Tested in Adversity

OCTOBER 2024

Our country is less than a month from Election Day. Researchers and educators are already noticing the emotional, social, and physical toll of the contentious election season on both adults and children. In a recent poll, the American Psychiatric Association (2024) identified that 73% of Americans are anxious about the 2024 election. “Young children particularly rely on adults to model for them how to bring order out of chaos, which can be either manageable or overwhelming” (Tran, 2024).

Our Episcopal schools and churches have an extraordinary opportunity to be havens of peace and prayer during this unprecedented time in America’s political history.

In the days leading up to and following the contentious election, our campuses, especially our classrooms, can become heightened emotional spaces where feelings of uncertainty, anxiety, or apprehension from adults may inadvertently affect our students. Emotional contagion plays a significant role in this process, as children often absorb the moods and emotions of the adults around them, even without directly discussing the events. For example, when a teacher feels anxious or unsettled due to the election’s potential outcomes, students may unconsciously pick up on this, leading to increased restlessness, worry, or distraction in the classroom. Children are susceptible to emotional cues and may mirror these feelings, amplifying an already tense atmosphere, even if they do not fully understand the reasons behind the adult’s feelings.

Emotional contagion also potentially happens in the home environment, as children are exposed to their parents’/guardians’ emotions and behaviors. As parents/guardians consume media reports and engage in discussions about the contentious political process, their reactions—whether anxious, frustrated, or hopeful—can deeply affect their children. Children may express strong emotions as they attempt to understand how the election could affect their family or community. These feelings could manifest increased anxiety, confusion, or uncertainty, which children may bring into the classroom. If parents/guardians express strong opinions or show visible signs of distress, children may internalize these emotions without fully understanding the political context, amplifying the emotional atmosphere at school. As a result, the emotional landscape of both home and school may converge, influencing how children process and respond to the charged political climate around them.

Social referencing further compounds this dynamic, as children often look to their parents/guardians, teachers, and other authority figures to guide their emotional responses in ambiguous situations. In the context of a politically charged environment, students may sense the unease of the adults around them and use that as a reference point for how they should feel. If an adult expresses concern or uncertainty, even non-verbally, students might experience similar emotions, feeling confused or unsettled. Unable to process the complex and confused feelings, students might act out or become withdrawn, disrupting the learning environment.

Image Credit: Christopher Weyant/Cagle Cartoons, August 13, 2024 (Duluth News Tribune)

Regardless of one’s political affiliation, Election Day and the days following, as votes are counted, will be stressful for adults and students. We encourage school leaders to engage with teachers and families about strategies for managing stress and anxiety during this time, both at school and at home. Additionally, schools should communicate any plans for election week well in advance, ensuring families know these plans are thoughtful and proactive rather than reactive to potential events throughout the week.

Here are some additional recommendations:

Space for prayer: If your campus has a church, chapel, or quiet sacred space, you may want to make it open to the school community during election week for quiet prayer and reflection.

Clergy, counselors, and health professionals: Individuals in the school entrusted to care for the social-emotional and spiritual health of the community should be freed up as much as possible to be available to students, the professional community, and parents/guardians.

Media consumption: Encourage your professional staff to avoid the temptation of being all-consumed by the news cycle during election week. Common areas on campus (e.g., school library, student gathering centers, faculty workrooms and lounges, and cafeteria) should be safe spaces not inundated by the unfolding events of the election.

Maintain a calm and steady demeanor: Even if you or other adults feel anxious or unsettled, consciously project calm and reassurance to your students. Children are highly perceptive of body language and tone of voice, so staying composed can help reduce emotional contagion.

Provide structured routines: Consistent routines offer children a sense of security, especially in uncertain times. Maintaining predictable schedules in the classroom helps students feel grounded and less affected by external stresses.

Incorporate mindfulness and relaxation techniques: Introduce brief mindfulness activities or relaxation exercises, such as deep breathing or guided imagery, to help students manage any anxiety they may be feeling, whether from emotional contagion or external factors. Mindfulness opportunities could also be offered to the professional community.

Safe dialogue: For school communities with older students, you may consider creating a safe space for open dialogue to allow older students to express their concerns or confusion about current events in a controlled and supportive environment.

Health and safety plans: I recently spoke with trusted local and federal law enforcement contacts. Each has indicated that their agencies are scenario planning for civil unrest and increased public safety threats following Election Day. School leaders should review their health and safety plans to safeguard the community’s physical, emotional, and spiritual well-being.

