Civility and Love

Last night we met with hundreds of SouthLake families for JK-8 Curriculum Night. I told the audience in attendance that such events take on added importance in a society increasingly skeptical about what schools teach. We make our curriculum fully accessible to parents because we have nothing to hide. Meeting face-to-face also helps us humanize each other in ways that increase empathy and trust, both necessities as we partner together for the benefit of your children.

When the Maui wildfires devastated the town of Lahaina last month, early criticism focused on the EMA Director who did not activate the county’s warning sirens. When I first heard the story, I reflexively thought, “What an idiot!” That thought persisted unchallenged in my mind for days. Then I heard an interview with the Director, Herman Andaya, who explained that the sirens were used primarily for tsunamis, and residents hearing them would likely flee inland, directly toward the fires. My entire perspective changed. I was forced to admit that I didn’t know if the decision was correct or not; I had insufficient information to form a credible opinion. I was reminded of Proverbs 18:17: “The one who states his case first seems right, until the other comes and examines him.”

In-person interaction informs our beliefs about each other. Face to face we see where our judgments have been hasty and our information incomplete. Each time we meet, whether at carline, an athletic event, a school meeting, or a fine arts performance, we build the relational capital a healthy community needs. Research consistently shows a growing incivility in America, much of it executed through digital communication fueled by online disinhibition. By contrast, I have seen a growing civility at SouthLake in recent months, perhaps because as a Christ-centered community, we are called to something even greater than civility. We are called to love.

Bible community Education Ethics Leadership

Things I’ve Learned About Education from Senior Exit Interviews

Each spring, we conduct senior exit interviews with all of our soon-to-be graduating seniors. Typically, one-third of our seniors have been at our school since kindergarten, and the vast majority since middle school. We buy them lunch and meet with them in groups of 6-8 students at a time. We ask them questions about their most memorable experiences, what they learned from their involvement in fine arts and athletics, which teachers best prepared them for college, which staff members made the biggest impact on them, how our school’s culture affected them positively and negatively, how they grew spiritually, and anything else they want to discuss in the time we have. I try to listen and say almost nothing in response. I take copious notes every year. This summer I spent some time reviewing my notes and began to realize how much these meetings have taught me. This is a summary of what I have learned so far.

Seniors can be grumpy. This is not a knock on seniors. You’d be grumpy too trying to navigate the labyrinth of AP classes, college visits, admissions essays, financial stressors, and nagging parents. When you’ve been at the same school for 14 years, you tend to get tired of that school near the end. Parents and educators have long observed that seniors tend to “soil their nest” before they leave home. Seniors still need our help more than they wish, and certainly more than they’ll admit. They have high expectations for a memorable and fun senior year, but they also have high anxiety about the future. To cope with this cascade of emotions, seniors tend to create interpersonal conflict, sabotage relationships, and generally make themselves a nuisance to those around them. The effect is that leaving home becomes a relief, for them and the adults in their lives. As a result of this phenomenon, exit interviews can become gripe sessions no matter how we try to steer the conversation. Seniors will never be as thankful as we hope, or as aware of the sacrifices people have made for them as we wish. I must check my ego and remind myself before every meeting that I can learn something from even the harshest criticism.

Every teacher gets compliments. Every teacher gets criticized. No teacher connects effectively with every student, and no student connects with every teacher. A teacher may be described as the best teacher at the school one week, and the worst teacher the next week. Students tend to pile on, joining their friends in their positive or negative assessments, even when they’ve had no direct experience with the person they are evaluating. I do not mean to discount the criticisms; they have value. Even when the facts are skewed or downright wrong, at least we learn about student perceptions, and with teens, perception is indeed nine-tenths of reality. The lesson to learn here is that teachers who seek to be popular among students are fighting a losing battle. Teens may like you for all the wrong reasons, or dislike you for all the right ones.

Students look at much of life through the lens of what they like and dislike. They assume adults do likewise. I often hear students say, as an explanation for poor performance in a class, “that teacher hates me.” If you try to correct this believe, you’ll be met with the gravest skepticism. My own children were confused to hear me say that mature teachers give little thought to who they like or dislike. Professional educators will spend hours with students they may not necessarily like in order to help those in need. In my experience, teachers operate from a deep sense of calling, not from superficial preferences. You will be hard-pressed to convince high school students of this fact.

