Getting Students to Come Back for in-person learning

 “Getting Students to Come Back – and Remain – for In-Person Learning” by Ruby Payne in Principal Leadership, May 2021

Reasons for Teenagers to Come to School – and Keep Coming

“Students want to come back to school – to see their friends,” says Ruby Payne (Aha! Process) in this article in Principal Leadership. “But after they see their friends, how long will they want to submit to a structure that they have not had for a year and a half? Getting up at 7:00 a.m., classes that last 45 to 90 minutes, three-minute passing periods between classes, sitting in a seat with no food or drink allowed in class, and no access to social media?” On top of all that, students may be dealing with mental health challenges and trauma. Many teachers have dialed back their expectations, giving good grades for just handing in work – and students have learned they can get a day’s work done by noon.

So how are educators going to keep students coming back after the initial round of camaraderie? Focusing on secondary-school students, Payne suggests the following:

• Build a future story. She likes the idea of a nine-box storyboard in which students picture themselves at age 25 and think about what they want to have, be, and do:

• High-school diploma

• College, technical school, or military

• Work (What do you love to do that you would do even if you didn’t get paid?)

• Car or other vehicle

• Pay/money

• House/apartment

• Friends

• Relationships/marriage

• Fun/hobbies

Having found images for each box, students think about their plan to get to their desired future – and how classes in school right now are part of that plan.

• Create opportunities for belonging and relationships. An example: one high-school principal shaved a couple of minutes off each class and scheduled 20 minutes of socialization time right after first period when clubs met and students were allowed to be on their cellphones, talk, and eat. One catch: students could participate only if their grades, attendance, and tardies were at an acceptable level. 

• Organize consistent mentors. “Each student should have a key relationship with an adult on staff who makes daily contact and does not give up on them,” says Payne. If a student doesn’t have at least one adult serving this purpose in their life, the school mentor spends 3-4 minutes talking to them every day. 

• Access support systems. The school must ensure that students who are struggling with homelessness, abuse, emotional and mental health issues, and housing insecurity connect with professionals in the school and community agencies that can help them. 

“Getting Students to Come Back – and Remain – for In-Person Learning” by Ruby Payne in Principal Leadership, May 2021 (Vol. 21, #9, pp. 22-23)