​I started my work at The Primary School (TPS) in February of 2020--just six weeks prior to the school (and country) shutdown due to COVID-19. From my first day on site, I was blown away by the staff. The teachers at TPS are models of excellence in everything they do; from the daily morning greetings they give to each and every student entering the classroom, to the creativity they put into lesson plans to ensure learning and engagement of all students. They arrive each morning with joy and enthusiasm, smiles on their faces, and excitement at the prospect of teaching and spending quality time with their students. 

As a UE Coach/Clinical Intervention Specialist for The Primary School, I realize that teachers are the lifeblood of our education system and of the schools in which they work, often serving not only as educators, but as mentors, surrogate caregivers, safekeepers, and more. In remote learning, teachers face unique challenges, “working tirelessly to solve inequities within their schools, create meaningful lessons in the confines of virtual learning, and build care and trusting relationships with their students,” (XQ Rethink Together, September 2020). This new normal requires school leaders to implement new ways to support teachers’ professional growth, to protect their emotional well-being, and to ensure that they get the support necessary to thrive, grow, and avoid burnout. 

In partnership with their Seneca UE Team, The Primary School’s leadership have developed many ways to address teacher well-being: 
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Site Representatives: ‘Site Reps’ are nominated by their peers to represent their position and give input on decisions for the school. They connect with their peers before site rep meetings to gain a deeper understanding of the thoughts and ideas of their teammates, and share input on school wide issues such as:

• Returning to in-person school
• Planning for the 2021-2022 school year
• School calendar
• School-wide events

Reflective Practice Groups: This is a monthly group of 8-10 teachers that talk with peers about feelings related to work, personal life, and how one might be ‘showing up’ at work due to professional or personal challenges. Groups are facilitated by mental health professionals. 
Grade-Level Team Meetings: A monthly space for teachers to meet with clinicians and behaviorists to discuss observations, concerns, and curiosities about their students’ social emotional needs. 
Identity Work: Consistent professional development opportunities to work on exploring themes of identity, equity, and diversity & inclusion practices in hiring staff and in meeting the educational and emotional needs of students, families, and staff.
Staff Wellness Office Hours: Weekly office hours where staff can sign up to have brief phone conversations with clinical staff to address issues around burnout, personal and professional challenges. 

These supports were started in order to address the needs of teachers and staff during a frightening time in our country. Ideally, our schools will see a return to in-person learning and a more typical school year in 2021-2022. Despite this, teachers will continue to need professional and personal support in order to engage in meaningful and effective teaching. The Primary School is well positioned to continue these efforts for the remainder of the school year and beyond. 

​This pandemic has lasted much longer than anyone expected and has taken its toll, not only on the students & families, but on our staff as well. It is in these trying times that our leadership team has had to find creative ways to support our staff and keep them engaged. This year, I have had the opportunity to split my time between two different programs and share in their creative visions for staff participation.

​The Light the Change (LTC) Program held their December Dine & Delve over a team Zoom meeting.  To add a personal touch to the event, the leadership team personally delivered care packages with crafts, gifts, and GrubHub gift cards to staff.  During the Zoom meeting, LTC staff had the option to decorate premade cookies or fill out holiday-sweater coloring pages, all while virtually sharing a meal together.  This activity allowed staff the opportunity to have a little fun while learning about important program updates.

​The SOAPS Management Team built on their staffs’ common love of cooking and baking by incorporating virtual Chopped Competitions into their staff meetings! The first competition was held in October, and the staff were tasked with creating a main course using Halloween themed mystery basket ingredients. The second competition was held in December, and staff were given the challenge of creating baked goods using sweet & spicy themed mystery basket ingredients. This competitive group thoroughly enjoyed the competitions and are eagerly awaiting the next challenge.

​Both programs have taken on different ways to engage staff, and both programs have been successful in their efforts to increase staff morale.  This just goes to show that with a little creativity and team building, we can get through anything… even during a pandemic. 

Name: Brenda Larios
Position: Bilingual Clinical Intervention Specialist 
What led you to your current position? I started working at Seneca in 2014 after gaining interest in providing mental health services to youth and families. Throughout my experience in multiple Seneca programs, I have seen the need for mental health/advocacy services in the school setting therefore sparking an interest in a school-based program. I am hoping that this position, allows me to advocate and provide a space for youth to focus on their emotional well-being. 
What inspires you to do this work? After all this years, one thing that inspires me to continue to do this work is Youth’s and family’s resiliency despite all the challenges/stressors they have experienced. Additionally, being able to provide services in Spanish, inspires me to continue to develop my skill set as a clinician to continue to provide mental health services to this community. 
What is an important lesson you’ve learned in this role? To continue to advocate for our youth and families in the educational system. 
Share your life motto: Be present and enjoy the little things in life. 

