The Pandemic’s Impact On Social-Emotional Well-Being In Youth
The impact that the pandemic had on the social-emotional well-being of young people is profound. Many people were isolated for long periods and this meant missing out on vital opportunities to develop social skills, especially in children.
Adults talk about how difficult it was to return to work and social situations and many people battled the reverse shock of lockdown as we navigated our way back to the new normal. The toll it has taken on our youth is significant and far-reaching.
The stress and uncertainty during the pandemic, the increased screen time, changes to routine, exercise, diet, sleep and forced isolation corroded core interpersonal skills and the struggle to pick them up where they left off is real.
Our kids need us in their corner more than ever, so how can we help them?
Mary-Anne Murphy
The impact that the pandemic had on the social-emotional well-being of young people is profound. Many people were isolated for long periods and this meant missing out on vital opportunities to develop social skills, especially in children.
Adults talk about how difficult it was to return to work and social situations and many people battled the reverse shock of lockdown as we navigated our way back to the new normal. The toll it has taken on our youth is significant and far-reaching.
The stress and uncertainty during the pandemic, the increased screen time, changes to routine, exercise, diet, sleep and forced isolation corroded core interpersonal skills and the struggle to pick them up where they left off is real.
Our kids need us in their corner more than ever, so how can we help them?
Growing up in lockdown
“During the pandemic, children had to change the way they learn, play and socialise, all the while living in an environment of widespread uncertainty and anxiety.” Dr Dumuid, UniSA
Children are like trees. When they are seeds they need to be nourished in a warm environment as they find their roots, growing in a small pot. When the tree gets too big for the seed pot, it needs to be moved to a bigger pot, perhaps with a stake to help guide the trunk as it grows tall.
Eventually, it will be planted out into the ground, with strong roots and a long straight trunk, ready to deepen its roots and branch out on its own.
Some children who grew up in lockdown have become seeds in pots that were never planted in the ground.
Their root system is tightly compacted and hasn’t been given the space to develop and grow. The trunk is thin and underdeveloped, and the tree's growth is stunted.
The root system missed a vital growth phase and while it can be planted in the ground, is going to need extra care and guidance to flourish.
Social Emotional Wellbeing in Youth
Even years later, the pandemic continues to impact young people.
“Mental Health (Anxiety, Depression, Stress) remained the main issue New Zealand youth were faced with, Social Media was the second top issue. In-person counselling and phone helplines played a pivotal role in supporting our youth. COVID-19 had a profound effect on how young people felt about themselves and the world around them, and a range of issues rose to the fore. Rainbow youth had a heightened response to the pandemic.” State of the Generation Youthline report, July 2023
Young people who went through the pandemic are still struggling with social anxiety, higher levels of depression and behavioural difficulties. With a global recession following the pandemic and rising costs of living teens and students are starting to have bigger worries about their future.
Help your teens get their social groove back by limiting their screen time with a digital detox.
Get them out of their rooms and go on outings. Encourage them to try a new hobby, or do something creative that interests them like an art class where they can get out and meet new people who are interested in the same things.
Take it slow and don’t force the issue, but don’t ignore it because it is too hard or they just want to stay in their rooms.
Tips on Restoring Social Skills
Good interpersonal relationships are built from face-to-face interactions. Lots of young people feel like they lost some of their social skills during the pandemic. It quickly became a way of life to rely on digital messaging and lots of kids are struggling with the return to social interactions.
Here are some tips that can help everyone to restore those social skills.
Greet people, and get into the habit of saying hello as you pass other people, they might feel just as awkward as you
Make a point of looking people in the eye when you introduce yourself and the person with you
Start conversations, about anything, don’t overthink it. It gets easier each time and soon it will feel more natural - practice makes perfect.
Pick neutral topics to get the conversation started, such as the weather, or the other person's dog.
Don’t give up, even if talking to people feels uncomfortable.
Being social is a skill. You can help your child get back into practice and feel more comfortable seeing people face-to-face or being in a group.
Work with Us
Momentum Learning has been supporting Leaders, Teams, Teachers, Rangatahi and their Whānau to develop their social and emotional intelligence since 2020. Talk to us about exploring this for your organisation.
Let’s work together.
Is your child struggling to make friends? How SEI skills can help.
Making friends is not something that comes naturally to all children.
