Blog Post #6
Consider the “invisible backpack” as described by Dr. Fox. How can you recognize these invisible backpacks when they enter your classroom? What can you do to help lighten the load these students carry?
Blog Post #8
What does it mean to have a culture of “AND”? What could this (or does this) look like in your school? What part can you play in improving your school’s culture?
We can recognize the invisible backpacks are students are carrying by connecting with students each and every class period. I work at a middle school, students can be showing their invisible backpacks by unknown distant behavior, low attendance, off task or escalated behavior concerns, lack of participation or willingness to work. We are the students team :student, parent, teacher, Administration team, so the more we are communicating with one another we can help offer supports. Sometimes it's just offering the student the Wellness Center for a 10-12 minute safe place, and then the student feels they are able to go back to class or maybe they need more time but this time talking with a school counselor. Knowing our students is so important!
ReplyDeleteConsider the “invisible backpack” as described by Dr. Fox. How can you recognize these invisible backpacks when they enter your classroom? What can you do to help lighten the load these students carry?
ReplyDeleteGetting to know your students in your class usually gives you a good idea of what kind of "backpack" they bring with them each day. The benefit of working in a smaller district is I am privy to knowing some of the extra baggage some of my students may have before they step into my classroom for the first time. Lightening the load for these students can mean a lot of different things. For some it may be more grace with homework deadlines or the amount of work they have to do. For others it may mean some alone time or a safe place for them to go periodically throughout the day it just really depends on the students and each situation as they can be so so different.
I do think I can recognize when my preschoolers are carrying an invisible backpack. At 3, 4, and 5 my students are still very much learning about emotions and how to express them. I can watch and recognize new or different behaviors. Are they interacting/playing differently with their peers today? Are they having trouble staying on task?
ReplyDeleteI can show them that I care by asking what it bothering them. Based on their response I can then offer a hug, a safe space, show empathy or give them space. I can also ensure that my classroom is a safe, peaceful place where they feel comfortable to learn. So often I hear from parents about something they are struggling with at home, but it's almost as if they let that go when they enter the classroom as they know exactly what is expected of them and they view it as a safe space.
Of course understanding these invisible backpacks comes down to the connections and relationships we build not only with our students, but with their families as well. The stronger these relationships are, the more in tune we can be with the behavioral changes we see in our students. Those behavior changes can be a great indicator of everything a student is invisibly carrying around. Also, when we have those strong relationships with families, they can inform us of things going on at home that may affect their children. We can help lightening these loads by continuing to show up everyday and showing these students that you care about them and are invested in their wellbeing. We can make it known that we are the safe place for them to feel what ever they need to feel and that no matter what, we are still on their team.
ReplyDeleteInvisible backpacks are the unseen experiences, stresses, and traumas that we each carry with us and that our students carry with themselves into the classroom. We can start recognizing these invisible backpacks by paying attention to behaviors that may not make sense on the surface. In students, we may see their invisible backpacks as irritability, withdrawal, difficulty focusing, frequent absences, sadness, anger, frustration, overreactions, and the list goes on. We might recognize this in our students in subtle cues, like changes in posture, lack of eye contact, or appearing unusually anxious.
ReplyDeleteTo help lighten that load, it’s important to create a safe and predictable environment where students feel seen and supported. This includes building strong relationships, offering opportunities to express emotions, connecting students with resources, and teaching coping strategies. Flexibility and understanding in expectations, combined with active listening, can make a significant difference. Simply acknowledging that students may be carrying hidden challenges and responding with empathy can help them feel supported and reduce the weight of their invisible backpacks.
Understanding that all students carry invisible backpacks is important because it can help us be aware that we don't know what's going on with students at home as well as what their past has looked like. In ways that educators can recognize invisible backpacks with students is by taking the time to get to know them. Not just asking saying hi and bye, but asking how their day/weekend/night was, things they did and things they love to do. This can help to really build that connection with students and to hopefully be more aware of their invisible backpack.
