By Maddie Gerber
Hometown Weekly Intern
“Well, I would usually wake up before school to do homework, maybe around 6 a.m. or so,” said current Needham High School senior Julia Ochalla, describing what a typical Monday looked like for her back in pre-pandemic times. Ochalla continued to detail her busy schedule, which entailed a club meeting at 7:30 before school, track practice after school, flute lessons after practice, and then, finally, homework before bed.
However, when asked to describe what a typical Monday currently looks like for her, Ochalla’s answer was strikingly different. Since she does not have any synchronous class meetings on remote weeks, oftentimes, she doesn’t even get out of bed until 9:30 or 10. “I really just do work and lay around,” Ochalla acknowledged, “I guess that’s pretty much a day for me.”
Considering the significant alterations to Ochalla’s daily routine, it’s no surprise that her mental health has suffered as a result. “I thrive when I’m busy, so when I’m not busy, then I’m not really motivated to do anything.” Sapped of her typical motivation, Ochalla described the past few months as being “pretty boring and sad.”
While Ochalla’s account is disheartening, unfortunately, it is not an uncommon sentiment among high school students. While many of us were accustomed to jam-packed schedules full of social events, clubs, sports practices, and more, the pandemic has pretty much stripped our schedules bare. Instead, we often spend hours in isolation on our computers, each day a monotonous cycle devoid of the typical rites of passage associated with high school. Considering how important these activities are to teenagers’ natural development, it’s not surprising that, while teens are not hit the hardest by COVID itself, their mental health is bearing the burden of the pandemic - and perhaps even more profoundly than almost any other age group.
According to NHS guidance counselor Katrina Martyn, the pandemic's impacts on her students’ mental health have been tangible. “I think a lot of it is because of lack of access to activities that can’t happen,” Martyn speculated. “A lot of students are dealing with exhaustion from not being able to access friends, clubs, sports, and even school.”
Senior Andrew Barnett echoed Martyn’s statement, noting that not being in school has impacted his own mental health. “I actually have fun being in school, being with my friends, and having engaging conversations,” Barnett acknowledged. “Being alone in my room doing my schoolwork is just not the same.”
Senior volleyball captain Meg Allen has also had trouble grappling with the uncertainty surrounding her volleyball season, which, as of now, has been moved from September to February. “I’ve been preparing since last November for my season,” Allen lamented, noting that it has been extremely difficult “to watch the boys lose their season entirely and to watch our season continue to be pushed. Especially because I was injured all winter, I was really looking forward to playing.” For senior athletes like Allen, it’s hard not to worry that they will suffer the same fate as last year’s seniors, many of whom lost their final athletic seasons entirely.
Allen noted that one thing she misses most is the social aspect of being on a team, a sentiment that has been echoed by many NHS students who have been struggling to hold onto their social connections. “Not being able to see my friends has been really difficult,” said senior Erin Walker. “Zoom and Facetime calls just aren’t the same.” The struggle to stay social has certainly been a battle regarding teens specifically, who have been characterized as the villains of the pandemic at certain times due to their many social gatherings. While gatherings that flout social distancing guidelines should obviously be discouraged, it’s important to note that teenagers aren’t simply meeting up due to a sense of boredom or selfishness. Rather, it's due to the unique biology of their developing brains.
According to Lydia Denworth, renowned author of many scientific books such "Friendship: The Evolution, Biology, and Extraordinary Power of Life's Fundamental Bond," friendships during teenage years are incredibly important to adolescent development, as they allow teens to form their own identities independent from their parents. Teenagers don’t just want to be social; they need to be. According to Denworth, feelings of loneliness in teens “are warning signals akin to thirst and hunger,” meaning that a lack of social interaction can cause real, physical pain. There is also concern about the effects of isolation due to the pandemic will have on this generation of high school students. Many researchers worry that the extent of time spent alone and with parents will stunt the emotional growth of teenagers, which could have lasting detrimental effects.
Fortunately, the Needham Public Schools System has done an incredible job understanding the complex needs of high schoolers and has worked hard to provide services and opportunities to support its students. One major feat that the town has successfully executed thus far has been Needham’s hybrid learning model. Going into school every other week has been a massive relief to those struggling with feelings of isolation, especially by giving them structure and a sense of connection to the community. “The teachers are really doing everything they can to help us,” Barnett praised, “I respect the work that they are doing so much.”
Barnett also commended the school for its efforts to host athletic seasons despite the circumstances. He is looking forward to starting basketball in a few weeks and football in February, explaining how his coaches have worked hard to instill optimism within him and his teammates, which has kept their spirits up throughout the past few months. For many students, sports provide not only a place to be physically active, but also a place where connections are formed and communities are built, making it an invaluable component of many students’ mental health.
Additionally, the high school guidance office has been working extra hard to support students who may be struggling. They have created new online avenues for students to connect with their counselors and hope to help students feel like part of the NHS community, even while at home. “A lot of students got used to just popping in to say hello to their counselor, and that's not really as available now because we have students make appointments for contact tracing,” Martyn lamented, noting how nice it was to have students dropping in and out of the office all day. However, she also reiterated that, while the process to speak to a counselor may look different this year, they are still available to meet with students at any time.
For students grappling with their mental health, many of their peers shared helpful strategies that have worked for them. One major tip was adding structure to your day, which, according to Allen, helped increase her productivity and manage stress levels. Barnett echoed Allen’s sentiment, saying that having scheduled family dinners each night “really helped ground me.” Additionally, students recommended finding passion projects, such as reading or knitting, and moving your body. “I run a lot,” said Walker, “it has helped me to reflect and clear my head.”
Martyn also had advice for families, encouraging them to “have open and honest communication with your child. If you notice that they are down, address it with them and name it.” Martyn also urged parents to reach out to the guidance department if they need anything.
“The reality is that a lot of us are dealing with additional stress,” she said. “We don’t want any student or parent going through it alone.”
