FDSTL Focuses on Challenges Faced by DS Teachers, Students

Dharma School teachers and experts recently discussed the many challenges facing educators and students in the pandemic — from mental health concerns to classroom strategies to vaccinations.

The aim of the Federation of Dharma School Teachers’ League (FDSTL) fifth online workshop on Aug. 14 wasn’t on reopening Dharma School, especially in light of the delta variant surging nationwide and casting uncertainty in the near future about reopening for many temples and churches.

“We want to have this workshop to assist in the eventual return to in-person learning,” said FDSTL Vice President Carl Yanari, who served as moderator for the Zoom meeting. “So the focus of the workshop is not on logistics like what to do to reopen. We realize that every chapter is unique — variations on facilities, student enrollment, teacher availability, even weather for holding outdoor classes — is different for each of our chapters.

“While the questions asked here will undoubtedly touch on the logistics, we wanted to focus on what to expect as we return to in-person learning. What challenges will we face as teachers? What impact has the pandemic had on children’s mental health?” Yanari continued. “What are the facts about children and COVID? How do we keep children safe, given the lack of vaccines for elementary-aged children?”

The workshop presentation featured: Dr. Kathy Obana, an otolaryngologist (ear, nose and throat) physician; Dr. Serenity Serseción, a psychologist; Rev. Henry Adams, of the San Mateo Buddhist Temple and supervising minister of the Buddhist Church of San Francisco; Angie Lew, an elementary school reading specialist; Stacy Uyeda, a middle school teacher; Brian Tamekuni, an elementary school teacher; and Laurie Handa, an elementary school teacher.

The series of presentations were followed by a panel discussion.

Uyeda, who teaches eighth-graders at Albany Middle School and is the Dharma School superintendent for the Berkeley Buddhist Temple, kicked off the presentations by describing her in-person instruction at Albany and how she plans to incorporate her experiences with Dharma School.

Uyeda said she returned to her Albany classroom in April, teaching a hybrid model — with half of the students physically in class and the other half at home. She described the hybrid situation as “very challenging” and ultimately not a technique she and her fellow teachers liked.

She noted three student realities — physical, mental and emotional — and what actions teachers could take in response.

“They’re not earth-shattering, but they’re a good reminder of what’s happening,” she said. She noted physical realities such as students arriving tired or out of shape from being home so much during the pandemic and suggested that teachers build in structure and fun.

Uyeda said there were mental realities, including some students forgetting Dharma School basics or feeling disengaged from school and from a classroom. She suggested that teachers create lots of opportunities to work collaboratively and without ranking.

“I think that it’s not a good time to do a lot of contests where somebody is the winner and somebody is a loser,” she said. “It’s really a great time to build back communities.”

And, then there are emotional realities, she said, including the fact that some students might truly feel strange talking in person again or may feel disconnected from teachers or peers.

“This may be my most important point. A teacher can create many opportunities to see and hear each student to really give each student a chance to have a voice, even if it’s not speaking,” Uyeda said. “There may be something that they can show or draw or demonstrate ways to show that you see them and acknowledge them.”

Dr. Serseción, a licensed clinical psychologist who is a member of the San Jose Buddhist Church Betsuin, began by noting that it’s common for pre-teens to start developing depression, anxiety and mental health issues that they may carry into adulthood. She said she’s noticed an increase in depression among pre-teens, transitioning from childhood to adolescence.

“A lot of kids have just been sad at home that they can’t see their friends, they can’t talk to anyone,” Dr. Serseción said. “Maybe they only have adults in their life. It’s hard for families to find people to bubble with, and some people might not feel safe, so that’s definitely been a problem. Also, keep in mind that friendships change over time.

“One thing I’ve noticed is that the kids who maybe are not as good or able to keep in contact online have lost some of their friends because it’s kind of like — out of sight, out of mind,” she continued. “And, for a child, a year is a very long time. So I’ve seen people struggling with that and some of the help I’ve been trying to give is to help them reconnect with their friends if possible or make a new one.”

Dr. Serseción also noted that some people may have lost someone in their lives, either because of COVID-19 or not.