ReplyDeleteTo help lighten the load, I think the most important thing a person can do, is to just let them know that you're there and that you listen and care. It can be difficult for students to open up to adults alone, especially if they aren't used to having someone to talk to, so creating that safe and welcoming environment in your classroom or office is one of the most important first steps. As a counselor, it's important to also equip students with the coping skills and other resources that can be beneficial to them. Whether it can be utilized at school, at home, or whenever they need it at any moment's notice.
There are so many kids that bring invisible backpacks to school! As a Substitute teacher it is a little harder to recognize the invisible things in the classroom, but I am usually able to notice if a student is struggling. It may take me a bit to figure out what the struggle is from but there have been several times that I have seen the struggle and been able to encourage a student to keep trying.
ReplyDeleteTo lighten their load I try very hard to be an open and friendly teacher. I hope that each of the students I have taught know that they are able to come to me with any problem or just to talk if they need to. In order for that to happen I know that we have to build trust and though I am not with them everyday it is still needed even as a substitute teacher!
When you get to know students—their likes, dislikes, activities they are in, their families, etc., you tend to see the “invisible backpack” rather quickly. When a student isn’t acting like themselves, as teachers, we tend to get inquisitive, asking the student what’s going on. Are they feeling okay? Did something happen?
ReplyDeleteFirst and foremost, we ask questions. We determine the cause of the students’ problem. From there, we can plan accordingly. We can provide that student with strategies, give them extra time, and most importantly, show them some grace. Regardless of the reason for their behavior, we can provide all students with grace and compassion, recognizing that they are indeed going through a tough time.
Consider the “invisible backpack” as described by Dr. Fox. How can you recognize these invisible backpacks when they enter your classroom? What can you do to help lighten the load these students carry?
ReplyDeleteThe main reason I went into teaching was because of the "invisible backpack" . You do not always recognize them in your classroom as much as your recognize them in the entire school. It can be heartbreaking watching how they can be targeted.
I personal feel I have have lightened the load for some by talking to them. I have gave them the option if they are not comfortable talking to me I would ask Mrs K. (she is an outstanding counselor) If comfortable talking to me, I just listened and asked questions. We would come up with a cue, such as put a pencil in a place letting me know they need to talk or they need to get out of the situation to calm themselves, etc.
Then there are situation it saddens me to have to say, I thought the more we focused on getting there work done the better of they would be in their classrooms. To this day, I wished I could turn back time and do a better job:(
The way to recognize that your students are carrying invisible backpacks is to always greet them with a look in their eyes into your classroom every day. From here it is possible to see if a student seems off from their baseline. You may recognize something subtle, but you have to develop a relationship with each one too truly be able to see that something is off. To lighten the load, we can ask if they need more time or an extra day to get back on track. We can show the humanity and see if there is anything that we can do for them. Sometimes, all people want is the offer of a hand. They may decline, but they want to be heard and seen that they are struggling. We all need that from time to time. It starts with relationships.
ReplyDeleteEach child has that invisible backpack of things they are carrying mentally or physically that we may or may not even know about. The way to recognize students in need of support is to build a relationship with them. Dr. Fox says be trust worthy. I think it could be as simple as greeting every day at the door helps students feel seen and when a student arrives you will be able to see first off how the day will go. When we see a student is struggling Dr. Fox says to be open and transparent. Our classroom needs to be safe spaces to unload that weight to share what is bothering them. Let them get settled but check in with them and ask how they are doing and if they are wanting to share anything. Then be ready to give them the time.
ReplyDeleteI have two jobs regarding reducing the weight of the invisible backpack for my students.
ReplyDelete1. do not make it weigh more. If there is something in my class that is making life difficult for that student, it's my job to fix it. Examples of this could be bullies or making sure they receive the accommodations they need. If I notice that a student might be eligible for any IEP or 504 services, it's my job to start that conversation with the people at the school who can do that.
