Bumps, bruises, and other lessons from play and weather

It’s been Spring for nearly 2 months and I can say that most of the snowsuits in our school have been taken home. Most of them.

It’s also safe to say that our weather readiness has been scaled back from red alert to a beautiful shade of green as the sunshine and warmth arrives. Once again, we have survived Winter’s worst – albeit still recovering.

With the exception of below seasonal average cold days and relentless rain the above statement is true. Well, partially true because it is still very grey out below the constand clouds overhead. Literary scholars might label this as pathetic fallacy. Regardless of location, the weather plays a significant part in everyone’s lives and learning, especially in school.

As of May 22, 2019 we are still dealing with pavement only recesses due to our grass fields still in a wet and muddy state from recent(incessant) Spring Showers. To add to the fun, indoor recesses. When you add it all up, it has meant students are missing out on some crucial time outside. A teacher shared that he knew there had been too many indoor recesses when a student called him dad.

Has the current trend in weather now become a climate crisis issue or a prolonged meteorological anomaly? As it is, the timing of our seasons appears to have shifted slightly and that it feels like Winter and the others are running a month behind schedule? It might make a great Science project to find out.

This is tough because Spring is traditionally a time where we all burst forth with energy and vigour to shake off the wait/weight of Winter to get outdoors, breathe fresh air, ambulate, and soak up some overdue sunshine. However, it has yet full bloom has yet to happen and it is taking its toll.

Like most schools, the outdoor space limits are unable to accomodate numbers. Recent weather has dictated that students be limited to a smaller space(pavement only) if and when they are allowed to go out for recess. This has necessitated some creative ways to schedule, manage, and safely supervise them during these times – emphasis on safely.

Despite splitting the time between Grades 2 to 5 and 6 to 8, students are still arriving in the office with a surprising amount of injuries. These range from cuts, scrapes, sprains, breaks, and bumps. Our office resembles a triage unit somedays and in order to ensure concussion protocols are followed, a team approach is vital.

Our school does this very well. When I 1st arrived at ACPS in 2017, there was already a strong communication infrastructure in place. Staff were expected to carry walkie-talkies while they were on the yard for supervision and or outside for DPA or instruction. This was new for me, but I quickly came to appreciate the connectivity.

That said, there are still numerous injuries that take place on a daily basis in schools. These can range from jammed fingers from basketball, an errant dodgeball(gator) to the face in PE, a fall from the outdoor play structures, slips/trips on the pavement, or bumps to the head.

An ice pack, a kind word, and a bandage is usually all that is required for most school injuries. However, there are still occasions when more attention is required. This usually happens in two places, the gymnasium and outdoors during unstructered time.

When a child incurs more serious injuries, the office is radioed in advance to alert available members from the 1st Aid team of impending arrival(s). In these instances, gloves are on and ready to avoid contact with blood and other bodily fluids(yes, children come to school with the flu). It can often be very loud as students are in heightened states of distress.

Last week a child received quite a gash on their forehead and there was a lot of blood, their sustained scream could be heard throughout the entire school(I think hearing protection might be required when the gloves go on too). This is where having good calming strategies in place is crucial. With some time and focused breathing, all subsided and we were able to provide First Aid.

Most schools have 4 or 5 staff who are trained in 1st Aid, but I highly recommend getting the training whenever it is offered. The peace of mind in being able to promptly and properly care for an injured student or adult is worth the time and effort. The more hands on deck the better. As I mentioned before, most to all injuries are superficial, thankfully.

The bumps and bruises of play also hold lessons for our students. It is never a bad idea to remind them that they are subjects in and subject to the laws of nature. Whether they know it or not, students naturally and opportunely learn most of the concepts of Physics long before they are ever formally taught:

Gravity, objects in motion, centripedal force, centrifugal force, torque, inertia, balance, rotation, angular momentum, acceleration, deceleration, launch angle, and many others all happen when students are in various states of play. So no wonder, they get hurt sometimes. Students also learn their own limits, how to get up after a fall, how to get mud out of clothes, and about pain.

I’d say some of my best learning came from moments at play where I began to understand my limitations as well as potential. Falling out of a tree or jungle gym Our students are learning this way too when given the time, space, and when weather co-operates. How we frame all of this may help learners appreciate the value of play and the weather and the impact the latter has on the former. Let me break it down.