It’s hard to see your child being left out and not included, but it doesn’t mean your child isn’t likeable, has anything wrong with them or doesn’t get invited to events because of their personality.
It just means that they need some help building social skills. Social-emotional intelligence (SEI) is a toolkit that can help.
Mary-Anne Murphy
Making friends is not something that comes naturally to all children.
It’s hard to see your child being left out and not included, but it doesn’t mean your child isn’t likeable, has anything wrong with them or doesn’t get invited to events because of their personality.
It just means that they need some help building social skills. Social-emotional intelligence (SEI) is a toolkit that can help.
Skills kids need to make friends
Making and keeping friends is a skill. Even kids who are shy or who are struggling with impulse behavioural issues and things like delayed speech or ADHD can make friends. SEI provides children with a tangible framework they can use in everyday situations to help them make friends.
Such as:
How to pick up on and respond to social cues
How to listen attentively to others so they can understand what is being said
How to share and take turns
How to start a conversation
How to disagree appropriately
How to label their emotions to effectively communicate their feelings.
With a bit of encouragement and validation, every child can find the confidence to use their new tools and start practising their friendship skills.
Why do some kids struggle to make friends?
Sometimes children struggle to make friends simply because they haven’t met another child they feel that they can connect with.
It could also be that a child has had a negative experience or two and now feels too anxious or nervous to be the first one to reach out. Some children get as far as starting a conversation but might not know how to keep one going. They sometimes personalise responses from other kids that might not be familiar to them.
For example, if they say hello to a child but the other child doesn’t say anything back. They might feel as if they have done something wrong, not knowing that the other child might have a hearing disability and simply didn’t hear them.
Basic communication and language skills become a bigger barrier if kids don’t know how to navigate through them.
This is something that SEI is perfect for, it helps kids be more confident with their friendship-making skills and gives them tools to explore different dynamics and be brave in new situations.
"A single act of kindness throws out roots in all directions, and the roots spring up and make new trees." Amelia Earhart
Is it normal for my child to not have friends?
Every parent wishes for their child to be socially adept, happy and curious, open to finding a commonality with anyone.
But in real life, kids can be shy and nervous, feel overwhelmed and overstimulated and become reluctant to work their way through their hesitations. If they haven’t had much experience socially, they might not have a reference to draw from.
This is why developing good SEI skills can have a hugely positive impact on your child's overall social well-being and happiness.
SEI skills that can help your child make friends
These are just some of the social-emotional skills that can help your child make and keep friends.
Empathy
Helps kids connect emotionally
Interpersonal skills
Helps kids to establish social awareness
Assertiveness
Helps kids to communicate feelings and set boundaries
Conflict resolution
Helps kids to develop confident problem-solving solutions
It will help them to:
Better understand themselves and others
Have the courage to persevere even if it doesn’t go right the first time
Learn how to invite other children to join them
Have the confidence to accept an invitation from others.
Friendships need a good level of social and emotional competence to thrive and social-emotional learning skills can help children to develop these concepts in their younger years, setting them up to be well-rounded, happy adults.
As caregivers, we can answer the call for compassion. For us to bring the heart back into our humanity. It starts with us, and our children will lead the way.
If you would like to know more about how to support your child or students access these skills, get in touch with us, we would love to hear from you.
Work with Us
Momentum Learning has been supporting Leaders, Teams, Teachers, Rangatahi and their Whānau to develop their social and emotional intelligence since 2020. Talk to us about exploring this for your organisation.
Let’s work together.
Strategic Planning - Eyes on the Horizon
Picture the swell, you can see it from where you are standing, the beach is quiet, waves building and challenge speaks to your soul. Calling to you, enticing you to take your chances… willing you to take the wero laid down… this is the start point of a surfer’s journey… aligning also with that same journey of a school leader. Why? Not because of the thrill of the ride - a call from that which lays out beyond the breakers… the horizon. That which lies beyond what we can see - the future, our future… our students.
The first step is getting your feet wet. It’s time to jump in.
Picture the swell, you can see it from where you are standing, the beach is quiet, waves building and challenge speaks to your soul. Calling to you, enticing you to take your chances… willing you to take the wero laid down… this is the start point of a surfer’s journey… aligning also with that same journey of a school leader. Why? Not because of the thrill of the ride - a call from that which lays out beyond the breakers… the horizon. That which lies beyond what we can see - the future, our future… our students.