2. get them to someone who can help them better than I can. I need to be able to help my students with the things that I can handle, however, if I can't handle anything, I need to get them to one of our counselors or administration. Obviously, as a mandated reporter, there are things I legally have to share with school administration, however, I always err on the side of caution and send kids to the counselor even if it's a small issue.
I feel like as an educator, I have learned that many of my students are going through things that I can't always imagine. I feel like I grew up in a fairly easy home. I didn't have worries like many of students do today. I grew up in a small town and now I teach in a large town where not everything is the same. My students are going through things, and many of them hide it and hide it well. I wouldn't know that certain things are going in their life because they have learn to mask it and smile through it. I feel as an educator, we have to assume that all of our students are going through stuff because some hide it better than others. Creating a safe environment and welcoming students, plus taking their mind off things can be enough to bring some joy in their day. I think if you can get students to forgot about their other worries, even for a little bit, can give students that mental break from the burdens they are carrying.
ReplyDeletehe “invisible backpack” refers to the unseen experiences, challenges, or burdens that students carry with them—things like trauma, family stress, or past negative experiences. I can recognize these backpacks in my classroom by paying close attention to students’ behavior, mood, and interactions. Signs might include withdrawal, difficulty focusing, frustration over small tasks, or strong emotional reactions.
ReplyDeleteTo help lighten the load these students carry, I can provide a safe and predictable environment, offer consistent routines, and build strong, trusting relationships. I can also model empathy, offer choices to give them control, and provide social-emotional support through small-group or one-on-one interactions. Collaborating with families and other professionals ensures that students have the resources and care they need both in and out of the classroom.
Consider the “invisible backpack” as described by Dr. Fox. How can you recognize these invisible backpacks when they enter your classroom? What can you do to help lighten the load these students carry?
ReplyDeleteI am able to recognize this based on the relationships I have developed with my students. If they are usually upbeat and now all of a suddenly are quiet and keep to themselves, I know there is something off. You can see this change in demeanor as soon as they enter the room. I can help them lighten the load by having a conversation with them; letting them know that I am there to talk to or if they need someone else I can help with that as well. Relationships are key, that students feel comfortable coming to me if they need to.
Consider the “invisible backpack” as described by Dr. Fox. How can you recognize these invisible backpacks when they enter your classroom? What can you do to help lighten the load these students carry?
ReplyDeleteI work in a small rural school district and we have the kids that have been in our district since preschool. We also have 5-6 kids in each grade level that have been to several school districts in just their PK-4th grade lives. To start every school year I create a relationship with each of my students and allow them activities/avenues to show me what makes them light up. Then throughout the school year as we go I notice when they are getting sick, when they are tired, or when something is just off with them. Since we have our relationship established it is easy for me to talk with them about what they have going on. If I can't or it gets to a point that I'm uncomfortable, I will tell them that and that I'm going to have to talk to the counselor so she can help them. For the students that seem to come and go even throughout the school year I do my best to love on them and show them how much I care about them before we even touch academics. We just had parent teacher conferences in my district this past week and a little 3rd grader who showed up in my classroom this October is now done in my classroom for them year. When she showed up in October she added a level of chaos we did not have in my classroom for the first month of school. I decided right then and there to take a step into her shoes and just try to imagine what it would be like to live with 9 other people in a trailer house and the chaos she must feel daily. Her grandmother who has taken in 8 of her grandchildren to raise them is taking them back to their old school now. When I heard they were moving, I had our ELL aide interpret for me and we called her grandmother to do a phone conference. I praised her granddaughter for how much progress she had made in my classroom with her behavior and her academics. Then I asked to speak to her granddaughter and I told her to always remember to let her light shine with her bright smile and to never give up when things get hard. While holding back tears as one of my hardest students this year told me goodbye over the phone instead of in person, I told her how much I was going to miss her and how well I knew she would do at her old school. She paused and she said thank you Mrs. Nelson, I'm going to miss you too. Like Jody says the hardest kids to love need it the most.