Here’s what the weather teaches us all:

  1. Be prepared.
  2. Plan for the best, but expect the worst.
  3. Things change without warning.
  4. You often do not get what is advertised in the forecast.
  5. Meteorology is a science that involves observing, gathering, and interpreting massive amounts of data. #ScienceForTheWin
  6. Snow days are fun for students and few others who must still drive to school.
  7. Elementary schools are not, but high schools are air-conditioned.
  8. Always have dry clothes to change into after arrival or dismissal duty during a rain storm.
  9. Snow suits are never meant to be worn after April 30th.
  10. Shh = Sunblock, hats, and hydration when spending time outdoors or see 1. above.

We have all gained first hand life lessons from the above, and am sure there are many more, not mentioned. It means that there is always a lesson, to be found in every situation. That’s what makes teaching so fun and meaningful. Stay safe, active, constantly learning…and dry.

If you have a First Aid or a weather related story, please take time to share in the comments.

Before you get hurt…again.

https://pixabay.com/photos/concrete-space-empty-3161863/
https://pixabay.com/photos/concrete-space-empty-3161863/

Student: (momentarily non-responsive to verbal interaction) slap, push, slap, hair grab, lunge, slap, yell, cry, run, crouch, cry, calm, apolgize

Staff: (1 CYW, 2 SERT) block, block, reassure, block, supportive stance, reassure, block, redirect, clear space, block, reassure, follow, remain calm, reassure, accept

The slaps(verbal/physical) are like slabs of concrete that a student piles up when they are in distress(feeling helpless, unheard, confused, frustrated, angry, trapped, hurt, and _________).

Our students are using these slabs to construct walls which will insulate and protect them from what they feel are are real threats to their wellbeing, happiness, and safety. All the while, staff are working tirelessly to keep them from walling off completely to the point of hurting themselves or others because the ability for flight has left, and the fight is on…again.

It has been happening a lot more frequently in our classrooms and it knows no age limit as educators are experiencing violence from JK to 12. Has it happened to you? How about to someone in your school?

A 2016/17 survey of elementary teachers showed that 70% of them had experienced or witnessed violence in their schools. That distills down to an average of 7 in 10 educators are on the frontlines of a serious problem. No one wants to work where threats and acts of violence are now daily bi-products of their job? Yet, that’s what many teachers are facing as they enter the classroom each day. Even with NVCI, CPI, SERT, CYW, EA, IBT, BHS, and Social Work support in the building or available from regional teams, incidents are increasing in number and intensity.

Students are taking out their frustration, anger, and anxiety in physical ways directed towards school staff. More than ever, it is being documented and reported more across all age panels. So what’s happening inside our schools where once seemingly uncommon incidents are now daily occurences? All of this cannot simply be dismissed as statistical anomalies.

A reminder

Before you get hurt, or hurt again. Each time a student slaps, bites, kicks, target throws, pushes, strikes with an object etc. a report must be made. If you are injured, seek medical help first. Make sure you tell someone (union rep, admin, a colleague). See the graphic below to make sure you are protected as you have the right to refuse work when you believe workplace violence is likely to endanger you. If you are hurt, it is not the time to play through pain or put on a hero cape. It is your health and well being that must be protected. No one should go to work expecting to be hurt on the job. If you need help, call your union rep or a colleague. Let your voice be heard.

http://etfohealthandsafety.ca/
http://etfohealthandsafety.ca/

Our schools cannot be left under-supported with an expectation to educate our students in the face of increasing violence and increasingly complex behavioural needs? Our schools need supports in place to ensure safety for all and that includes you.

I will leave you with this final question.

How have spaces of nurture, growth, hope, and community also become places of anxiety, stress, harm, and PTSD for both teachers and students? How are you managing in your school? Please keep the conversation going.


 In case you need some more food for thought

Our notifications, news outlets, and social media feeds are filled with stories, images, and video sharing what’s happening. As I draft this post. CBC News shared a disturbing news story that surfaced online involving a teacher being assaulted by several students in Toronto.

