There is a saying or proverb that goes, “May you

live in interesting times” which reverberates

now more than ever. Working as a social worker

in New York City Public Schools—the nation’s largest

school system—for the past 8-9 months, it has certainly

been an interesting time in life and in work. When the

pandemic shut down NYC schools in March, I was

working in a school in the Bronx, 6-12, where we quickly

had to learn to do everything remotely, from teaching,

to counseling, to IEP meetings. Our saving grace at the

time was that the school had a bit of a head start—the

staff was already engaging students academically through

technology before the pandemic. As such, students and

staff had some familiarity with remote technology to

work through this mode of communication.

The irony of the situation is that last year my capstone

project for my doctorate degree was on the use of

telemental health services with homebound adolescents.

One of the most difficult areas was determining how to

maintain connection through technology in counseling

and academics for a long period of time. And in my

experience, from March to June, it was challenging

to keep students engaged in their academics and

maintaining their counseling appointments. The external

forces of their life dictated how much eagerness they

would have to continue their studies remotely without the

usual physical support and engagement of their friends

and staff.

There were substantial challenges. Some students were

dealing with the death or illness of loved ones from

COVID-19. Some older students were forced to take jobs

as essential workers, working in supermarkets and pizza

shops, to help their families meet financial needs, as well

as to help their communities get through the pandemic.

Moreover, the danger of apathy towards their education

was seeping its way into our students. The world they

knew had disappeared, and their energy was becoming

scattered.

My tasks were the same as before the pandemic—to

keep students focused on their education by giving them

emotional support and making sure communication

lines were open between the school and the families

of students. Information about mental health

treatment, food banks, and other resources available in

neighborhoods was disseminated to students and families

through emails, many phone calls, and through my

Google classroom.

"One of the most challenging aspects for me

was being concerned about students who were

in precarious family situations at home and

not being able to visit them in person. "

In most cases, I was the primary mental health provider

for the student and their parents early in the pandemic,

because their therapist could not support sessions

online—either because they did not have a HIPAA

compliant platform or health insurance would not cover

teletherapy. Every morning, I would go into Google

classroom data to ensure students had logged in for their

daily attendance. For absent students, I would call every

phone number associated with their household. When

I reached a parent to inquire about their child’s absence,

I could be on the phone for over 30 minutes providing

emotional support to the parents, as well as their child.

One of the most challenging aspects for me was being

concerned about students who were in precarious family

situations at home and not being able to visit them in

person. Even though I frequently reached out to students

and families through phone calls and Google Meetup

counseling sessions, and stayed on top of Children’s

Protective Services to make sure they were still handling

students’ cases, it did not feel like it was enough. But I

knew it had to suffice.

The work did not stop in June when the school year

ended. Throughout the summer months, I would check

up on students and their families or they would call to

give me an update which I very much appreciated. This

school year, I am still working remotely in the NYC

Department of Education; not for a school, but on a

committee that helps develop Individual Educational

Plans for students with special needs who are attending

private and charter schools. Yes, the challenges are still

there, working remotely with families during educational

procedures and redirecting students who seem to be

losing their way, but I am still determined to do the good

work during this tough time. From FOCUS magazine Nov, 2020