Not a Typical Anniversary
Soon after landing in Mexico for a family holiday five years ago, the World Health Organization declared the COVID-19 outbreak a global pandemic. I vividly remember saying to my wife, “I know we just checked in, but I think we need to get home.” Two days later, schools were officially closed in Ontario. The next day, after many hours trying to negotiate with the airline for the five of us to fly home, we landed in Toronto. Nine days after that, Crescent reopened as an online school. The rest, as they say, is history.
The pandemic changed our lives and gave researchers a rare chance to learn more about human behaviour. A recent New York Times article, “15 Lessons Scientists Learned About Us When the World Stood Still”, is worth reflecting on. In it, the authors ask, “What happens when sports teams play in empty stadiums? When people see their doctors online? When the government sends people money? When women stop wearing high heels? When we consume less alcohol? When children stop going to school?”
I’ve learned in recent years that it’s not good enough just to get things done. Instead, it’s critical to consider what we learn in doing those things. As Stoic author Ryan Holiday notes, “We have to get better at thinking, deliberately and intentionally, about the big questions. On the complicated things. On understanding what’s really going on with a person, or a situation, or with life itself.” I routinely (and they might say, painstakingly) ask my leadership team to pause and consider our work together in supporting the school. What went well? What didn’t? What might we do differently next time?
The lingering effects of Covid are everywhere, if we pay close attention. We may have validated some of what we believed beforehand. Teams play better in front of their home fans. Drinking less alcohol is better for you. People are happier when they are outdoors. However, it also taught us many important lessons about school. For instance, school schedules typically favour adults rather than children. Human relationships are as meaningful as anything else in the curriculum. Phones threaten well-being, engagement, and belonging in school. These discoveries continue to find their way through the school improvement process at Crescent.
On this fifth anniversary of the global health pandemic, we may forget what many consider a bad dream. What reflection and research do, however, is ensure that we capture insights from our lived experience to better prepare us for what comes next. Maybe that’s to cheer on the Maple Leafs in their playoff run, assess our next beverage of choice, or talk to our kids about their school day. In our educational context, while there is much to be proud of in recalling how we came together to support our students through significant learning disruption, there is much more still to do to ensure Crescent embraces what is best for the boys.
Veritate stamus et crescimus
