Greater Shepparton school leaders say the mental strain that bouts of remote learning have placed on students has provoked teachers to revalue the role of compassion in teaching.
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Notre Dame principal John Cortese said remote learning came with some key lessons, requiring students to become more accountable, resilient and self-directed, which may assist them in further education or in their careers.
But while some thrived in that situation, others really struggled.
Notre Dame wellbeing support service leader Fran Smyth said there was “a loss of hope” among some Year 12 students, who were putting “dreams and long-term goals” on ice.
“They’re acutely aware of being at the end of the road — they’ll be exiting here in three months’ time,” she said.
“What does that picture look like? Because it’s so uncertain for them.”
Teachers and support staff used TikToks, virtual assemblies and myriad teaching and support strategies to keep students engaged throughout this year’s three lockdowns, and to create fun, joy and connection.
Mr Cortese said looking for silver linings might be easier said than done, but he believed students who had adapted to repeated disruptions would learn from the experience.
“Down the track, there’s going to be many things that are missing but I reckon one of the things they’ve learned is, ‘I can jump over that hurdle that has been put in front of me’,” he said.
The mechanics of how to teach remotely were not an issue, Mr Cortese said, and teachers went “into overdrive” to smooth the transition each time a lockdown was announced.
“(But) the biggest challenges we've got are the emotional side and the spiritual side, and how we deal with them,” he said.
A recently released Monash University study into the impacts of remote learning last year found a sense of community, ongoing communication and compassion were key to better student outcomes during times of uncertainty.
Collating data from eight schools across Victoria, lead researcher and author of the paper Fiona Longmuir said school communities had been forced to make rapid changes to address emotional distress.
School leaders found their attention was directed to the immediate wellbeing of students, with a heightened need for community leadership and “effective, timely and honest communication”.
“The strongest message from all participants was just how all-encompassing and important wellbeing became during the pandemic,” Dr Longmuir said.
“Leaders reported that the caring and compassionate aspects of their role were the most necessary as they supported their communities.”
Dr Longmuir said the findings posed an “unprecedented” opportunity for schooling to evolve and develop in new and innovative ways.
Greater Shepparton Secondary College VCE co-ordinator Felicity Cummins agreed.
She said thinking outside the box during Victoria’s fifth lockdown had been key to keeping students, and staff, motivated.
To boost morale, she had encouraged students to write appreciation notes for teachers and provide comments about how they had found remote learning via an online tablet program.
The responses were wide-ranging — some students praised teachers for "never giving up" on them, while others highlighted the importance of teachers "understanding" when the cohort was overwhelmed.
“The students said the activity of recognising everyone is in the same boat and teachers are trying really hard, made them feel better,” she said.
“Even though remote learning is hard, they’ve recognised everyone is doing their best and trying to stay positive."
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