EDUCAT ION
Transitions and unexpected changes to an environment or routine can cause significant peaks in anxiety, meaning that new strategies must be implemented. Despite the notable limitations of lockdown, one thing it did provide was a reliable and stable ‘bubble’ that was predictable for our students. Teachers entered the house through the screen of a device, while social communication was curtailed – as were many of the challenging changes to the environment created by other people carrying out their business. Again, some students found this to be helpful. In the background, there was the monitoring of infection rates, social distancing, regular testing, mask wearing and other measures dictated by the pandemic. These caused a new heightened sense of alertness that has impacted us all; but for some, the controlled environment has brought some certainty, enabling guards to be dropped. We’ve all experienced those days where we have been in back-to-back meetings, making small talk with lots of people. It’s exhausting. If you do it regularly, you build up resilience, and employ strategies as much as possible. Often, autistic people report this as their daily life. Over time, this is mitigated a little by developing useful coping methods, as well as a general increase in tolerance. How to help: • Be understanding that transition back to ‘normal life’ is going to be long and tiring. • Allow potential for mistakes and breaks, building resilience over time. • Support others to be mindful of the increased cognitive load everyone is under, but be aware that autistic people will be impacted in particular. • If possible, include a transition period. Allow people to build up experience of situations they find demanding over time, enabling them to manage the pace where possible. • Be kind. AUTISM AND COMING OUT OF LOCKDOWN GRETTON SCHOOL IN GIRTON, SPECIALISING IN PUPILS WITH AN AUSTISM OR ASPERGER SYNDROME DIAGNOSIS, OFFERS A DIFFERENT PERSPECTIVE ON ADJUSTING TO LIFE POST-PANDEMIC
support and advice to their fellow pupils,” explains Julie. “They focus on wellbeing by promoting open conversations and sharing important tips on looking after mental health, helping to prevent the need for further support in the future. They provide a listening ear, signposting fellow pupils to the appropriate places for help, and during lockdown, they set up an online support hub for pupils to access.” Tutors at Gresham’s School have a crucial role in providing support, too, with each looking after a small group of students with whom they have weekly group and one-to-one meetings. This enables them to gain an understanding of the individual challenges and pressures pupils are facing, and recognise any changes in a timely fashion. “We haven’t allowed the pandemic to negatively impact these avenues of support,” says Julie. “We ensured the pupils could access help they needed online at all times, while any support they were receiving continued.” At The Perse, along with increased contact from tutors, there was a focus
aspects of school life – such as assemblies, chapel services and music recitals – online, bringing pupils and teachers together and helping to prevent isolation. Continuity was also key at Gresham’s School, where teachers ensured that each aspect of school life was accessible in an online format, from lessons to extracurricular and social activities. “We very quickly ensured pupils had a routine that was as normal as possible,” says acting deputy head, Julie Flower. “The houses are a vital part of the pastoral support we provide pupils, so the housemasters and housemistresses ensured a sense of community was rife throughout. We also facilitated social interactions between the pupils, from fitness challenges and dance competitions, to online quizzes and baking.” The school strengthened its already impressive mental health infrastructure, utilising an existing system of peer support. “Each new pupil is assigned a ‘big brother’ or ‘big sister’ when they arrive. We also have ‘mental health first-aiders’, a group of year 13 pupils trained to provide
53
C A M B S E D I T I O N . C O . U K
J U N E 2 0 21
Powered by FlippingBook