The Impact of Pandemic on Students and Families in NYC

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.

NJFOCUS • November 2020 | Dr. MLShropshire