By JESSIE LU and SANDI SHAO
Despite differing school budgets and resources, local high schools have been addressing mental health issues in response to the COVID-19 pandemic. Jericho and Hempstead High Schools have both implemented a variety of wellness strategies, programs and protocols to lessen their students’ stress and anxiety amidst a most difficult school year.
Sentiments of isolation and loneliness have been felt by many during the COVID-19 pandemic, as stay-at-home orders and quarantines have been imposed and most in-person events have been shifted to virtual. The effects of COVID-19 on mental health have been felt strongly by students, as schools shift to remote or hybrid learning, and sports and important school events have been canceled or postponed.
Since the start of the school year, Jericho junior Sherry Z. has felt an increasing amount of stress from online classes. She has noticed her and her peers’ mental health become less stable due to the changes in learning style brought about by remote learning. “Sometimes it’s hard to be 100% focused in class, so it requires a lot of self-studying to pass the exams, and that’s very stressful,” she said.
In the classroom, teachers have also observed changes in student behavior since the pandemic started. English teacher Ms. Genovese has noted that her students have become quieter. She said, “A student told me that when they’re remote, they could go the entire school day without saying one word.”
Jericho High School’s social worker Mr. Velez notes that although students at Jericho have better access to certain resources including extracurricular activities and mental health support in comparison to lower socioeconomic districts, they tend to push themselves to their academic extreme, resulting in higher levels of stress. He said, “The whole pandemic situation and doing things virtually makes it more challenging for students to reach the high expectations that they have for themselves, which creates a lot of pressure.”
Similar to Jericho, Hempstead High School’s students are facing increased stress levels due to the pandemic and online classes. Hempstead counselor Ms. Florkowski is noticing a significant change in the mental health of students. She said, “Even before the pandemic, our students seemed stressed due to certain issues like money and living situations. The pandemic has doubled, maybe even tripled the amount of stress. Many students have reported insomnia, fear, anxiety, and depression throughout these trying times.”
The Hempstead community was impacted severely by COVID-19 as businesses shut down and families faced unemployment and food insecurity. According to the NYS Department of Labor website, the unemployment rate in Hempstead rose from 3.7% in March 2020 to 5.9% in December. Hempstead counselor Ms. Graham said, “Students are experiencing loss and trauma like never before as many residents suffer from underlying illnesses but could not afford to take off work and take care of themselves. These students now have to worry about loved ones as they balance their academic and social life as well.” Hempstead senior Giselle F. said, “On a scale of 1-10, my stress from school is an 8.”
Her classmate Jasmin S. agreed, noting that going through the college process in quarantine adds to her anxiety. She also noticed a lack of motivation among her friends. She said, “They just kind of gave up.”
Jasmin’s stressors also stem from the uncertainty of the current situation. She said, “During the pandemic, my mom couldn’t continue working. I was worried about not having food on the table.”
In response to mental health crises faced by students during the pandemic, school administrators have also been working to help alleviate students’ stress. One program that started this academic school year in Jericho High School is the Nest program which takes place once a month during students’ English periods. Jericho psychologist Dr. Goldstein said, “Nest periods allow students an opportunity to express how they’re feeling and make suggestions that can better our districts in terms of the learning environment and student engagement.”
Jericho seniors build a card tower during their Nest period.
Additionally, Jericho High School has implemented monthly WellNest Days with the help of Jericho’s Mindfulness Ambassador’s Club (JMAC). During WellNest Days, all students stay home and engage in synchronous or asynchronous wellness activities led by teachers and students. The day allows students to take a break from screens and spend time with their families and friends.
Jericho High School Co-principal Mr. Cohen said, “The more we speak to students, the more we’re hearing them mention how happy they are that we’re doing it.”
According to Mr. Cohen, student satisfaction was recorded in a recent school-wide survey where nearly 99% of the students indicated that they would want more wellness programs in the future. The positive feedback has encouraged the school to continue holding wellness events to support students’ mental health.
JMAC facilitated chalk decorating of inspirational words and drawings of encouragement during the WellNest Day on March 10th.
Hempstead High School’s counseling center includes social workers, psychologists, guidance counselors and nurses who work to provide a safe space for students. The center is open to students whenever they need academic or social assistance. Hempstead teachers, alongside the counseling center, are working to assist students struggling with technology and online learning during the pandemic. Besides giving as many devices out as possible, computer labs are also open to students and teachers who need better internet access. Additionally, social workers conduct home visits to set up WIFI routers in students’ homes if needed. “We always listen to our kids and work hard to help out as much as possible,” said Ms. Florkowski.
Regardless of demographics or socioeconomic situations, all students have been adversely affected from this pandemic. Whether it’s distance learning, family issues, or friendly interactions, both Jericho and Hempstead High Schools are working diligently with both students and teachers to minimize stress and anxiety.