Staff Editorial

   This month, the strain of distance learning reached a breaking point for students and staff alike, as correspondence from students to the administration sparked intense discussions across the Gabrielino High School community. The root of everyone’s frustrations, as well as the barriers apparent when talking about them, ultimately lies in the matter of communication – something that has been increasingly hard to maintain in the Virtual Academy. In order to build understanding and address everyone’s needs, the administration, teachers, and students must all work together to strengthen communication at Gabrielino.

   Virtual learning has contributed to significant feelings of isolation between different groups at school and this has harmed communication, especially between the administration and students. According to a schoolwide Tongva Times poll with 248 respondents, 99 students report having never interacted with the administrative staff during the 2020-2021 school year. Another 95 indicated that they had interacted with the administration only one or two times this year. 

   Although this is a small  percentage of the almost 1634 students enrolled at Gabrielino, any group of students that feels they have no familiarity with the administration is not going to feel comfortable approaching this branch of the staff for assistance or to express concerns.

   One way that the administration can bridge this gap is to regularly drop in on Zoom classes, which might paint a clearer picture of what type of support students – and teachers – might need. The administration could also be a presence in the weekly bulletin video or speak at virtual school events so that students feel a connection to them.

   In Gabrielino’s 2020 student survey, only 48 percent of student respondents indicated that their teachers make an effort to connect with them. Since teachers have the most direct contact with students, they should strengthen communication with students in order to better understand the academic and social/emotional challenges that we face. Teachers can check on students personally through Google forms, emails, or meeting with students one-on-one during individual breakout rooms on Zoom. 

   According to the Center for Disease Control (CDC), mental-health related doctor visits for those between ages 12 and 17 have grown 37% during the lockdown. So, if teachers can help facilitate an environment of support by doing wellness checks or reaching out to students who are struggling, that will go a long way towards supporting student mental health and opening up the lines of communication.

   In turn, responsibility falls on the students themselves to utilize the communication pathways already set up for them at Gabrielino. Students have the ability to email their teachers with questions and concerns, stop in during the scheduled Wednesday intervention periods, visit teachers during their office hours, and submit concerns to the student senate. When students do not take advantage of these opportunities, then frustrations build and problems can spiral out of control.

   Students also need to have empathy for those who are trying to assist them. Publishing concerns on public platforms or sending angry, disrespectful emails to teachers and administrators does not give them the benefit of the doubt. These methods can foster hurt feelings or indignation, making it difficult for the recipient to respond in a positive way. Students must remember that adults are also experiencing isolation and stress in this virtual world, and they deserve grace just as much as the students do. 

   Overall, if all groups at Gabrielino engage in open communication and respect, we can make sure that everyone’s needs are addressed in tandem with one another. More importantly, we can strengthen community bonds and create a Virtual Academy atmosphere that everyone is proud of.