BU student shares wellness research at conference

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This article was published 04/05/2024 (552 days ago), so information in it may no longer be current.

The COVID-19 pandemic shifted the attention of individuals — including children — toward survival rather than their usual life experiences, according to Julia Greer, who graduates this month from Brandon University.

Greer, sharing her work last month at the Western Canadian Student Teacher Conference at the University of Calgary, said the shift potentially hindered or temporarily halted developmental progress during key stages of childhood and adolescence.

“Our development during childhood and adolescence is huge, and if we experience a trauma during this time, it can slow down or pause that development,” she told the Sun in an email. “This research has shown that some children and adolescents have academic, behavioural, social and emotional deficits because of the increased rates of depression, stress and anxiety during the pandemic.”

The trauma of the pandemic, she added, has led to significant deficits in various areas of students’ lives, exacerbated by factors such as housing insecurity, loss of loved ones and the absence of school-based support systems.

Central to Greer’s findings is the concept of trauma-informed teaching, which emphasizes the creation of safe and supportive classroom environments.

“By explicitly teaching academic and social concepts, establishing reliable routines and fostering positive peer interactions, educators can help students navigate the challenges brought about by the pandemic and promote their overall well-being,” she said.

Reflecting on her experience at the Calgary conference, Greer expressed gratitude for the opportunity to exchange ideas with fellow student teachers from across Western Canada.

“The conference provided a platform to share insights and learn from others’ research,” she said. “It was an enriching experience that has equipped me with new knowledge and practices to implement in my future classroom.”

Greer said her research journey was supported by Brandon University’s Faculty of Education, where she collaborated with mentors Shawna Philpott and Michelle Lam to refine her pitch and prepare for the conference presentation.

Drawing from her experience as a student teacher, she said the research underscores the importance of trauma-informed teaching practices in addressing the aftermath of the pandemic and fostering student well-being.

As she prepares to embark on her teaching career at Earl Oxford School in Brandon, Greer said she remains committed to making a positive impact on her students’ lives.

“Preparing my research for presentation encouraged me to focus on what matters, which is how we can make things better for students in a post-pandemic world.”

The conference is an annual event hosted by faculties of education at western Canadian universities. It serves as a platform for aspiring educators to engage in dialogue, share research findings and collaborate on innovative teaching practices.

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