This was not the Term 3 we were hoping for but, thankfully, it is one we can manage.
I always admire the work of my colleagues but this week all the more so as they have swung into gear once again to deliver remote learning. The precise pattern for each day varies according to age, of course, but there are some commonalities. For instance, we learnt last year how important it was to use a range of modes of delivery, with teaching via videoconference (‘synchronous learning’) balanced with regular periods of work offline (‘asynchronous learning’) to reduce what is known as ‘Zoom fatigue’. Assessments and homework expectations are adjusted, Just Read is more important than ever and we are emphasising with the girls the things that underpin their own wellbeing: exercise, healthy sleep patterns, good food, well structured days and so on.
With these factors in place, the girls can keep calm and carry on – not least because panicking and ‘carrying on’ (in the other sense of the phrase) are not an option. These circumstances are testing, however, especially for the girls in Years 11 and 12 who are understandably concerned about the potential impact on their preparations.
A few weeks ago, I wrote about mental wellbeing as ‘having the right emotions at the right time and the ability to manage them’. This is worth recalling as we consider how we can best support girls who may be experiencing increased anxiety.
Talking the girls through their emotions is helpful. One side effect of higher general awareness of mental illness is that some girls are quick to assume that any stress or distress is a problem, but feeling anxious about feeling anxious is a vicious circle. If the adults in their lives acknowledge these feelings but respond with calm confidence in the girls’ capacity to manage the situation, the girls will follow their lead. (I acknowledge, of course, that severe cases of anxiety need proper professional treatment.)
If you want some helpful ways to talk to your daughter about what she is feeling, you might want to listen to this by Dr Lisa Damour, who reframes stress as a healthy sign that you are being stretched and not something that is inherently problematic.
Of course, to do this well we grown-ups also have to be in the right frame of mind. That’s not always easy in normal times and lockdown imposes significant pressures on adults as well. For younger girls, we do rely on parents to assist but you may well be juggling many things and you should feel free to set limits on what can be achieved in a day according to your family’s circumstances. If you are ensuring that your children get a good sleep, regular exercise and a decent break away from screens, then that’s a good day’s work.
I have, however, been impressed once again by the response within our community. We know that Queenwood parents have been remarkably steady and positive because we can see that the girls have responded so well.
There will be opportunities in the coming weeks to join a Q&A session for online learning – see the notices below. We will be happy to answer questions and welcome your feedback about how your daughter is travelling.
In the meantime, I am very grateful to be leading a community that is taking such a positive and constructive approach to difficult circumstances. Thank you, as always, for your support.
Ms Elizabeth Stone
Principal