The first step is getting your feet wet. It’s time to jump in.
The paddle… head up, eyes on the horizon… can be hazy but still they know where they are headed. There are challenges… it takes time to paddle past the ‘chop’ of day to day. Still getting out past the break is the goal, and so begins the paddle.
Upon arrival there is the quiet… the space/the pause… stimulus/response… A quiet minute (whether authentic or created). Take a breath. The swell rises, the surfer maps their course. They are aware of those around them, with them, also an awareness of obstacles that might get in the way. The swell rises and it’s time to stand… take action and take the drop… Drop into challenge. Navigate whatever accompanies the ride. As a leader it is essential to stay above the breakers, take the time to pause, carefully consider the ride.
What does this look like for school leaders? As leaders we must keep our eyes on the horizon - our students… our future. With clear focus on their needs, their growth, the potential of those in front of us, and those we lead, we set our vision.
““Successful Wayfinding Leadership requires that we develop ‘response ability’ and avoid reactivity.””
So then time for ‘Momentum’ - vision needs action/movement to bring it into being. The surfer makes the drop, rides the wave. Riding the wave…an authentic need to be agile, staying true to the vision, turning, steering, facing challenges to stay on board, to reach our goals. Controlling the swell, bracing for a spill, light, flexible, navigating the inevitable challenges of staying on… rising above challenge, standing strong.
Once again we steer you back to the concept of disciplined freedom - being agile enough to cope with that which comes at you… unforeseen challenges, navigating change while still staying true to core focus areas and ultimately the destination - the vision for your students/kura. Covid and illnesses are challenges, teaching shortages are a challenge, engaging authentically with all stakeholders can be a challenge. As a leader it can be hard to navigate. Especially considering the need to navigate on our feet, agile, light, ready to respond to change, essentially still focused on the horizon. Good planning supports this whole process, and is a challenge that we are happy to lean into with school leaders.
All around Aotearoa school leaders and their teams are carefully considering what the best path is for their people. The time is now…we can not stay in a state of challenge ‘just getting by’ - paddling through the foam. We have to lean into the challenge and keep the course… growth and change… those we lead and our own. Our tamariki and young people need us to step into our space. We need to nurture them to grow too - so they can fulfill their destiny, ultimately they are our future.
““The true gift of the wayfinder’s journey is not arrival at the destination; it is who we become along the way as we fulfill our potential.””
Climbing into the flax bush - starting your Mana Ōrite journey
This blog post is about feeling brave to start the korero, about feeling brave to ‘clear the undergrowth’ and about recognising that we all have to start somewhere - but we have to start somewhere together.
"Mā te whakātu, ka mohio, mā te mohio ka marama, mā te marama ka matau, mā te matau ka ora."
"With discussion comes knowledge, with knowledge comes light and understanding, with light and understanding comes wisdom, with wisdom comes wellness."
Have you had a chance to check out the Mana Ōrite webinar series yet? You can explore a range of videos, podcasts and downloadable worksheets and resources to spark deeper korero and changes in practice at your kura. The more we talk, the more we can learn. The more we learn, the more we know. And the more knowledge we have, the more light comes in - and the more we will grow through knowing.
This quote from Mere Berryman, Dawn Lawrence and Robbie Lamont also points to the importance of dialogue:
“ “Dialogue within responsive pedagogy requires relationships in which risk taking is encouraged, where there is no shame in being a “not knower” and where it is understood that everyone brings with them knowledge, ways of knowing, and experiences of value to share.””
The key take-away from this quote is that there is no shame in not knowing - and that it is through korero that we can begin to know and acknowledge ways of knowing.
This blog post is about feeling brave to start the korero, about feeling brave to ‘clear the undergrowth’ and about recognising that we all have to start somewhere - but we have to start somewhere together.
Tungia te Ururua, kia tupu Whakaritorito te tupu O te harakeke
Clear the undergrowth so that the new shoots of the flax will grow.
But how can we clear the undergrowth? Where can we start?
What about if we start by seeing the learner as the centre of the flax bush. As a rito and ngākau, ākonga are protected and surrounded by whānau, elders, teachers and others who can help - and we are not on our journey alone. We are part of the flax bush and we are growing together. We are all just one small part of the flax bush - but it is through working together that we can weave a brighter future for the rito.