Read more about how ETFO has been lobbying our government to address the issues of violence in our schools.

https://www.thestar.com/yourtoronto/education/2017/01/17/teachers-union-raises-alarm-over-rising-violence-in-schools.html

 

Education is in crisis – and so are our students

I wrote this in response to the CBC story about violence in classrooms that went live this past weekend. I was – and am – fired up about it.

If you’re wondering what you can do to help us, to help these children in crisis, to repair our broken system: make education, social services, and mental health support your priorities when you elect public officials. At all levels. This is not only a provincial issue. This is not only a municipal issue. This is not only a federal issue. It is an issue that must be addressed by all levels of government, by all Canadians, by all elected officials.

Kids aren’t “worse” now. It isn’t because of a “lack of discipline”. It isn’t because teachers are “soft”. This comes down to a total failure of social services and mental health support, because these children are IN. CRISIS. They aren’t choosing this. We can’t “fix” them with the right consequences.

They need homes. Food. Caregivers they can rely on. Stability. Therapy. Treatment for anxiety, depression, PTSD. Academic support. Removal of systemic barriers. They need compassion – to know that the adults in their life see them, see what they’re going through, and are finding ways to help them. Their caregivers need a living wage. Access to housing. Adequate transit. Functional health care. Affordable utilities.

And now, because they aren’t getting these things, all of their peers need these things too. Every child in public school right now could use therapy to help them process what they see on a regular basis. Some of them, like my daughter, are growing up thinking that it’s just a regular part of school to have a child in your class who throws chairs and tries to attack other kids or teachers with scissors.

This is a crisis. This is a disaster. These children – all of them, aggressors and bystanders – are going to suffer lifelong consequences from our government’s abject refusal and failure to address these issues.

Help. HELP. It’s hard for us to tell our stories because we have to be careful not to stigmatize children in crisis, not to give identifying information, not to break confidentiality. Please, trust us when we say there are horrific things happening in schools. Please, trust us when we say we’re doing everything we can but we can’t do any more.

Please, just… trust us. It’s not us. It’s not the kids. It’s not school.

It’s the entire system that’s broken.

As my friends shared this post on Facebook and it made its way out to a few strangers, some people commented that they “didn’t buy the perspective” and that it’s somehow our failing as teachers if there is violence in our classrooms. That if we can’t manage our students’ behaviour, we should reevaluate our capability as teachers.

What a painful, frustrating thing to hear.

“I shouldn’t have set them off by asking him to sit down.”

“If I hadn’t taken a sick day, this wouldn’t have happened.”

“I should have gone out at recess to supervise that student (even though it’s not my day to supervise recess and this is my only break today).”

“I shouldn’t have called for help. It only escalated the student more.”

There seems to be no end to the ways teachers blame themselves for violence in schools. Colleagues, let me say this nice and loud:

VIOLENCE IN SCHOOLS IS NOT YOUR FAULT.

You didn’t cause this. You didn’t make it happen through your action or inaction. You are doing the best you can within a catastrophically broken system. Our students need us, but they also need everyone else too, because educators alone can’t get the right people into office, the right changes made.

Keep doing what you’re doing. You are superheroes. You are helping. You are making change. Now we just need the rest of our country to back us up.

Beating the winter blahs

Brrrr! If my teeth weren’t chattering so much I’d be able to truly describe how b-b-b-barbarically c-c-c-cold it is outside right n-n-n-now. Not surprisingly, with such brutally un-balmy temps comes some interesting behaviour at school. Perhaps it’s a function of daylight hours(or lack thereof) or our proximity to one another as we cocoon indoors(achoo), or maybe due to the fact that we are all putting on a few pounds(of extra clothing each day). Whatever the reason(s), my demeanour is in direct dispute with my daily sunny disposition due to a lack of warm temperatures and sunlight in my life.

All this to let you know, the winter blahs have arrived. Yes, I am aware that this is what we all expect and get for living in Canada. Times like this make us tougher as a people and that living in colder climates is statistically proven to increase life spans of inhabitants. For what, so we can suffer the cold longer?

Just because we are polite Canadians does not mean we can’t be miserable about the weather(dangerous drives, snow days, bus cancellations) once in a while as an act of national unity. So winter has officially slapped us all in the face with frosty windows and frigid temperatures I thought it would be a good time to talk about how we can overcome this recurring seasonal challenge that affects staff and students alike.

