As we prepare for the school year, our priority must be the well-being of students, families and public school educators. Over the last few months, we have navigated a global pandemic, soft closure of schools, a magnitude 5.7 earthquake with significant aftershocks and an economic downturn.
Disproportional economic and health outcomes have exposed racial and income inequities in Utah. The inhumane murder of George Floyd, seen on video nationwide, has increased awareness of discrimination and the justice system’s problems. Those who work, volunteer and learn in K-12 schools have a new set of worries.
Communities in the Beehive State value child wellbeing; we strive to do our part and contribute to the greater good. Our healthy interdependence may bring collective trauma, a shared condition of helplessness, disorientation and loss. No one is invulnerable to the impacts of trauma, which can harm physical and mental health, decision making and ability to learn. But, those responsible for developing children, including parents and educators, risk amplification of trauma’s effects through moral injury.
Moral injury refers to lasting emotional and psychological harm caused by action or inaction that violates personal moral or ethical codes. When one feels unprepared or unable to fulfill a moral duty, they are at risk.
While moral injury is not limited by context or profession, exposure to moral damage is more likely for those who feel responsible for others’ wellbeing. The constraints associated with this time have pushed many to make urgent decisions, often with minimal information or resource shortages.
Current constraints on parents and educators may preclude them from doing what they believe is best. Teachers may feel limited in their options to connect with students; parents may be juggling childcare options and work expectations. Both may have feelings of worry and guilt because they could act in a way that better aligns with their values under different circumstances.
As we approach the opening of schools, respect and empathy for the moral duty of parents, teachers, health care providers and others must be part of the plan. Moral injury can result in significant mental health challenges. But post-traumatic growth, a term used to describe greater psychological resilience after troubling times, is possible. We can increase the chances our community will emerge with strength. The following are practical recommendations for those who care for our most precious resource, Utah’s children.
Increase awareness and self-compassion. Be kind to yourself. If you are conscientious and view your responsibilities as a moral duty, you are susceptible to moral injury. The associated emotions, thoughts, and behaviors are not signs of weakness; they show you are a person who strives to act ethically and do your part during stressful times.
Actively seek social support. If you are experiencing feelings of guilt, shame, anxiety, depression, or anger associated with your role as a parent or educator, don't go it alone. Social support may help. Consider seeking out mentors, colleagues, ecclesiastical leaders, family, and friends who care about your wellbeing.
Consider professional help. Psychologists, social workers, and counselors with specialized training in trauma and moral injury can provide confidential, targeted assistance. Decrease the risk of ongoing depression and anxiety while increasing post-traumatic growth by getting help quickly.
Look out for others who may experience moral injury. Proactively checking in and offering a listening ear to those around you helps others and can build confidence and fluency with healthy coping skills.
We're all in this together. May we increase empathy by recognizing the challenges others face while working diligently to grow through this traumatic time.
Hollie Pettersson, Ph.D., is a school psychologist and Trustee for Utah's Association of School Psychologists.
Hollie Pettersson, Ph.D., is a school psychologist and trustee for Utah’s Association of School Psychologists.
Darren Draper, Ed.D., is the Director of Innovative Learning in the Alpine School District.
Darren Draper, Ed.D., is the director of innovative learning in the Alpine School District.
