What We will Remember and other Thoughts on the Pandemic as Halton Families Meet the Return to School Challenge
By Nikki Taylor, Senior Manager, Early Years and Family Supports, Oakville Parent-Child Centre
In the middle of March, as I was closing my office up for what I thought would be a couple of weeks, I saved this picture as my screensaver.
Little did I know at the time, that six months later, we would still be living in this seemingly alternate universe. It feels like a lifetime ago. The picture of this little girl and her chick is still on my computer and each day when I look at it, I am reminded of what is really important during this time of stress and uncertainty.
As children, families, and teachers contemplate the return to school and academic learning, I have been listening closely to parents about what they both feel – and fear. For many, finding nuggets of hope and optimism strengthens their resiliency and ability to carry on. For others, the worry and fear overwhelms them and the reptilian brain takes control creating a propensity for instinctive fight, flight, or freeze responses. Fear and anxiety want comfort and certainty, and we know when it comes to COVID-19 there is no certainty. We can, however, find comfort and support in each other, maintain our sense of optimism, take hold of what we can control, and attempt to let go of what does not aid us.
So how do we take back our sense of control? How do we find our courage, our creativity, and soft hearts in order to protect and guide our children?
First and foremost, we cannot project adult fears and mindsets that negatively influence our children’s view of the world and their healthy growth and development. We must avoid righteous indignation and judgment and find a way to work together with compassion, tolerance, and a collaborative spirit. Our children need us to do this. And they need to watch us do this.
I am reminded of a quote by Dr. Hiam Ginott, teacher, child psychologist, psychotherapist, author, and parent educator.
“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”
Every day parents and teachers have the opportunity to get up, take a few breaths, find gratitude, and make a conscious choice to create a healthy and nurturing environment for the children in their lives; to create a warm, sunny day out of the rain and cold.
I believe that this school year will not be about academics. I believe that it will be about the chance to strengthen our resiliency and relationships, and build deep, nurturing interdependence. Now more than ever, we understand how interconnected and reliant we are on each other – in our families, in our communities, and on a global level.
Finally, as I look for the silver lining in all this, I hope it will be the opportunity for parents and professionals to realign their relationships with children in the way nature intended. To restore the adult’s rightful place – in charge and with the responsibility and wisdom to lead our children through this pandemic. Now is the time to show them that they can depend on us and trust us to do what is best for them.
Collectively we can do this. When this pandemic has ended, what will stand out most in our memories is how we treated each other.