Dealing with loss

ienced due to Covid-19, especially within the education community, has impacted not only teachers but learners as well. According to The Namibian National Teachers Union (Nantu) about 112 teachers have died from Covid-19 since the start of the pandemic last year. This has left not only a vacuum in the profession but also within the teachers and learners who used to share bonds with the learners. The psychological impacts of the loss of teachers need to be addressed. “In order to minimise the disruption of teaching and learning, the ministry issued a directive to all regional education directorates to immediately advertise teaching positions that become vacant and ensure that such positions are filled promptly and efficiently,” said Sanet Steenkamp, the executive director of education.Upon returning to school the death of a teacher may have the same psychological impact on the learners as would the loss of a person learners share a close relationship with. The Covid-19 pandemic has been quite taxing to the psychological state of learners. Quintina Tjzumaue says that they as learners regard their teachers as parents and that often the loss of a teacher can impact them as learners. “The ministry has life skills teachers in all schools and we are currently busy capacitating them further to provide counselling and psychosocial support. There are also strong referral networks in place with line ministries and their social workers. We also have programmes in place such as the National Safe School Framework which provides guidance to schools on how to create a caring environment for learners and teachers to thrive,” Steenkamp added.Anxiety and stress“Our children are often a mirror of ourselves and whatever issues, challenges and anxieties that we are going through or stressors also impact children. Adults often think children don’t deal with or have stress or challenges, but in that way, they are just like us,” said Ayesha Wentworth, a clinical psychologist and the deputy director of DATS at the ministry of education, arts and culture. “Maybe they are even more susceptible than adults, as they do not have the coping mechanisms that we have learned over the years. This is still a very much overlooked issue in Namibia and it can have serious consequences. Just look at the number of young children, teenagers and young adults robbing themselves of a future because they see no way out. Turning to drugs, alcohol or even suicide as is reported in the media with alarming frequency,” Wentworth added. Steenkamp further added that psychosocial support is important to each and every learner and teacher who has experienced a loss or gone through a traumatic experience. “People need the support to grieve the loss of loved ones. Unresolved issues, such as keeping feelings bottled up, can lead to more serious mental health issues and in turn leads to problems in the functioning, not only academically, but for teachers in providing quality education as well.”Support is keyBut, how do we care, nurture and look out for our children? “Especially during the uncertainty concerning Covid-19, children no longer have their routine, they are away from their school friends, activities and structure. This can wreak havoc on their sense of well-being and nothing makes sense anymore. Just imagine what small children must be thinking now that everyone is forced to wear masks, or that they are no longer allowed to hug, play in close proximity to others, or do a million other things that used to be normal. It is enough to drive adults to the edge, let alone children,” Wentworth said. Wentworth added that there is no easy remedy and no one size fits all solution. “All children are different and react differently to situations and possible solutions presented to them. One thing not to do is tell them to ‘suck it up or just get ‘over it’ or ‘ignore it’, whatever ‘it’ maybe,” she said. When learners and teachers require emotional or psychosocial support, Steenkamp encourages them to reach out to life skills teachers, social workers, psychologists or psychological counsellors. “There is also LifeLine/ChildLine, which is ready to provide telephonic counselling. Religious leaders in the community can also assist with counselling and support,” she said. FACT BOX:Supporting learners and children mentally and emotionally (Ayesha Wentworth)Engage with the children: Have them speak about their feelings, be free from judgement and make them feel safe within their family, whichever form the family unit may take. Help them cope with the uncertainty of the upcoming school year by providing some structure to their everyday lives: Establish a daily routine. If it is possible to arrange playdates or interactions with their friends, try to make it happen whilst observing social-distancing rules and protocols.Just as adults like to vent their feelings and emotions, children also need an escape valve. Allow them to do so and in their way: Give them time to open up, let them talk as much or as little as they want. Sometimes giving them a creative outlet can be a way of getting their feelings out into the open. Give them the sense that their ideas, thoughts and emotions matter and are taken seriously. It helps develop their self-worth and self-esteem. Both of which are essential to having them cope with challenges and strengthens their mental health and resilience.Keep them entertained, challenged and allow them to be themselves. At the same time make sure if possible, they also still get enough fresh air and don’t let them overindulge. Staying positive and active all contribute to keeping a child happy, healthy and mentally resilient.Tips for parents and teachers to support learners (Dr Anina du Toit, a clinical psychologist at Let’s Talk Psychology)Encourage your child to engage in conversation.Provide a positive environment for your child in which they can thrive.Be aware of signs and symptoms of anxiety and depression.Make sure you take the time to listen to what your child has to say.Help your child to effectively problem-solve.Help your child to learn some simple coping skills such as relaxation.Educate yourself about mental health problems.Be patient. Don’t pressure your child.Tell your child that you are proud of them.Get to know how your child is feeling.Don’t be afraid to seek help from professionals.Be there for your child and show care and love.Encourage play, exercise and sport.Keep an eye out for any changes in behaviour.Regularly support, encourage and praise your child.Help your child to manage stress by building in some rest timeSIGNS to look out for:Changes in behavioural patterns: from talkative to quiet, struggling to concentrate, becoming naughtyComplaining of headaches and stomach achesAnxiety, new or recurring fears, not able to control emotions, sudden changes in behaviour, clinging or separation anxiety. Stressors can lead to bedwetting, nightmares, decreased appetites or even physical symptoms with no physical illness present.

Dealing with loss

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Republikein 2025-06-17

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Dealing with loss

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