As a director, educator and parent, I had the opportunity to witness, analyze and reflect on experiences our pupils had endured during the extended school closure. Despite the fact, that some of the Year groups had returned to the school premises earlier than other ones, the implications that were imposed by the traumatic events caused by COVID-19 were clear. My colleagues and I saw it with our own eyes when pupils started coming back to school after winter break. Once on-site, they hesitated to answer questions during class time, even though they knew the answers. Like young deers, they stayed away from us, teachers, and from their classmates. As if it was unbeknownst to them how to behave in a social situation.
The well-being of our students has always been at the forefront of our ethos. Ensuring that our pupils excel academically while leading a balanced life is something every teacher wishes for their students to have. However, once the pandemic entered our lives, the scales of life have been outweighed by the anxiety, feelings of distress and uncertainty of the future. As a result, being trapped within four walls, the well-being of pupils has deteriorated and several stressors have contributed to that experience