Let’s go to the bottom of the flax bush. Yes, at the bottom of the flax bush it is dark. And we might find some things that need to be cleared away - but we can also see the light of the growing rito. We can agree that the learner needs to be at the centre and we can work together to clear the path for more growth and ongoing korero. The more we talk to people, the more we can let the light in and we can grow stronger together with a rich mātauranga Māori foundation and a new shared understanding.
Mana Ōrite is an opportunity to grow in a direction that is informed by indigenous knowledge. How can we start clearing the way? How can we start growing?
We just need to start.
Here are some pātai to start the discussion:
How are we inviting the ‘tanga whānau’ into our practice? (whanaungatanga, manaakitanga, kotahitanga and kaitiakitanga)
How can we start our learning design from a mātauranga māori seed?
How can we honour the learner and their whakapapa at/as the centre?
How can we learn and play together? (ira tākaro, ako)
How can we grow quietly and humbly beside each other with shared roles in learning? (whakaaro nui, whakamana, whakaiti)
The first step is working together. We may need to clear some things away before the new shoots will thrive. But we have to start. Together.
"Mā te whakātu, ka mohio, mā te mohio ka marama, mā te marama ka matau, mā te matau ka ora."
References:
Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective MERE BERRYMAN, DAWN LAWRENCE, AND ROBBIE LAMONT
Strategic Planning: Treasure Maps and Ensuring Future Success
We have been working with school leaders and their teams to support strategic planning and mapping of ‘steps for success’ for the next three years. Strategic planning is a bit like designing a treasure map alongside the captain and crew of a big ship - with kotahitanga and manaakitanga. The sheer level of responsibility that rangatira feel for shaping the journey and direction for their tamariki and school community is high. The commitment to having a clear vision and ‘getting it right’ is central to this mahi.
We have been working with school leaders and their teams to support strategic planning and mapping of ‘steps for success’ for the next three years. Strategic planning is a bit like designing a treasure map alongside the captain and crew of a big ship - with kotahitanga and manaakitanga. The sheer level of responsibility that rangatira feel for shaping the journey and direction for their tamariki and school community is high. The commitment to having a clear vision and ‘getting it right’ is central to this mahi.
What does that look like? In consultation with the key stakeholders, we review, refine and develop new strategic documents with great care and acute awareness of the need to design a map that will work. We work with school leaders to map a journey that has their tamariki at the heart and forefront of all decisions. This work is not for the faint-hearted. As ‘Captain of the Ship’, school leaders have the responsibility for determining the ‘X’ (Vision - or treasure!), and plot the map to get there (Strategic Plan) as well as recognise the need to navigate all that goes in between.
“‘Strategy is a style of thinking, a conscious and deliberate process, an intensive implementation system, the science of ensuring future success’”
It is a privilege to work alongside passionate leaders to create their strategic plans. The captain, with map in hand, can ensure the crew has the freedom to make progress creatively while still tracking towards the ‘X’. The passion and commitment leaders have for their vision, values and strategic goals is inspirational. The strategic plan will guide decisions, and resourcing and can be a filter for effective decision-making for the next three years.
As captains of the ship - school leaders have their eye on what is coming and they know that they are not alone. They can navigate unpredictable seas, and oversee the many nuances of the plan in action. School leaders can mark the spot, map and track the course, negotiate turbulence, and empower and support the crew. A shared vision is so important. Having the crew on board and steering in the same direction is crucial to the success of any plan. The strategic plan needs to be a treasure map ‘to pull the island to you’ that the whole crew can buy into. It is a shared vision for a team adventure. “True success is when the navigator is no longer needed” - Wayfinding leadership.
The power of our work with strategic planning starts with the ability to listen and unite - kotahitanga. We can help formulate the plan and we can personalise the process. We can support you from the bow, the stern, beside the waka or wherever you need us. In essence, we can be your support crew on your treasure hunt. We want you to have a successful adventure! We will help you to write your strategic plan, draw your treasure map and ensure your future success.
““Perhaps the most profound lesson we have both learned from the navigators is their ability to maintain a fierce unwavering vision for the island, to harness their mana, and call a new reality into being. To an untrained eye, it would appear that the mariners are sailing to an island. Yet, to a master navigator, the island is held within him or her, and they are drawing that island to them.””