/p>\n <\/p>\n <\/p>\n Professors should validate students\u2019 feelings and strive to keep the lines of communication open about what\u2019s challenging and difficult about the pandemic. It is important to listen carefully and be non-judgemental. Avoid jumping to conclusions. Reassure them you understand their struggles, and they have been heard. Simply saying \u201cI know it is a difficult time for you and I recognize your personal circumstances\u201d can go a long way for students.<\/p>\n <\/p>\n <\/p>\n Be ready and comfortable to have a conversation that is not related to school and might touch on sensitive topics. Be willing to talk through problems with students as best as you can without being a therapist. For some situations, you will be able to just listen, or feel more comfortable referring students to\u00a0professional services. Either way, it is good for students to know that turning to you is an option.<\/p>\n <\/p>\n There are several reasons why students may find it difficult to meet end of term deadlines for your course(s). Students may have children at home or had to return home earlier than planned. The closing of some libraries has made it more difficult to accesses resources. Some students may even be ill or caring for those who are ill with the coronavirus. In certain circumstances there will be justification for a longer extension request from students. It is important to discuss and determine an appropriate approach that will allow for suitable course completion with the student.<\/p>\n <\/p>\n <\/p>\n This is a good time to become familiar with the variety of student services and several mental health resources for students on campus. Your observations and action can help connect students to the services to help them cope effectively during this pandemic. This includes accessibility services, learning strategists, health and wellness and mentorship peer programs. All these services are temporarily being moved to online delivery modes. It is important to not just tell them to access these services but to explain the value of them.<\/p>\n <\/p>\n <\/p>\n Seek out\u00a0mental health first aid<\/a>\u00a0training to help you better recognize the symptoms of mental health problems and increase students\u2019 confidence in guiding them towards appropriate resources for care. Strive to work with your students using an anti-oppression lens.\u00a0Training in anti-oppression practice<\/a>\u00a0is available at most academic institutions. This is important in order to avoid further marginalization of diverse cultural student communities along the human dimensions of race, ethnicity, indigeneity, sexual orientation, gender, socio-economic status, age, ability, and religious beliefs.<\/p>\n <\/p>\n <\/p>\n Look for ways to support students financially this summer \u2013 particularly those who have lost paid practicum placements or jobs. If you or your fellow faculty members have research grants or contracts, consider employing qualified students as research assistants. As a research assistant, students will aid in conducting ground-breaking research and gain meaningful experience.<\/p>\n <\/p>\n Professors having positive relationships with their students during this pandemic helps improve the mental health of students. It\u2019s important to note we are also role models for them by maintaining our own wellness as we share the same challenges. Apply your professional judgment. If you are unsure whether an action is appropriate and you have a concern, speak to your department head.<\/p>\n <\/p>\nProvide virtual office hours<\/h2>\n
Validate experiences and feelings<\/h2>\n
Expect to touch on sensitive topics<\/h2>\n
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Recognize the difficulty to meet deadlines<\/h2>\n
Refer to campus student life resources<\/h2>\n
Engage in mental health aid and anti-oppression training<\/h2>\n
Leverage professional networks<\/h2>\n