By Sara Viveiros, Middle School Humanities Teacher at St. Andrew’s School in Barrington Rhode Island
June brought with it the sense of completion–of another school year that has come and gone. There were lessons that hit a home run and others that completely flopped. After report cards, classroom clean outs, and end of the year professional development, teachers can finally take a breath (sometimes accompanied by a drink poolside).
Students have their own euphoria that comes with the end of the year. They happily empty out their desks and their cubbies. They write the end of the year thank you notes to their teachers and begin their vacation. It is a break from tests, essays, presentations, but it certainly isn’t a break from learning.
In those two to three months away from the classroom, learning is happening. Teachers and students are learning to slow down, to reflect, and to de-stress. We are reminded of our passions, and we have the time to nourish them. We travel, we catch a yoga class, we take long walks with our dogs. We read (for fun), we write, we spend quality time with friends and family. For a glorious period of time, there are no school nights.
In education we often focus on the “summer slip.” And this is a reasonable concern that we have for our students. We don’t want a year’s worth of work to be lost to video games and scrolling on social media. We know that our students need to keep their minds active, but I fear that sometimes we forget to teach our kids the importance of rest.
It can be hard for us as teachers to model this behavior. We are often checking our emails while on vacation or revising our lesson plans over the break. We can get caught up buying new items for our classrooms or going in early to make some changes to the layout of our class furniture. And while none of this is bad, if not done after an appropriate amount of rest, it can leave us feeling less than refreshed when a new school year begins.
When we think of leaders we often think of hard-working individuals who are motivated, dedicated, and committed to their work. A quick Google search of the word leader will result in pictures of people scaling mountains, of someone pulling a team across a finish line, or a red stick-figure standing out in a sea of white. The message we are given is clear: leaders work hard, they push others to greatness, and they aren’t afraid to be different.
What the search doesn’t yield is someone sunbathing on a beach or knitting by a fireplace. The word leader doesn’t conjure up the visual of a person in sunglasses playing pickleball with friends. But, in fact, that is exactly what leaders do. Rest isn’t a luxury, it is a necessity. From heads of states, to CEOs, to mothers, leaders need to allow themselves the opportunity to recharge. Without time to take a break, no one, no matter how driven, will be able to perform at their best.
Learning what you need in order to truly rest is invaluable. Self-care is not a one-size-fits-all. For some it’s physical activity, for others, it’s a day at the spa. Just as we teach our students about different leadership styles, it is necessary to give them the opportunity to experience different means by which to unwind.
During the school year, I teach a Mindfulness class. Along with practicing leadership skills and engaging in teamwork activities, we also place an emphasis on the art of rest. We engage in breathing exercises, spend time on nature walks, journal, and create art. We utilize the basketball courts and the soccer fields on campus for some exercise. Students reflect on how these different activities make them feel. For some, spending time on the campus walking trails is the perfect way to re-engage with their classwork after feeling stuck. Others get lost in a journaling activity and feel a bit lighter after writing down what has been on their mind.
We often do body scans and check-ins before activities, and then again following them. Students are asked to tune into themselves and note how they are feeling. It’s important for them to recognize how these breaks from routine make them feel. Throughout the course of the mindfulness class, students are asked to consider what type of rest works best for them. Ultimately, my hope is not only that my class recognizes the difference between a break scrolling through TikTok and one getting some sunshine and Vitamin D, but also that they are able to identify the type of break that gives them what they need.
It’s helpful to not only understand what kind of rest you need as an individual, but also how you can make it happen. During class discussions, we talk about how we can incorporate these mindful practices into our routines. Students have time to think about parks or trails near their homes and consider when they can integrate some outdoor time into their schedule. Other students think about the layout of their home and plan time and space for quiet meditation. They learn to be intentional about their rest.
It’s important to note that rest feels especially great after hard work. Summer wouldn’t bring the same joy if the entire year were free from a school schedule. The satisfaction that comes from knowing that a break is following months of studying makes the lemonade taste just a little sweeter on those hot days. After working hard all week on an essay, Friday afternoon brings a sense of accomplishment. The same can’t be said about a weekend following shortcuts and AI plagiarism. I know that I want my students to feel like they are accomplishing something before they take their breaks. There is a satisfaction that comes with a job well done, and that satisfaction makes the breaks that follow the hard work feel even better.
As the summer develops, let’s dedicate meaningful time to rest, and let’s hope our students can do the same. It’s still July.
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Sara Viveiros is a faculty member in the Humanities Department at St. Andrew’s School in Barrington, Rhode Island. She also facilitates the Leadership Workshop, a class that helps middle school students navigate social situations, develop self-awareness and critical thinking skills, and foster leadership skills grounded in empathy. Sara attended the gcLi Leadership Lab in 2023, and was the recipient of the gcLi Leadership Grant. She recently earned a Master’s Degree in School Leadership from the University of Pennsylvania.