Students place a high value on relationships with teachers. Perhaps students value relationships too highly, but nonetheless they learn more from teachers who make an effort to connect with them on a personal level. Teachers do not have to be cool to make connections and they shouldn’t try. Students are remarkably adept at detecting inauthenticity. The best teachers relax, be themselves, and show genuine concern for their students, always within appropriate boundaries. Strong relationships will pay off educationally more often than not. That said, students will attempt unhesitantly to leverage relationships for better grades. Veteran teachers know they are always being played.

Students respect teachers with high levels of professionalism. Students appreciate teachers who are well organized and return graded material in a timely manner. They give little grace to teachers who don’t keep their word or meet deadlines, but they consistently want more grace for similar failures, certainly more grace than universities are going to give them. Students admire teachers who are humble and admit mistakes, even those students who view themselves as beyond fault. Students revere fairness. They are sensitized to favoritism, sometimes see it when it isn’t there, and hate it wherever they see it, unless they themselves are the beneficiaries. Students may like teachers who are laid back and easy, but they respect teachers who are professional and make them better scholars.

Students tend to give athletics an importance disproportionate to their value. Don’t get me wrong, I am an avid believer in athletics. My wife and I spent untold hours and dollars on the athletic pursuits of our three children. Students can make great health gains and learn valuable lessons from playing sports, no doubt. And yet in the pantheon of things important to families, sports are near the top of the list for many. Student athletes see sports as a path to social acceptance, self-worth, or the college of their dreams. Parents see athletics as a path to college scholarships. Seniors tend to judge their high school experience based on the teams for which they played or cheered. Often they praise and criticize coaches with greater gusto than teachers. Students involved in fine arts sometimes feel marginalized by the prevailing athletic culture. Obviously, many of these observations are unique to our school, but I know Heads of School across the country report similar trends. Keeping sports in perspective remains a keen challenge for students, parents, and school leaders alike.

If students don’t get into the college they want, they will often blame their high school. Universities strive to make themselves appear desirable to drive up applications and drive down admissions rates. Low admission rates signal the school is elite or selective, whether it is of high quality or not. Selective universities carefully curate their incoming classes. As a result, we see highly qualified students fail to gain acceptance at a school one year, only to see less qualified students gain acceptance at that same school the following year. The game seems capricious and the outcomes increasingly unpredictable. As a result, seniors stay stressed about college nearly all year. It colors everything in their lives for many months. Applying to 7 or 8 schools on average, our seniors spend enormous amounts of time and money on the process. Some hire outside counselors because they think, often wrongly, that doing so will increase their chances of getting into their dream college. Even in this test-optional era, many seniors enroll in test prep classes and/or get private tutors to help boost their scores. They compare themselves with their peers at every step of this emotionally brutal process. Inevitably, students experience disappointment, and they sometimes blame the school (the teachers, the classes, the counselors, etc.). It is never our fault (and I do mean never), but when the stakes seem so high, and you do everything right but still miss your goal, you want someone to blame. Many inside higher ed will admit the system is broken, but it isn’t likely to change anytime soon. In the meantime, we try to reassure seniors that what they do immediately after high school does not determine who they will become in the long run. When you’re a high school senior in an academically rigorous school, however, that message can get drowned out by louder voices.

Conclusion
I get to know our seniors better than any students. They are probably my favorite group of students at our school. I find them bright, funny, filled with energy and hope, but often riddled with anxiety. I fear that as a society we put tremendous pressure on seniors to accomplish two somewhat incompatible goals. First, we want them to have the time of their lives, often hoping to live vicariously through them as they do so. Second, we want them to be fully prepared for life after high school. These two goals do not coexist well. Each year when I listen to seniors talk about our school, I am reminded of the psychological and spiritual turmoil they experience as they juggle these goals. They’ve made it this far by determination, hard work, and intelligence, but maybe we place too much on them in their final year of high school. Maybe we expect them to grow up too much in too short a period of time. Most accept the challenge and rise to the occasion, in their own way and at their own pace. I always look forward to what they become after graduation. In the meantime, I never cease to be amazed at how much I learn from them as they prepare to leave our campus.