Finally, on Wednesday, November 6^th (the day after Election Day) at 9:30 AM, we will be hosting a “Post Election Day Zoom Check-in” for any school leaders who wish to participate (heads, directors, rectors/vicars, chaplains, division leaders, senior administrators, teachers, staff, board members, etc.). The time will be dedicated to taking the pulse of our campuses, supporting school leaders, and, if necessary, brainstorming best practices and sharing resources in response to emerging issues that may impact our schools arising from Election Day.

In closing, I want to share some encouraging words from former President Jimmy Carter:

“The experience of democracy is like the experience of life itself—always changing, infinite in its variety, sometimes turbulent and all the more valuable for having been tested in adversity” (Quotations about Democracy, n.d., para. 44).

Faithfully,

The Reverend Ryan D. Newman, Ed.D.

Executive Director, Commission on Schools

American Adults Express Increasing Anxiousness in Annual Poll; Stress and Sleep are Key Factors Imp. (2024, May 1). American Psychiatric Association. https://www.psychiatry.org:443/news-room/news-releases/annual-poll-adults-express-increasing-anxiousness

Quotations about Democracy. (n.d.). Civiced.Org. Retrieved October 23, 2024, from https://www.civiced.org/quotations-about-democracy

Tran, Q. (2024, October 18). How parents can avoid passing on election stress to their children. America Magazine. https://www.americamagazine.org/politics-society/2024/10/18/parents-election-stress-249066

Helpful Election Resources

Resources for Educators in an Election Season (NAIS)
Best Election Sites and Apps for Education (Tech & Learning)
How to Guide Your Kid Through Election Season (Common Sense Media)
Helping Kids Have Kind Conversations During Election Season (Highlights)
Guidance for Speaking to Kids About the Election (Child Mind Institute)
Contentious Politics Through the Eyes of a Child (Holistic Child Psychology)
How parents can avoid passing on election stress to their children (America: The Jesuit Review)
Supporting Children and Teens Through the Upcoming Presidential Election (Children's Health Council)
How to talk to your kids about voting and the election (PBS)
6 tips for talking to kids about the election (CHOC)
Tips & Tricks to Help Your Child Understand the Election (Harper Collins)
Navigating election anxiety: Balancing mental health and political engagement (Harvard T.H. Chan School of Public Health)

Link to the Zoom Gathering on 11/6

Episcopal Schools Celebration

School leaders from all over the Diocese gathered at St. Paul’s Commons on Thursday, October 10^th, to celebrate Episcopal Schools Week. During the Eucharist service, Bishop John Harvey Taylor preached a prophetic sermon encouraging schools to continue their extraordinary work and “let their light shine” in their school communities amid these challenging and complex times.

A hosted luncheon followed the service and allowed Episcopal school leaders to reconnect with colleagues and get to know those new to schools in the Diocese. Also, during the luncheon, Bishop Taylor welcomed Dr. Monica M. Gillespie, Associate Director of the National Association of Episcopal Schools.

Commission on Schools Members

Prior to the Episcopal Schools Celebration on October 10th, Bishop John Harvey Taylor, with The Rev. Canon Julian Bull, Commission Chair, and The Rev. Dr. Ryan Newman, convened the first meeting of the newly constituted representative body of the Commission on Schools. The Commission’s regularly scheduled meetings were impacted during the COVID-19 pandemic.

Canon.18.03 in The Constitution and Canons of the Church in the Diocese of Los Angeles established the Commission on Schools:

The Bishop shall establish a Diocesan Commission on Schools, whose duty it shall be: to give general supervision to all Parish Day Schools within the Diocese; to advance their welfare; to increase their number; and to interpret their work (The Constitution and Canons of the Church in the Diocese of Los Angeles, 2020, p. 49).

On behalf of the Bishop of Los Angeles, The Commission on Schools is focused on helping the schools of the Diocese to thrive as lively centers for sound learning, new discovery, and the pursuit of wisdom. The Commission’s purpose is primarily articulated through four guiding principles in our work with schools: (1) Fostering a strong Episcopal identity, (2) Consulting with key stakeholders, (3) Supporting and empowering the leaders of our Diocesan schools, and (4) Advocating for our schools.