As we enter a new year, we enter another month of a global crisis and continued white supremacist violence. While holding the gratitude and reflections of entering a new year, I am also holding the collective grief of this time in our lives. For some, returning from this winter break might have highlighted the ways that working while caring for ourselves and our loved ones during a global pandemic can just be too much. What does it look like to truly care for ourselves and our communities during this time? 

In adrienne maree brown’s book, Emergent Strategy, she asks, “Do you already know that your existence--who and how you are--is in and of itself a contribution to the people and place around you? Not after or because you do some particular thing, but simply the miracle of your life. And that the people around you, and the place(s), have contributions as well? Do you understand that your quality of life and your survival are tied to how authentic and generous the connections are between you and the people and place you live with and in?” By asking this, she highlights the ways that our wellness depends on our interdependence. How are we leveraging our relationships, communities, and connections, to make change and care for ourselves through love and empathy during such challenging times?
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Through COVID-19, the importance of this community care, interdependence, and relationships, has been highlighted in some ways. This is seen in all the local community-led mutual aid efforts, community coalitions, Black-led grassroots organizing, and general access to wellness support from organizations that are pushing out information and mental health resources.

In this age of social media, zoom, and webinars, we have access to so much information. Talks and webinars from thinkers, activists, and academics that used to cost money to attend, are now being recorded and circulated for widescale access. Much of this information includes community wellness resources available on various platforms such as Instagram, TikTok, Zoom, and Clubhouse. Here are a few to note that center collective care, community, and healing:

• BEAM “is a national training, movement building and grant making organization dedicated to the healing, wellness and liberation of Black and marginalized communities.” Check their website and Instagram for resources, and their graphic below for some journal prompts!​ ​

Got other great community care and wellness resources? Add them in a comment below! In times of such overwhelm, stress, and open wounds, let us take care of ourselves and each other. 

​As 2021 began, it quickly showed us it would be one for the history books. The attack on Capitol Hill this week was a blatant reminder of how much work there is still to be done to combat white supremacy culture and the major inequities in our Justice System.  

As Mr. Rogers once said, “When I was a boy and I would see scary things in the news, my mother would always say to me, look for the helpers. You will always find people who are helping” … and with that, what I am most grateful for and proud of during this time is the work I see being done by our staff to support our students, and the resource sharing that quickly spread this week. Finding ways to connect with our students and process what happened is an important step towards change.

Before we go more into that, kindly remember that it is just as important to support our students as it is to practice your own self-care.  This is a marathon, not a sprint, so take the time needed to take care of YOU.  Take that walk, meditate, talk to a friend/family/colleague, move your body, access EAP services, take a break from social media, sing a song REALLY loud. Do you what you gotta do to take care of YOU

Now back to the resource sharing for students. We took a moment to collect some resources below. Please feel free to share these links with fellow educators or use them in your work with students in the days to come.

• Step by Step Guide to Teaching with Current Events in your School
• 3 Classroom Activities: 3 ways to teach about the insurrection (PBS)
• Resources for Teachers on the Days After the Attack on the U.S. Capitol – Beyond the Stoplight
• Talking to Kids About the Attack on the Capitol – National Education Association
• Can you Spot the Difference – Woke Kindergarten
• Non-Verbal Check-In Prompts – Some students will likely need and want space to discuss and ask questions. One check-in idea shared when discussing social emotional learning is using thumbs to share how you feel physically or emotionally, such as using a graph and indicating where you are using fingers.
• Singing Songs – UE Coach Jenna Evans noted that when she dropped into Ms. Flores-Mejia’s class, they were singing a Mindful Life Song;  they can be found on this webpage or YouTube link. If interested, these are geared towards different age groups: Tk-2 emotions and heartfulness, Grade 3-5 Body Scan or 6th and up Emotions and Heartfulness
• This website has resources for teachers on the days after the attack on the U.S. Capital, and talks about creating spaces for zoom breakout rooms.
• A teacher put together a social studies resource sharing guide that digs into transition of power, responding to tragedy, etc.
• Books about kindness, feelings and how important our words and actions are to one another are far and wide. Mo Williems did an election night activity on doodling with music with feelings (it would require markers/crayons and paper). He also wrote a book, “The Pigeon Has Feelings, Too.”

Thank you for showing up each and every day. Your work is beautiful and inspiring.  You truly are the change we wish to see in the world.

Your Loyal Ops Team Member,
Linzy Gustafson
*** Special shout out to Jenna Evans, Jenny Ventura, Amber Fretwell and Robin Detterman for their contributions to the resource sharing. 

About 45 minutes south of bustling Seattle is the 3rd largest city in Washington: Tacoma – the City of Destiny. Tacoma is also home to Summit Olympus, a 9th – 12th grade public charter school. Summit Olympus is currently Tacoma’s only charter school. It is currently in its 6th school year of operation and has partnered with Seneca for all 6 consecutive years. 