One way to recognize the “invisible backpacks” students carry, as described by Dr. Meredith Fox, is by paying attention to changes in behavior, emotions, or participation in the classroom. Some students may seem distracted, tired, withdrawn, or quick to become upset because they may be dealing with stress or trauma outside of school. Instead of assuming a student is being difficult or unmotivated, it is important to consider that they might be carrying challenges that others cannot see. To help, a teacher can create a safe and supportive classroom by showing patience, listening, and building positive relationships with students. Check in on students, giving encouragement, and providing a calm and predictable environment can help them feel supported and understood.
ReplyDeleteIf you know your students well, and have a good relationship with them, it is easier to notice the type of "backpack" they bring to school each day. I usually notice it based on their mood. I notice when their mood is different than it usually is. Another way I can tell is attendance. When students at my school are struggling with some sort of "baggage" they usually don't come to school. It is unfortunate, but also very common where I work.
ReplyDeleteI try and lighten the load they are carrying by talking to them each and every day. I also give them the option to add me on "remind"- a school appropriate texting app- incase they want to talk when they are not at school.
The "invisible backpack," represents the non-academic burdens—trauma, anxiety, poverty, or emotional distress—that students carry with them. These backpacks are filled with experiences from outside the classroom that can make it difficult for students to focus, behave, or learn. These signs aren't learned overnight. They take connection, observation, and patience. I can help students lighten the load by building trust & creating a safe classroom environment when I am there.
ReplyDeleteThe invisible backpack is a great analogy to describe what students have going on in their lives that we can't see. In the past I have talked about students being in survival mode. What I mean is that those students have more important things happening in their lives than their school assignments. Those students have such a heavy, invisible backpack that they are simply doing the things they feel they need to do to survive life that day. To recognize the invisible backpack I get to know my students. To help lighten their load I will show empathy and ask questions. I will be trustworthy, build empathy, and be transparent. I will create safe mental spaces to empower them and set high expectations.
ReplyDeleteIt's not always easy to recognize the "invisible backpack" that students carry and that's why it's so important to get to know them and build relationships throughout the year. I have made it a daily goal of mine to touch base with every student that I have. It may be something as simple as complimenting them on their outfit or asking them how they are doing. I want them to feel seen and to also feel like they matter. I want them to know that whatever life throws their way, they can always come to be. By doing this, I am building relationships and I can sense when something isn't right. I have noticed that the students who trust me, will ask if they can talk to me in the hallway or during recess. During these conversations, they will share things that are going on or their feelings and I will in turn, give them advice on what to do. There was one student who even admitted that she should be in trouble because of the way she acted on the playground. I thought that was pretty brave! I also gave her grace for being honest. Other times, I learn things like the student was rushed and hungry because they didn't get breakfast. Or that they can't focus because they didn't sleep well. All of these things play a role into a child's learning and we have to focus on Maslow before Bloom!
ReplyDeleteI have learned that there is more to teaching than just teaching academics. Sometimes you have to meet the basic physical and emotional needs of a child before any learning can take place. I see invisible backpacks in my kindergartners more than I would like. I have had days where students come to school so tired. They need to head to the nurses office to sleep because that basic need is not being met at home. It is so important that teachers create an environment that feels safe for children to be themselves. If they know that you care for them, they will be more willing to unpack their invisible backpacks.
ReplyDeleteConsider the “invisible backpack” as described by Dr. Fox. How can you recognize these invisible backpacks when they enter your classroom? What can you do to help lighten the load these students carry?
ReplyDeleteWe have so many students in our schools that carry an "invisible backpack" with them each day. When I taught in our school in town I saw more "invisible backpacks" than I do in the school that I am at currently. Forming relationships with your students and finding out things that are going on in their lives is just as important as the academic part of school. If we are better able to understand what is going on in their personal lives and what we can do to help them to be better learners.