Recent dips in temperatures have necessitated some strategic planning on many schools supervision staff when it comes to bus duty before and after school. Snow pants, heavy duty boots, layers of clothes(including longjohns), toques, parkas, and mittens all called in for active service when the sleet, ice, blizzards, and wind chills come.

There’s a Norwegian saying, “There is no such thing as bad weather, only bad clothes”. Recently, on a particularly cold morning I could feel my eye sockets freezing and I was angry for second guessing the decision not to bring ski goggles to school for bus duty because everything else was comfy and warm.

The cold weather also means that students have not been outside for much needed fresh air. This can compound itself in a number of behaviour issues especially when they are limited to quiet indoor games within the confines of classrooms. On occasion, I have seen the gyms at my old schools opened up for the JK/SK students who are able to work out a few wiggles, but this space can only safely accomodate so many students at once. Often it falls on teachers to up the amount of DPA on days like this to get the heart rates and minds going. Go Noodle is a great way to get everyone moving.

For the older students, staying inside is like a windfall because many in the Junior/Intermediate Divisions are happy to avoid going outside. It’s not so bad if it happens infrequently, however it becomes an issue when students are unable to understand the advantages of a break and some fresh air.

All of this time indoors takes its toll on the mood of a building. It’s as if the cold challenges us to use all of our energy to keep our emotional well-being fires burning. Here are some sure fire ways to keep mind and body stoked while making sure behaviour doesn’t burn out of control;

1. Have students be part of the decision making process well in advance of rough winter days. Let them create the standards and expectations for class behaviour and activities. They are usually more strict than you and more likely to adhere to rules they had a voice in creating.
2. Be patient. When everyone is cold and tired before the day even starts it is best to take things slowly.
3. Increase movement breaks in every class. Consider building active learning into instruction such as milling to music, yoga, counting in French while doing jumping jacks or vertical Math. Worksheets are not an option.
4. Consider Genius Hour or other ways to incorporate technology, inquiry, and presentation skills. I usually schedule this for Mondays so that students have another reason to look forward to coming to school to start the week.
5. Take time to check in and talk with students/staff. A simple smile and hello and conversation goes a long way. Sometimes a little recognition is all it takes.

All of the above have made whole-school life better for me and students when the winter blahs hit. What is working for you? Please take the time to share in the comments section. Thank you for reading. Keep the fires burning.

 

Gaming…safely?

We have been trained to watch for concerns of a child’s well being. This didn’t include cyber information. As a responsible teacher I’m drawing the attention of students to current events. During this time of sharing, my students have become more relaxed and open about their after school activities which include gaming for many.

When a child discloses information about their safety we are obligated to report this to children’s services. Write down the facts, call and make a statement, fairly straight forward.

When a child shares information about interactions in Gaming, what do you do? I make a judgement based on what the information is, then I write down the facts are that were shared, then what? I’m really not sure where we go from here. I call the family and have a conversation? I chat with the principal? I provide the student with avenues of help, help lines, internet safety….

This is a new world which effects all of our students. Access to our vulnerable young students is wide open on the internet especially with group gaming and social media. Education is a form of protection. When a child is doing something their family may not agree with, they are reluctant to share concerns and can easily become victims of online abuse. How do we help? Keep open communication lines with students and their family. We all want our children to be safe.

Mindful Pause, with or without Technology?

Everywhere I turn I see the effects of our technologically advanced world. Gains have been made in medical research, communication abilities, and advancements toward an easier life?
Some of the effects on individuals are now coming to light. Many people are connected to the internet 24/7. This is causing sleep disturbances, eye issues, addiction behaviours, and other physical ailments.

As a previous mental health professional I look at my present vocation in Education with that type of lens. I have practiced and taught Mindful strategies for many years now. I see the benefits of technology in the curriculum. I also observe the negative effects. I have noticed some educators looking for a researched solution to help calm, focus and ground their students. Some are now turning to all the apps, and internet connections to provide a quick and easily guided mindful activity. I think this may be counter productive to being present and in the moment. We are seeing the effects of this new age world and the fast pace it is changing. As educators we are up to date with the many changes or apprised to avenues in which to guide our charges.

