By Jill Brown
Now that the initial shock of a widespread health crisis has settled, it’s time to rethink how we support mental and emotional wellness across our school communities. Many districts have embraced social and emotional learning (SEL) in the classroom, recognizing the value of teaching students how to manage emotions and build positive relationships. But do we fully appreciate the broader role mental and emotional wellness plays in academic success and overall student well-being?
- Emotions and motivation
- Emotions and academic achievement
- Emotions and attendance
- Emotions and suspension rates
- Emotions and school dropout rates
Students who lack the skills to identify, process, and regulate their emotions will struggle with distance learning. The ability to motivate oneself, recover from disappointment or loss, and understand how physical health habits affect emotions and decision-making are essential. These skills not only support academic success but also improve relationships, workplace readiness, and community engagement. In short, mental and emotional wellness is a core part of being college- and career-ready.
Everyone faces moments of crisis when we must step up for classmates, family, friends, and neighbors. Yet prolonged stay-at-home orders and social isolation create a different challenge. Many teachers, staff, and students are not prepared for the emotional strain, uncertainty, and disappointment that result from extended isolation.
Humans are social by nature. Social connection matters to almost every aspect of health and well-being. Separation from classmates, teachers, teammates, friends, and community members can erode daily motivation and emotional stability. If you are feeling down or unmotivated, you are not alone.
Across the board, students are struggling to adapt to remote learning. The disruption of routines, loss of structure, and reduced daily interaction with peers and educators make focus and engagement difficult. For many young people, school provides more than academics; it provides social anchors, predictable schedules, and meaningful milestones. The removal of those supports contributes to anxiety, low motivation, and emotional distress.
At the same time, many families face financial hardship. Business closures, layoffs, and reduced hours create real fears about food security, housing, and basic expenses. Entrepreneurs and small-business owners may be watching their livelihoods erode while bills accumulate and savings dwindle. These financial stresses have a direct impact on students: worry at home can translate into disengagement and poor performance at school.
Sickness and loss are also pervasive. Worries about loved ones’ health, the death of community members, and restrictions on traditional mourning and grieving processes are wearing on families. Even for those who haven’t experienced personal loss, the discomfort of new protective practices and the awareness of a highly contagious illness increase stress at home and in the community.
How is this affecting our students?
There has never been a better time to re-evaluate how we serve learners. Children, adolescents, and young adults are dealing with reduced independence, missed milestones, and interrupted routines that help them feel safe and healthy. The absence of personal space, the inability to gather with friends for relief from academic pressure, and the postponement of rites of passage all contribute to mounting emotional strain.
Fear and worry can easily take hold and impair cognitive functioning, making it difficult for students to concentrate, complete assignments, or sustain motivation. Educators and administrators must recognize that academic challenges in this moment are often symptoms of emotional and mental stress.
Ask yourself: How are you supporting the mental and emotional needs of staff, students, and families? How has your district adapted to meet students’ academic and social needs remotely? What professional learning and resources have you provided teachers so they can listen, acknowledge, and support students during this time of heightened anxiety?
We are not simply returning to school buildings—we are redefining what school means. If staff members lack the skills to adapt to these changes, leaders must step in to provide guidance, training, and encouragement. This is a moment for renewal: a chance to examine long-standing practices, identify gaps, and adopt new strategies designed specifically for remote and hybrid learning environments. Each educator has the opportunity to help write a new narrative for learning—one that centers mental and emotional wellness alongside academic goals.
About the author
Jill Brown is the founder of Generation Text Online, an organization that offers interactive staff development and teacher-directed lessons designed to teach mental health and wellness, deliver social and emotional learning, and create safer, more supportive learning environments for all students.
This article was originally published by The Learning Counsel, a research institute and news media organization focused on the transition to digital curriculum in education.