I think being aware can help with this. We can try to pay attention to signs that a student may be experiencing a traumatic event. I work in a small school, so it is rare that there is a major traumatic event that I do not hear about. Nonetheless, students are often dealing with smaller traumas such as divorce or parents fighting or other household disfunction. We need to be sensitive to situations like this and pay attention to student behavior that may seem off. If we get to know our students, we will often be able to tell that something is happening although we might not know exactly what. We can follow up with a student and check in as appropriate or needed. As a school system, we need to effectively communicate what is essential for teachers to know if there is a major traumatic event in the school. No one wants a teacher to be put in a situation where they are unaware of a major trauma and seem to act insensitively as a result. As an example, I dealt with a major medical emergency after school hours with a couple of other staff members. We were instructed not to talk about the event by school officials and first responders. The administration communicated what needed to be known to teachers without violating privacy.
ReplyDeleteI know when a student brings their invisible backpack in my room. I know they want to talk about something so that is where making a great connection with this student has paid off because I know that they trust me. I know building trust with students doesn’t happen overnight so I work on connections and building trust with all of my students everyday so when they bring in the invisible backpack, I know they need to talk about something and I want them to feel comfortable and that they can trust me.
ReplyDeleteConsider the “invisible backpack” as described by Dr. Fox. How can you recognize these invisible backpacks when they enter your classroom? What can you do to help lighten the load these students carry?
ReplyDeleteI think it takes time to recognize the invisible backpacks that students carry. It takes building relationships and connections with students and really getting to know them that help us recognize when something is wrong (because I think a lot of times students try to hide these invisible backpacks). What I loved about this video is that Meredith Fox says that her art teacher made her feel peace. I think that is something that we are never really taught to do as teachers, but it is so important to create a place where students feel at peace. They may be coming from high tension, high anxiety home lives and really need a place that is safe and peaceful. Our job as educators is to create this safe place for our students where they feel at peace and feel loved.
Consider the “invisible backpack” as described by Dr. Fox. How can you recognize these invisible backpacks when they enter your classroom? What can you do to help lighten the load these students carry?
ReplyDeleteThe invisible backpacks are more and more common and I feel are starting at a younger age. Withdrawing, behaviors, putting head down on desk, sleeping more, refusal, being hungry, hygiene concerns. Basic needs show a lot on how kids are behaving or reacting. These are all invisible backpacks that kids carry around and have a different way of showing some of these things. When a student is upset, I always ask, "are you hungry?" They will either respond yes or no, but when they have food in their systems, they seem calmer. Now, is this going to fix everything, no. There are so many signs that kids are showing us, but not always telling us what is going on. I think being aware of these things and then when that awareness becomes something that needs to be addressed and how we can help at school. When kids leave for the day, we don't know what they are going through. Keeping an open ear and being able to provide them with some things here at school is going to show that we are making an effort for them.
One way to recognize the “invisible backpacks” in my room is to build stronger connections with my students and their families. Usually, when something bad happens in a student’s life, my principal is the first person to notify me-then the parents. When I find out that one of my students is going through something, I see them as carrying more things than the other kids, more sadness, more fear, and more anxiety. It’s my job to create a safe space for my students where they know they can exist and express themselves. Having strong connections with my students from the get go is important because you never know when things will happen in their little lives and they need a place where they can work with and talk to people they TRUST. In addition, it’s ok to ask questions when we feel something is off with one of our students-asking questions shows them we care and that we are there for them.
ReplyDeleteAfter watching this video, I plan to incorporate more lessons on empathy and trustworthiness in the fall with my new group of 3rd graders. A strong point made in the video is that no matter what students are going through, never give up on them-instead, ask,” I wonder what they will do next?” High expectations must be maintained for all students-especially those experiencing trauma or grief.
You can spot those invisible backpacks by watching for shifts in a student’s normal mood or energy. It’s the student who is suddenly staring at a blank page, the one who is unusually snappy with a friend, or the kid who looks like they haven't slept. When someone who is usually engaged starts putting their head down or checking out, it’s a clear sign they are dealing with something heavy that makes it hard to focus on a math problem.
