Create an environment of acceptance and belonging for all students. Be mindful of students’ backgrounds and home environment, and consider food insecurity and food allergies.
Ensure to optimally challenge students. Focus on developmentally appropriate activities that build both competence and confidence.
Promote autonomy, choice, decision-making, and problem-solving when possible.
Make healthy eating activities fun but also create meaningful learning opportunities.
Ensure that healthy eating habits and connections to food culture and traditions are incorporated into learning about healthy eating.
During this uncertain time and new educational landscape, additional considerations need to be recognized. Some facts to consider:
- not all children have a family environment conducive to learning;
- a number of children no longer have access to the food they once did;
- access to technology (e.g. consistent internet, computer, etc.) is varied;
- access to resources (e.g. equipment, educational supplies, etc.) is also varied;
- these are not normal or ideal learnings environments;
- the current health crisis is likely to cause stress in all children and disrupt routines;
- families may be facing precarious situations, which may be exacerbated during this time, exposing children to even greater levels of stress;
- as we know - stress can inhibit a person's ability to learn; and
- we must also take into account pupils with disabilities and other vulnerable populations who have difficulty adapting or learning, and require increased support.
- students’ pandemic experiences may have looked and felt very different Moreover, many of our students may have experienced physical and psychological trauma directly due to illness, food insecurity, social isolation, discrimination, anxiety and depression, and loss. Connect with your students and meet them where they are.