College Education Mental Health Parenting

To My Dad on Father’s Day

When Jesus taught his disciples to pray, he began with the phrase, “Our Father.” Jesus illustrates the forgiveness of God in a story about a father who never gives up on his prodigal son (Luke 15). Scripture often compares the compassion of a father with that of God, as in Psalm 103:13, “As a father has compassion on his children, so the Lord has compassion on those who fear him.” Paul writes that we are sons of God, and His spirit within us cries out, “Abba,” an Aramaic term for father signifying both intimacy and submission.

Biblical analogies point us to the reality they represent, giving us a taste of something greater to come. I have friends, colleagues, and students who cannot fully grasp the meaning of these verses. I have known people to whom these verses bring pain or confusion. Through no fault of their own, some may never grasp the notion of God as Father on this side of eternity. Maybe one of the greatest gifts a child can get from his father is for these verses to resonate on a deep level, emotionally and spiritually. Thank you for giving me that gift.

Being a father isn’t easy. It’s not a job for the faint of heart. We have children before we really know what we’re getting into, before we understand the full weight of the responsibility. Without good role models, I don’t know how dads function. When I became a father, I had some intuitive sense of what to do, thanks to you. I often feel like a dad to about 650 students at my school, and I would likely feel the weight of that responsibility to be overwhelming were it not for you. They say more lessons are caught than taught, and I have found that to be true. Thank you for all the lessons I caught from you, the ones you taught me, the time you spent with me, the humor you brought to me, and the path you showed me. I love you. Happy Father’s Day.

Family Leadership

To my Mom on Mother’s Day:

I cannot imagine what it’s like to be a mother. I have no idea what it must feel like to conceive three children, give birth to two, but see only one live to adulthood. How do you learn to parent when you didn’t grow up in a healthy family or have a strong parenting role model? And when your prime adult years are focused on keeping a critically ill child alive, how do you find normalcy? Yet in spite of the pain and difficulty, you somehow overcame to be a good mom and grandmother. The things true of your childhood were not true of mine. Today I am thankful for what you sacrificed and endured to give me a good life.

When I became a dad, I had not read books or attended classes on how to parent. More or less I did what seemed good and right. I had examples of good parenting to fall back on and role models to emulate. I knew to spend time with my kids, to be a part of their lives every day, to let them be who God created them to be, and to nurture them toward faith in Christ. These things came somewhat naturally to me because this is how I was raised. Whatever good I have done as a parent, I owe to you and to the grace of God.

Thank you for being my mother. Thank you for sacrificing education and career to be home for me and Mark. Thank you for enduring the daily exhaustion of parenting both a sick child and a hyperactive one. Thank you for loving me and my family through all the years and different cities and homes and jobs and churches that have filled our journey. Wherever I go and whatever I do, I know I have a mother who loves me, is proud of me, and did everything in her power to give me all she could. I love you. Happy Mother’s Day.

Your son,

Matt

Family

SouthLake Christian COVID-19 Decision Timeline

Updated January 15, 2022

The following represents dates of significant COVID-19 decisions made by SouthLake leaders and some of the data informing those decisions. This timeline was constructed from email records and meeting notes. I have not included decisions of lesser significance so this timeline is not comprehensive. In a small number of instances, I list the month of an event rather than the specific day because that is what my notes indicate. I offer these records as a transparent reflection of both the enormity of the leadership challenges our administration faced as well as a testament to how many decisions were made collaboratively and on the basis of specific data from public officials, health agencies, and SouthLake parents who are medical doctors.

December 2019 – Conversations with Mr. David Rowles regarding financial implications of potential coronavirus disruptions. Conversations with Dr. Hank Capps regarding preparations for campus closures with likelihood that coronavirus will spread to our region.

January 2020 – Discussion with Executive Leadership Team (Head of School, Associate Head of School, Division Heads) about preparations for online instruction in event of campus closure.

February 2020 – World Health Organization names the novel coronavirus COVID-19. SLCA faculty meeting asking teachers to begin preparations to teach online after Spring Break; School Board updated regarding possibility of campus closure.

March 1, 2020 – Email to SLCA families announcing our intention to attend carefully to CDC guidelines and to local, state, and federal guidance regarding COVID safety. SLCA Tech Team establishes Google Classroom and Zoom as school distance learning tools, begins training teachers and students accordingly.