ReplyDeleteTo help out, I try to make the classroom a place where they feel comfortable. I'll give them a bit of extra time on a task or let them work in a quieter spot.
Consider the “invisible backpack” as described by Dr. Fox. How can you recognize these invisible backpacks when they enter your classroom? What can you do to help lighten the load these students carry?
ReplyDeleteOh man this was impactful. The difference between the art teacher and the highschool teacher. I will always strive to be the "art teacher". My 6th grade teacher, the one who inspired me to be a teacher, was definetely the "art teacher."
We have to build trustworthy relationships with not only our kids but their parents. We need to show how much we care. We need to have consideration. We need to have high expectations.
I teach kindergarten and it is sometimes hard for them to always articulate what they are feeling and experiencing. It is important to remember "i'm sad" "i'm mad" "i'm tired" may be their way of saying they are dealing with something really huge at home. It is important every day to make them feel loved, safe and cared for. Remind them how amazing, smart and valued they are.
The video really brought home the reminder that every student walks into our classrooms carrying things we cannot see. As educators, we often hear that we don’t always know what students are dealing with each day, and this concept really puts language to that reality. One way to better recognize those invisible backpacks is by truly getting to know our students. Building relationships helps us pick up on small shifts in behavior, mood, or effort that might otherwise go unnoticed. Those changes can signal that a student is carrying something heavier than what we see on the surface.
ReplyDeleteI also appreciated the reminder that our job is not to fix what students are carrying, but to notice it and respond with care. Behavior is communication, and what may look like disengagement or frustration can often be a reflection of what they’re holding inside. As a teacher and coach, this reinforces the importance of consistency, connection, and small daily interactions. Simple things like greeting students, checking in, and responding with patience can help lighten their load and create a space where they feel supported, even in small ways.
Consider the “invisible backpack” as described by Dr. Fox. How can you recognize these invisible backpacks when they enter your classroom? What can you do to help lighten the load these students carry?
ReplyDeleteMy cooperating teacher was the greatest example of connection, which included her knowledge of her students personal lives. She knew things without being intrusive, if that makes sense. She had a keen understanding of the population of the school and worked intentionally to gain their trust. I strive to do the same by creating a positive relationship with both my student and their families. I appreciate Dr. Fox's comments on being trustworthy. Being someone a child knows they can count on and go to when needed. I try to be attuned to differences in a child's demeanor from day to day. Maybe even from morning to afternoon.
I also completely agree with the idea that high expectations are key. Who am I to limit what/who they become? In addition, I believe a student who knows their trusted adults have high expectations of them understand (if explicitly told to them) that it is out of great care for them, their happiness and their success. Hopefully rising to those expectations soon follows.
Every student that walks into every school has their own invisible backpacks. For teachers to recognize signs that a student's invisible backpack is over full requires educators to build those relationships, building empathy in their classrooms, building trust and creating a classroom culture that supports students, other educators and yourself as an educator to "unpack" their backpack. When I think about how I can lighten the load of my student's invisible backpacks, I immediately think about my daily check ins with students. Right now I am not checking in with each one of my students and I would like to change that. One way to lighten the load of their backpacks is checking in each day to make sure their basic needs are met.
ReplyDelete“Invisible backpacks” are recognized by connecting with your students. Pay attention to conversations and genuinely care and listen when you are talking with your students. Also, ask questions and pay attention to your students and care about what they care about. These suggestions will help your student to lighten their load and help them carry the load as they will feel seen and heard. They will feel the support as well. These students may not be as close to you as your dearest friends but as we are learning in the book, these children need to have someone to show them "how to" or in Dr. Fox's situation, how "not to" do it. This is an extremely heavy topic, draining and just plain hard and I am a 44-year-old adult, it has to be even tougher for our students that are drastically younger.
ReplyDelete