Individuals called by the Bishop to serve on the Commission on Schools are expected to support the mission and strategic vision of the Commission on Schools, ensuring alignment with its core values and long-term goals. Additionally, representative members share their expertise, wisdom, and talents with the Commission and its member schools, serve on recertification teams, and collaborate with the Executive Director and the Bishop on matters and issues that may impact Diocesan schools.

Below are the current members of the Commission on Schools:

The Rev. Dr. Karri Backer

Vicar

St. George's Episcopal Church (Riverside)

Ryan Bourke

Elementary and Middle Division Principal

St. John's Episcopal School (Rancho Santa Margarita)

The Rev. Cn. Julian Bull

Head of School

Campbell Hall Episcopal (Studio City)

Victor Cota

Director of Equity and Inclusion

St. Margaret’s Episcopal School (San Juan Capistrano)

Melissa Dundas

Program Director

Delaney Wright Fine Arts Preschool (Eagle Rock)

The Rev. Anne Gardner

Chaplain

Harvard-Westlake School (Studio City)

Dr. Jeneen Graham

Head of School

St. Margaret’s Episcopal School (San Juan Capistrano)

Catherine Helm, Esq.

Partner

Helm Silverman LLP (Los Angeles)

Dr. Jayme Johnson

Head of School

St. Patrick’s Episcopal Day School (Thousand Oaks)

Carolyn Jones

Director

Saint Andrews Children’s Center (Irvine)

David Kitch

Chaplain

The Gooden School (Sierra Madre)

Kelly Mancuso

Assistant Head of School

St Mark’s School (Altadena)

The Rev. Christopher Montella

Rector

St. Stephen's Episcopal Church and Preschool (Santa Clarita)

The Rev. Dr. Ryan D. Newman

Executive Director

Commission on Schools -- Episcopal Diocese of Los Angeles (Los Angeles)

The Rev. Carri Patterson-Grindon

Rector

St Mark’s Episcopal Church and St. Mark's School (Altadena)

Peter Reinke

Head of School [retired]

Diane Rich

Head of School

St. James’ Episcopal School (Los Angeles)

The Rev. Channing Smith

Rector

All Saints By-the-Sea Church and Parish School (Santa Barbara)

The Rt. Rev. John Harvey Taylor

Bishop

Episcopal Diocese of Los Angeles (Los Angeles)

Jo-Anne Woolner

Head of School

The Gooden School (Sierra Madre)

NAES Good Practice for Admissions in Episcopal Schools

The National Association of Episcopal Schools (NAES) is pleased to announce the publication of Principles of Good Practice for Admissions in Episcopal Schools, the eighth set in its Principles of Good Practice series.

“NAES lives its mission by providing relevant and timely resources to support those serving Episcopal schools,” says the Rev. David A. Madison, D.Min., NAES Executive Director. “Our latest set of Principles of Good Practice addresses the earliest stage in which prospective families explore Episcopal identity—the admissions process.”

This new document was created specifically for admissions professionals in the context of Episcopal schools. The publication highlights the importance of effectively communicating the unique value proposition of Episcopal identity, and how to attract families seeking an education that is both academically rigorous and spiritually grounded.

As a whole, the Principles of Good Practice series exists to support various aspects of Episcopal school identity, leadership, governance, community life, and now admissions. These principles are designed to support schools as they live out their Episcopal mission and identity, support high standards of leadership and governance, and share insights gathered from the larger community of schools. Rather than a prescriptive formula or rulebook, the series is intended to be flexible and adaptable, recognizing the diversity and evolving nature of Episcopal schools.

Principles of Good Practice for Admissions in Episcopal Schools

Source: National Association of Episcopal Schools

Broadway Star Visits St. Patrick's

Fifth-grade students and parents from St. Patrick's Episcopal Day School attended a memorable performance of Hamilton at the Pantages Theatre, featuring Alex Nicholson in the role of Alexander Hamilton. What began as an exciting field trip turned into an even more incredible experience just a week later.

An Instagram video posted by one of the parents, which tagged Nicholson, led to a surprise visit from the actor himself on October 14th to St. Patrick's. The fifth-grade students were thrilled to meet him in person. They performed a medley of Hamilton songs for Nicholson and were then invited to sing alongside him, creating a once-in-a-lifetime opportunity for the students.

The visit also included a Q&A session, where students asked Nicholson about his acting career, how he deals with stage fright, and his experiences onstage. To make the day even more special, Nicholson signed their playbills and took photos with the students, leaving everyone with unforgettable memories from the day.

To view the highlight video, click here.