When I guide a group through a mindful experience I eliminate as much technology or other electrical sources as possible. I then guide students into focusing on being present in their own body and mind through the use of many verbal scripts vocalized in a relaxed, quiet voice. These moments of taking a pause are valuable. We live in a busy, stressful society where a pause can assist in a healthy balance to our daily lives.

Links-
https://www.psychguides.com/guides/computerinternet-addiction-symptoms-causes-and-effects/

https://www.psychologytoday.com/us/blog/virtual-addictions/201710/tips-mindful-technology-use

http://meditationscience.weebly.com/what-is-mindfulness-meditation.html

Mindfulness Meditation: Guided Practices

School Kiss and Ride Zone Safety for All

Kiss and Ride

School Kiss and Ride zone locations are designed to drop off and pick up children in vehicles before and after school. In some schools over 200 students are picked up and dropped off every day. In winter and on rainy days, this number increases relative to worsening weather conditions. In addition, parking lots are often located beside and as part of the Kiss and Ride drive through. Kiss and Ride lanes are designed to have up to 100 vehicles driving through during a 20 minute period.

It is important to keep all students and staff safe. Rules and guidelines are put in place to keep vehicles moving and to ensure the safe entry and exit of students from vehicles. Some of these rules include:

  • Drivers adhering to limiting speeds
  • Drivers, parents and students following school staffs’ instructions
  • Drivers not parking and waiting in the Kiss and Ride lane (It’s called Kiss and Ride NOT Kiss and Park)
  • Drivers yielding to pedestrian traffic
  • Drivers treating staff, students, volunteers, passengers, and other drivers with respect
  • Drivers not double parking beside the Kiss and Ride lane (students crossing between vehicles could be injured by other vehicles)
  • Adults making sure students fully exit or enter the vehicle before driving away from the Kiss and Ride lane
  • Ensuring all passengers, especially students, have seat belts on at all times while in the vehicle
  • Drivers remaining in the vehicle while in the Kiss and Ride lane so as to not block the flow of traffic
  • Drivers not parking in the Fire Route or School Bus zone
  • All people following directions of crossing guards and school staff acting as crossing guards
  • Drivers not idling vehicles in the Kiss and Ride lanes or Parking Lot zone areas

There rules and guidelines are put into place to prevent accidents. Students, parents, and school staff are injured every year. In February 2018, a student was and killed hit by a car as a result of vehicles inappropriately parking near a school (Maharaj, 2018). Another school closed their Kiss and Ride lanes after safety concerns became overwhelming (Milton Canadian Champion, 2013). As a teacher on Kiss and Ride duty, I have personally witnessed near missed of vehicles almost hitting children and adults.

Kiss and Ride Zones can also be a problem by exposing children and adults to high levels of pollution. A University of Toronto study (Adams & Requia, 2017) showed that Kiss and Ride school zones contain a “Halo of air pollution” due to idling vehicles nearby (Elliot, 2017).

Teachers need to be especially vigilant in keeping themselves safe while on duty in Kiss and Ride areas and in school parking lots. For the most part, teachers should use their common sense and professional judgement. Here are a few common sense suggestions to keep you safe from injury at the Kiss and Ride:

  • Do not help students in and out of vehicles – your arm could be injured if a vehicle drives away or you could injury a student while closing a vehicle door (think car doors closing on little fingers!)
  • Do not put your back to vehicles – you cannot see where they are or how they are moving
  • Teachers do not have to enter cross-walk zones if they feel unsafe – do not use your body to block a car
  • Do not put up with abuse from drivers and/or parents
  • Do not intervene in Kiss and Ride/Parking Lot disputes between drivers – you are there to supervise students, not adults
  • Use your professional judgement to consider reporting dangerous drivers or students not in seat belts to the administration

If you have any additional common sense suggestions in keeping all people safe in Kiss and Ride Zones, please share them with me and I will add them in this blog.

Collaboratively Yours,

Deb Weston

References

Adams, M. D., & Requia, W. J. (2017). How private vehicle use increases ambient air pollution concentrations at schools during the morning drop-off of children. Atmospheric Environment165, 264-273.