March 6, 2020 – Consultation with legal counsel regarding SLCA safety protocols. Business review of relevant provisions of our commercial insurance policy.

March 8, 2020 – Email to SLCA families announcing implementation of distance learning tools and restriction of school-related travel to avoid areas severely affected by COVID-19.

March 10, 2020 – NC Governor declares State of Emergency in North Carolina in response to COVID-19 pandemic. North Carolina Department of Health and Human Services (NCDHHS) and Centers for Disease Control (CDC) issue guidance recommending elimination of mass gatherings and closure of schools to in-person instruction.

March 11, 2020 – World Health Organization declares COVID-19 a global pandemic.

March 12, 2020 – SLCA suspends all non-local school-sponsored travel, cancelling field trips, the Intermediate School Disney Trip, and High School trips to Appalachian Service Project and Washington DC. North Carolina Independent School Athletic Association suspends all sports.

March 13, 2020 – City of Charlotte and Mecklenburg County both declare State of Emergency in relation to COVID-19 spread in our area. SLCA Executive Administrative Team decides the following:

  • SLCA will close a week early for Spring Break and suspend all school-sponsored travel.
  • SLCA will continue to pay full-time and part-time salaried employees and all essential hourly staff. Non-essential hourly staff will not work, including bus drivers, After School care employees, and teaching assistants. We will care for our non-essential hourly employees if closure lingers.
  • Custodial staff will deep clean the entire campus beginning Monday.
  • Instruction will resume on March 30 in an online format using distance learning tools put in place as part of disaster preparedness planning.
  • Monday March 16 we will host teacher training to finish preparations for distance learning. The training is voluntary for those with underlying health conditions that place them at heightened risk. The tech team will be available during the week by appointment for staff members who need technical assistance with distance learning plans.
  • Tuesday March 17 we will send out our Continuity of Instruction plan to school families.
  • Teachers will work at SouthLake through Friday March 20 in their classrooms or at home. Staff will dismiss for Spring Break on Friday March 20.
  • March 30 we will launch our Continuity of Instruction plan for all grades in all subjects, including PE and fine arts.

March 14, 2020 – NC Governor issues Executive Order closing schools and limiting public gatherings to fewer than 100 people across the state.

March 16, 2020 – SLCA Business Team meets to discuss financial triage plans in the event of signification fallout from campus closure; decides to pay all employees through the end of the week; School Board begins receiving regular updates about all SLCA administrative decisions related to COVID-19.

March 17, 2020 – SLCA Administrative Assistants call all school families to assess needs for online school; Tech Team makes provisions to loan laptops and/or iPads to families without devices or families with multiple children and limited devices; Business Team provides tuition credit for families needing to purchase desktop printers for home use.

March 23, 2020 – NC Governor orders public schools closed through May 15. NC Department of Non-Public Instruction issues same guidance for private schools.

March 25, 2020 – SLCA Business Team plans to continue to pay all employees, reassigning some staff to support cleaning and facilities improvements while campus is closed.

March 27, 2020 – NC Governor issues executive stay-at-home order. CARES Act signed into law by President Trump establishing the Paycheck Protection Program.

March 30, 2020 – Online instruction begins for all students, all grades, in all subjects. HS Principal begins calling every student weekly to assess academic progress and family needs.

April 2, 2020 – SLCA School Board approves school application for Paycheck Protection Program providing forgivable loans to small businesses and non-profits that retain employees.

April 4, 2020 – SLCA Administration decides to cancel senior trip to Peru and prom, to reschedule junior trip to DC, and to delay graduation. Begins plans to hand deliver yard signs and weekly gifts to graduating seniors.

April 13, 2020 – SLCA launches survey assessing the first two weeks of online instruction.

April 23, 2020 – SLCA hosts virtual Town Hall meeting discussing school’s COVID-19 response, online instruction survey results, and plans for finishing the school year. HS and MS personnel begin intervention with students struggling in the online learning environment.

April 24, 2020 – NC Governor announces schools to remain closed through the end of the school year.

April 30, 2020 – School Board Meeting to discuss federal COVID-19 relief possibilities and the establishment of an Emergency Financial Aid fund to support SLCA families with income affected by COVID-19 closures.

May 7, 2020 – SLCA hosts National Day of Prayer drive-up prayer meeting in school parking lot.

