Spring Break is Coming: Connection is Crucial
DR. CHRISTOPHER S. CULVERAs spring break approaches, many students look forward to a week of relaxation and fun. However, for students with high Adverse Childhood Experience (ACE) scores and those facing challenging home environments, extended breaks can be a source of anxiety, instability, and fear. Schools are often the most consistent and supportive environment in their lives, providing not only education but also a sense of safety, connection, and belonging.
Research indicates that strong relationships with trusted adults at school can mitigate the effects of trauma, promote resilience, and enhance academic and social outcomes (Anda et al., 2006; CDC, 2021). As educators, it is crucial to connect with students intentionally before breaks to reinforce trust, stability, and a sense of safety. This approach aligns with core educational values of kindness, connection, and belonging, ensuring that every student feels seen, valued, and supported.
Adverse Childhood Experiences (ACEs) refer to potentially traumatic events that occur in childhood, such as abuse, neglect, household dysfunction, and community violence (Felitti et al., 1998). Students with high ACE scores are more likely to experience challenges such as:
Emotional dysregulation and heightened stress responses (Anda et al., 2006).
Difficulties with focus, behavior, and academic performance (Perfect et al., 2016).
Struggles with building and maintaining healthy relationships (CDC, 2021).
Extended breaks, including spring break, can exacerbate these challenges by removing the structure, support, and positive interactions that schools provide daily. Students may face inconsistent routines, increased exposure to stressful situations at home, and a lack of social and emotional engagement.
Schools serve as a safe haven for students, offering more than academic instruction. For many, school is a place where they experience kindness, routine, and connection with caring adults. Research highlights the critical role schools play in supporting students with high ACEs through:
Predictable Routines: Providing structure that helps students feel safe and reduces anxiety (O’Neill et al., 2020).
Positive Relationships: Connecting with trusted adults who model healthy interactions and provide emotional support (Murphey & Sacks, 2019).
A Sense of Belonging: Creating an environment where students feel valued and connected, which is particularly important before periods of separation from school (Baumeister & Leary, 1995).
Before spring break, educators have an opportunity to reinforce these protective factors, ensuring that students enter the break feeling emotionally supported and resilient.
To effectively support students before spring break, educators can implement intentional strategies that focus on relationship-building, consistency, and empathy. These strategies not only help alleviate student anxiety but also lay the groundwork for a positive return to school.
1. Build Trust Through Positive Interactions
Students with high ACEs often struggle with trust and attachment. To help build trust:
Personal Check-Ins: Dedicate time for one-on-one conversations, asking students about their plans, feelings, or concerns about the break.
Affirmations and Encouragement: Provide specific positive feedback that reinforces the student’s strengths and achievements.
Consistency in Engagement: Be present and predictable, ensuring students know they are valued and cared for.
2. Create a Safe and Predictable Environment
Consistency is crucial for students who thrive on routine and stability. Educators can:
Maintain Classroom Routines: Stick to established schedules as much as possible leading up to the break.
Prepare Students for the Transition: Use visual aids or discussions to outline what to expect during and after the break.
Provide Resources: Share community support contacts (e.g., crisis hotlines, food banks) to support students during the break.
3. Foster Connection Through Group Activities
Promote a sense of community and belonging by engaging students in collaborative activities:
Kindness Projects: Organize activities where students write positive notes to each other or create kindness chains to display in the classroom.
Reflection Circles: Facilitate open discussions where students can share what they are looking forward to or are anxious about during the break.
Team-Building Exercises: Reinforce a sense of unity and support, emphasizing that the school community will be there for them when they return.
4. Model and Teach Coping Strategies
Students need tools to manage stress and emotions over the break. Educators can:
Teach Mindfulness Exercises: Introduce simple techniques like deep breathing, grounding exercises, and visualization.
Provide Take-Home Resources: Share calming strategies, journal prompts, or fun activities that promote emotional well-being.
Normalize Emotions: Discuss how it is normal to feel a range of emotions and that support is available if needed.
Connecting with students before a break does more than provide short-term comfort. It creates a lasting impact on their sense of safety and resilience.
Research shows that when students experience consistent kindness and connection, they are:
More engaged academically (Jones & Kahn, 2017).
Less likely to exhibit behavioral issues (Durlak et al., 2011).
More likely to develop healthy relationships and exhibit prosocial behavior (Algoe & Haidt, 2009).
Kindness is not just a moral choice; it is a strategic approach to creating positive school cultures where all students feel seen, valued, and supported.
Spring break is not just a time off; it is a critical period for supporting vulnerable students. By intentionally connecting with students before the break, educators provide a buffer against the challenges that time away from school can bring. Through trust-building, consistent routines, collaborative activities, and coping strategies, schools can create a culture of belonging and kindness that extends beyond the school walls.
When students feel connected, valued, and prepared, they return to school more resilient and ready to learn. By prioritizing kindness, connection, and belonging, educators not only help mitigate the effects of trauma but also contribute to building a generation of students equipped with the emotional tools they need to succeed academically and personally. This approach is good for all learners. I am grateful for you answering the call to serve and lead.
Interested in being a future guest blogger? Reach out today! (Click here) We’d love to have you as part of “The Kind Voice!”
Are you receiving our weekly e-newsletter full of motivation, encouragement, and positivity? Subscribe today!
Want to be intentional with connecting with Gen Z/Alpha? Check out the 11 step guide FREE here! Or check out all of the free resources here!
Looking for Gen Z/Gen Alpha workshops? Keynote speaker? Read the testimonials from others’ experiences. Watch short clips from a most recent keynote! Would love to help you and your team; reach out today!
References
Algoe, S. B., & Haidt, J. (2009). Witnessing excellence in action: The 'other-praising' emotions of elevation, gratitude, and admiration. The Journal of Positive Psychology, 4(2), 105-127.
Anda, R. F., Felitti, V. J., Bremner, J. D., Walker, J. D., Whitfield, C., Perry, B. D., Dube, S. R., & Giles, W. H. (2006). The enduring effects of abuse and related adverse experiences in childhood. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174-186.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529.
Centers for Disease Control and Prevention. (2021). Preventing Adverse Childhood Experiences (ACEs): Leveraging the Best Available Evidence. https://www.cdc.gov/violenceprevention/pdf/preventingACES.pdf
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
Murphey, D., & Sacks, V. (2019). Supporting children with adverse childhood experiences: The role of the school. Child Trends. https://www.childtrends.org/publications/supporting-children-with-adverse-childhood-experiences-the-role-of-the-school