Elliot, J. (August 10, 2017). School drop-off zones expose kids to high levels of pollution: study, CTV News. https://www.ctvnews.ca/health/school-drop-off-zones-expose-kids-to-high-levels-of-pollution-study-1.3540552

Maharaj, S. (February 28, 2018) Scarborough student’s death sparks call for safer school zones, Global News. https://globalnews.ca/news/4054718/duncan-xu-kennedy-public-school/

Milton Canadian Champion. (2013). Traffic issues bring safety blitz to Escarpment. Milton Canadian Champion. https://www.insidehalton.com/news-story/2885147-traffic-issues-bring-safety-blitz-to-escarpment-view/

Drawing The Line

Each year, in Canada, approxScreenshot 2018-09-30 at 9.18.11 PMimately 460,000 women are sexually assaulted, although only a fraction of them report the assault to the police (1). In a day and age where this statistic holds true, it’s hard to imagine that our government is wanting to go back to a time where consent and gender identity aren’t being discussed in classrooms as a part of the Health Curriculum. Simply ignoring the very real issues that our students face in 2018 doesn’t make them go away, nor does it help to develop a society that is action-based and ready to implement change.

Earlier this year I was really excited to hear about ETFO’s and White Ribbon’s resource – Drawing The Line. Now I might be slightly biased as my brother is a contributing author but I was thrilled to see a resource that not only provided data-driven information for educators but also included a comprehensive guide for age-appropriate lessons for students in grades 1 to 8. I love that the guide addresses bystanders and offers students ways in which to respond to to sexual violence. Not only do the lessons connect to the Health and Physical Education Curriculum but expectations also in Language and the Arts are included in many of the lessons. This guide is truly a proactive approach to teaching students about healthy relationships and is one that every educator should read and implement in their classrooms. I know that in the past, ETFO was offering sessions on this resource and I hope that they continue.

Screenshot 2018-09-30 at 9.18.44 PM

With hotlines or tiplines being made available, it’s sad to say that we are in such a time where educators are somewhat in fear of teaching what we know to be essential for our students’ safety and healthy development. We need to be having these conversations because unless we do, nothing will change and perpetrators will feel empowered to continue. As you may already know, at the beginning of September, ETFO filed a legal injunction to pause the rollback of the 2015 Health curriculum. The union believes the government’s directive creates unsafe and unhealthy learning and working environments. In the meantime, how are you working to unpack these issues with students? They’re in the news and on the same social media platforms that students are interacting with. How will the work we do today impact the statistics in the future? In the next year, 5 or 10? If you haven’t already, please check out this resource as well as the other resources that ETFO has to offer.

1. Holly, Johnson, “Limits of a Criminal Justice Response” (University of Ottawa, 2012), https://books.openedition.org/uop/592?lang=en

The Risks of Vaccination Vacations

……….

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Canadian Health Headlines 2018

 Measles case confirmed at Skookum Festival, multiple Vancouver locations

Why does Europe suddenly have measles?

Mumps makes a comeback in Canada and the U.S.

Whooping cough outbreaks in Canada tied to lower vaccine immunity

Update on invasive meningococcal vaccination for Canadian children and youth

How HPV is causing more than just cervical cancer

Tuberculosis in Canada: Over 1,700 people diagnosed

Vaccinations – In my grandmother’s day, they didn’t exist. Both my mother’s parents and many of their relatives died of complications due to Tuberculosis. My mother’s parents met in a Tuberculosis sanatorium and my mother was born there in the late 1930s. My mother lost more than a year of school due to contracting Mumps, Rubella, and Rheumatic Fever. My mother’s school lost several children due to what are now preventable diseases – and she saw many child-sized coffins during that time.

In Canada, there were no antibiotics until the 1940s (BBC,1999,  A brief history of antibiotics). The 1950s brought significant vaccinations improving public health and eliminating Polio in most of the world. The Smallpox vaccination eliminated the disease worldwide in 1979 (The Immunology Advisory Centre, 2017, A brief history of vaccinations).

As a result of immunization, my children did not contract these preventable diseases nor do they have the telltale vaccination Smallpox scar as I do.

 So what changed?

In the late 1990s, the manipulation of medical data was done for profit (Weston, 2013). A most notable and unconscionable example is the scientific publication of data linking the childhood Measles, Mumps, and Rubella (MMR) vaccine to autism and gastrointestinal difficulties in children that was published in the well-respected medical journal, The Lancet (Wakefield et al., 1998). Wakefield and colleagues based their data results on a study of 12 children, which were, in turn, manipulated to discredit the MMR vaccine. Wakefield was purposely trying to discredit the MMR in order to promote his own Measles vaccine. This study was later found to be fraudulent, and the paper was retracted by The Lancet (The Editors of the Lancet, 2010).