​Historically, Seneca has provided special education and mental health services on an as-needed basis. This year, with support from the Gates Foundation, we have been able to partner with Olympus to provide a full-time Clinical Intervention Specialist and Unconditional Education (UE) Coach for the first time ever. We continue to provide special education services as needed, with our two full-time staff being fully integrated into the Olympus community. In partnership meetings with Olympus administrators, they have mentioned on how they sometimes forget that our Clinician and UE Coach are actually Seneca staff – a huge compliment and a true testament to the hard work and dedication from our team. 

Some notable ways our staff partner with the school to build a stronger community and school culture include:

• Participation in School Activities: Our Clinician and UE Coach attend school activities, and volunteer for special assignments. Some examples include helping with computer distribution, delivering food to families, and supporting in the Black Student Union group.
• Professional Development: Our staff regularly provide school-wide professional development workshops, including Trauma-Informed Education, PBIS and MTSS. This year, our UE Coach and Clinician have teamed up to facilitate monthly Mental Health Matters trainings and have discussed topics such as anxiety in the classroom and self-care for educators.
• Seneca/School Relationships: Our staff regularly attend staff meetings during school hours, which helps keep them in the know about school trends, celebrations, challenges and overall Summit updates. They have built strong relationships with school staff by attending staff virtual hangouts and other team building activities. Our UE Coach and Clinician also regularly attend Olympus Leadership Team meetings.
• Seneca Team Communication: The entire Seneca team that works at Olympus (UE Coach, Clinical, Occupational Therapist, Speech & Language Pathologist, School Psychologist and Partnership Manager) come together two times per month to meet and share information, celebrate victories, and problem-solve around challenging situations or students. The information-sharing has benefited every team member, especially during the time of virtual school when there is no staff lounge, office, or hallway where you normally might share information in-person. 

We are thrilled to have our first ever full-time UE Coach and Clinical Intervention Specialist working at Summit Olympus to help build and sustain systems in the academic, behavioral, and emotional strands. Working together with the Specialist team and Olympus staff, we are excited to see the progress and impact that a collaborative team approach can have on the school community. 

Name: Carlos M. Muñoz Bucio
Position: Behavior Intervention Specialist
What led you to your current position? I enjoy the possibility of designing and evaluating interventions based on the conditions where and when the behavior occurs. I think that conflict opens opportunities to foster relationships and collaborate with students and their community on new systematical alternatives to reduce distress (anxiety), and consequently, disruption.
What inspires you to do this work? I work with elementary grade students, so every day, there are moments of joy and silliness. These guys are creative, resilient, funny, and intelligent. My inspiration comes from my students’ experiences and my work colleagues’ support to keep myself be innovative.
What is a recent highlight you’ve experienced in the work or an important lesson you’ve learned in this role? I believe that behavior results from the relationship between the student and his/her community; “the student is the community, and the community is the student.” In these terms, the behavior is not an isolated problem; it is a community responsibility. In these terms, I’m currently teaching all students how to regulate their passions/emotions to better judge when conflict arises. Finally, on November 2nd, the school staff, students, and I created a space to honor and remember how much we love our deceased friends and families by setting a community ofrenda for the “Día de Los Muertos.”
Share something unique about yourself: I was born in Mérida, Yucatán, a town situated near Chicxulub – google it, something about dinosaurs will surprise you. Around 10 years ago, while I was living in Mexico, I had to go to urgent care in a Mexico City hospital due to significant respiratory issues. I came into the hospital and let know the front office person I was having difficulties breathing. She only asked for my ID and a contact person to call if I needed to be hospitalized. Then she said to wait in the waiting room. No more than 10 minutes in the waiting room, I was called to see the physician. To make this story short, I received medicine through a mechanical nebulizer, X-Ray, and a second visit with another medical specialist, all on the same day. I paid the equivalency of 15 dollars and without having insurance. If it is possible in Mexico, it is possible in very wealthy countries. 

Name: Abraham Munoz
Position: Student Support Assistant
What led you to your current position? I would have to say that working with students at an after-school program during my undergrad years is what led me to my current position. I wanted to work with students of all backgrounds to support them in pursuing their academic, personal, and social-emotional goals with life. I knew this position offered that opportunity at a school setting, and this is why I decided to take a chance in making a positive impact to these young scholars in the community.
What inspires you to do this work? I have learned that there is a large variety of students that are not supported well enough to bring out their inner qualities to succeed. What inspires me to do this work is to be a resource to as much students as I can to let them know that they are capable of anything in this life. I want to educate, learn, and motivate from others bring out a positive light to students who have lost, suffered, and most of all doubted themselves through difficult moments in their life.
What is an important lesson you’ve learned in this role? An important lesson that I have learned in this role is to be patient with all the students that I work with. I realized that sometimes it will take time to make progress in supporting students to reach their goals. We cannot force or rush a student because that only leads to more stress and pressure.
Share your life motto: There are so many paths in this adventure we call life, but you are the only guide to your happiness in the end.