The fallout from this publication connecting the MMR vaccine and autism resulted in a significant reduction of immunization of all vaccines among school-aged children (Smith, Ellenberg, Bell, & Rubin, 2008), and a resurgence of previously preventable childhood diseases (Dominus, 2011).

Some children cannot be vaccinated.

Some children have significant health problems which prevents them from getting the full spectrum of vaccinations. Not vaccinating one student is not impactful as populations can rely on herd immunity  which comes from most people (the herd) being vaccinated.

Herd Immunity Works

A public health problem occurs when a large percentage of the population do not get vaccinated or fail to update their immunization. For mumps, herd immunity is about 90% vaccinated. Another challenge with vaccinations is that one shot of the vaccine does not provide full protection. With Measles, one dose provides 93% protection while a second shot give 97% protection from the disease.

Vaccinations do not always work on the very young or very old.

An additional challenge with immunization is that not all people respond to immunization. Very young children and seniors may not develop a very strong immune response thus making them even more susceptible to preventable diseases, even with vaccinations. This is particularly relevant for the yearly Flu vaccine. During school-administered vaccinations, I often remind my own students that vaccinations are not to protect them but to protect the very young and very old people in their families.

How do the lack of student’s vaccinations impact teachers?

In the fall of 2009, my grade 7 student had a birthday party, with most of the class attending. Most of the students came down with H1N1 and so did I. When it struck, I felt like a truck had hit me. I could hardly walk. My students, of course, recovered faster. At the time, the H1N1 Flu vaccine had not yet been released.

By January 2010, I was still weakened from my H1N1 Flu experience. A shopping trip to Buffalo – USA, resulted in me getting a “100 day cough” which turned out to be Whopping Cough. At the time, my doctor and her family were very ill with H1N1, so it took me months to finally see her – and instead I had the see of a series of walk-in clinic doctors. When my doctor did see me, she took one look at me and announced I had Whooping Cough.

Having Whooping Cough was a nightmare – I spent many nights sitting up coughing instead of sleeping. I took every Wednesday off for several weeks as I was so tired from coughing and not sleeping – I could hardly drive myself to school – it lasted 5 months. The next year, I contracted Whooping Cough again, as getting the disease does not make a person immune. My doctor informed me that the immunization only lasted about 4 years and public health relied mostly on herd immunity to control outbreaks. Now I get the DPT vaccination (diphtheria, pertussis-whooping cough, & tetanus) every 4 years.

So what can teachers do to prevent outbreaks of preventable diseases?

  1. Update your own immunization
  2. Immunize your children
  3. Ensure your elderly relatives have their immunization updated
  4. Wash your hands, often.
  5. Stay home when you have a fever, rash, diarrhea, and/or vomiting

As teachers, we care very much about our students and their health. As teachers, we can advocate for the immunization of students. And we can work to protect the health of others.

Collaboratively Yours,

Deb Weston

This blog is for the purposes of information only and is not a venue to engage debate.

References

Dominus, S. (2011, April 20). The crash and burn of an autism guru. New York Times Magazine. The Editors of The Lancet. (2010, February). Retraction–Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children. The Lancet, 375(9713), 445.

Smith, M. J., Ellenberg, S. S., Bell, L. M., & Rubin, D. M. (2008). Media coverage of the measles-mumps-rubella vaccine and autism controversy and its relationship to MMR immunization rates in the United States. Pediatrics, 121(4), 836-43.

The Editors of The Lancet. (2010, February). Retraction–Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children. The Lancet, 375(9713), 445.

Wakefield, A. J., Murch, S. H., Anthony, A., Linnell, J., Casson, D. M., Malik, M., … WalkerSmith, J. A. (1998). Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children. The Lancet, 351(9103), 637–41.

Weston, D. (2013). A Positive Constructivist: An Internal Debate on Opposing Educational Philosophies. Teaching and Learning8(1).

Know Your Responsibilities Dealing with Safety in Learning Environments

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As teachers, it is our responsibility to keep our students safe at school. I tell my students that keeping them safe is my first job as their teacher. My second job is to teach them something. As a teacher, knowing your rights and responsibilities in the teaching profession is key to protecting yourself and your students. Below is a a short summary of highlighting areas that I thought would be relevant to new teachers. In the endeavor to be accurate, I decided to copy sections from the advisory instead of paraphrasing. Please refer to the Ontario College of Teachers’ document, Professional Advisory on Safe Learning Environments 2013 for further details.

Professional Advisory on Safe Learning Environments 2013

(The Council of the Ontario College of Teachers approved this professional advisory on April 4, 2013.)

INTRODUCTION (as per OCT): When student safety and well-being are involved, teachers’ “foresight, knowledge and professional judgment are essential … Recognizing student vulnerability and acting to mitigate it is a teacher’s professional responsibility”.

ETHICAL UNDERPINNINGS (as per OCT): The Ontario College of Teacher’s Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession state that the ethical standard “principle of care holds that members express their commitment to students’ well-being and learning through positive influence, professional judgment and empathy in practice.”

LEGAL IMPLICATIONS (as per OCT): Relevant legislation, policies, standards and guidelines for legal implications include the Child and Family Services Act and the Occupational Health and Safety Act. “For example, under the Child and Family Services Act, OCT members are obligated to report any suspicions to a children’s aid society that a child is or may be in need of protection. The obligation to report directly is on the individual — teachers cannot rely on another person to report on their behalf.”

DISCIPLINARY IMPLICATIONS (as per OCT) : “The responsibility of Ontario Certified Teachers for student safety extends to their treatment of students during daily interactions. Not following the advice contained in the professional advisory could lead to issues of professional misconduct.”

ADVICE TO MEMBERS: MINIMIZE THE RISKS (as per OCT) :  See document, Professional Advisory on Safe Learning Environments 2013, for further details.

KNOW YOUR PROFESSIONAL RESPONSIBILITIES (as per OCT): “Ontario Certified Teachers have a professional responsibility through due diligence to safeguard and educate students who have been placed under their care. Jointly with school administrators and key stakeholders, teachers are responsible for creating safe and healthy instructional settings integrating hazard identification, assessing the risks and controlling the situation in all aspects of the facility. Due diligence refers to taking every precaution reasonable in the circumstances to avoid injuries.”

 

A FRAMEWORK FOR DEALING WITH SAFETY IN LEARNING ENVIRONMENTS (as per OCT)

 

RECOGNIZE, REPORT AND REFLECT (as per OCT)

Recognize: that incidents involving student safety generally occur when teachers least expect them.

Report: Following a safety-related incident, report the incident and actions you have taken to your direct supervisor and to appropriate health and safety representatives.

Reflect on the incident:

  • What happened?
  • Was my reaction appropriate? Yes/No. In what way?
  • Was my conduct in keeping with the ethical standards of my profession (care, respect, trust and integrity)?
  • Was my conduct in keeping with the standard of commitment to students and student learning?
  • Do I review safety instructions and procedures regularly and make improvements, as needed?
  • What could or would I do differently if faced with another similar situation?
  • Do I know how to recognize an unsafe situation and where can I go to better prepare or access additional training?
  • What have I learned from this experience?
  • Would others benefit from what I have learned and how can I share this information?

ACT PROFESSIONALLY (as per OCT): Know your obligations, Talk with other professionals, Regard your own professional development as a personal responsibility.  See document, Professional Advisory on Safe Learning Environments 2013, for further details.

Ontario Certified Teachers should be able to say with confidence (as per OCT):

  • My actions show that I treat students with care, respect, trust, and integrity.
  • I am aware of the legal parameters that guide my professional practice.
  • I am familiar with my school/employer’s policies and emergency procedures regarding student safety.
  • I reflect on past occurrences, monitor ongoing situations, and prepare for the unexpected.

As a teacher, I know my first priority is to keep my students safe. For students, school should be a safe place to learn without verbal, physical, psychological, emotional and/or sexual harm. While ensuring a safe learning school environment, it protects both students and teachers.

To protect yourself and your students, know your rights and responsibilities.

Collaboratively Yours,

Deb Weston

Professional Advisory on Safe Learning Environments 2013