May 15, 2020 – Final day of school online. Kindergarten Graduation held outdoors. Graduation for the class of 2020 delayed until late June.

June 16, 2020 – SLCA Executive Administrative Team cancels travel for Fall 2020, including Global Next trip to Oxford, Windy Gap, and most field trips.

June 26, 2020 – SLCA Graduation Ceremonies for the Class of 2020 take place outdoors in Eagles Stadium.

June 2020 – SLCA Business Team review applications for emergency financial aid and distributes nearly $150k in assistance to SLCA families losing jobs or income as a result of COVID-19 closures. Executive Administrative Team reviews guidance from the NCDHHS and CDC regarding reopening campus to in-person instruction. HOS consults with school parents who are medical doctors to get feedback on reopening plans.

July 1, 2020 – SLCA Executive Administrative Team announces plans to reopen campus five days per week to all students and to follow all relevant local, state, and federal health agency recommendations, including classroom capacity limits, surface cleaning, hand washing, social distancing, and use of CDC approved face coverings.

July 30, 2020 – SLCA School Board formally establishes Clinical Task Force to advise the Head of School on COVID-19 related issues. Task Force is comprised of two medical doctors whose children attend SouthLake, SLCA school nurse, SLCA athletic trainer, and one member of the School Board.

August 1, 2020 – SLCA releases full school re-opening plan document to school families; promises to provide online instruction for those with medical necessity; Online Instruction Coordinator position created and new employee hired to fill the job; Covenant of Cooperation and Hold Harmless document created and released to school families for signature agreeing to follow and support school safety measures; SLCA orders CDC-approved reusable cloth masks for all students and employees.

August 4, 2020 – Faculty Workshop meets for professional development. A Christian Licensed Clinical Mental Health Counselor (LCMHC) with Center for Family Transformation conducts training for faculty on crisis intervention and post-trauma pastoral care.

August 10, 2020 – Pastor of SouthLake Presbyterian Church and Head of School begin weekly meetings to keep each entity fully apprised of all COVID-related decisions.

August 12, 2020 – First Day of Fall Semester.

August 13, 2020 – First student COVID cases reported to Head of School by a high school parent. High School closes on August 14 for contact tracing and reopens August 15. Clinical Task Force and Mecklenburg County Department of Health consulted for quarantine procedures. 23 students enter quarantine/isolation. Four students subsequently test positive for COVID-19. Director of Admissions subsequently gets training from Mecklenburg County Health Department to assist with contact tracing.

August 17, 2020 – Head of School announces cancellation of fall football based on recent COVID cases, the inability to compete while following CDC guidelines, and safety concerns expressed by SLCA staff and parents. All other sports continue, some with truncated schedules, all following CDC guidelines including use of face coverings while indoors. Most sports experience temporary disruptions due to positive COVID tests.

October 22, 2020 – CDC changes its definition of “close contact” from someone within 6 feet of a positive individual for “15 consecutive minutes” to “15 cumulative minutes.” In consultation with the Clinical Task Force, SLCA Administration decides to retain prior definition of close contact (15 consecutive minutes) because the new definition would be nearly impossible to implement and the old definition was working well at SLCA. SLCA agrees to be more nuanced in contact tracing to include as close contacts those with high-risk exposures who may not meet the consecutive minutes guideline technically but were unmasked during exposure.

November 9-10, 2020 – Five students test positive for COVID following two off-campus social events. High School moves online for two days for contact tracing. 30 students enter quarantine/isolation. SLCA Administration announces plans for online instruction for two days following Thanksgiving break as a buffer following holiday travel.

December 2, 2020 – CDC adjusts quarantine protocols allowing close contacts to exit quarantine after 7 days if they have no symptoms and test negative for COVID beginning no earlier than day 5 after exposure. After review of SLCA data and consultation with Clinical Task Force, Executive Administrative team agrees to adopt the shorter quarantine measures.

January 12, 2021 – Mecklenburg Department of Health issues a Health Directive asking residents to stay home for all but essential activities. After consultation with legal counsel and the Clinical Task Force, SLCA Executive Administrative Team decides to continue with in-person instruction based on data showing the minimal risk of in-school COVID spread when using appropriate safety protocols.

February 18, 2021 – 15 students test positive for COVID following several off-campus social events related to the Super Bowl and Valentine’s Day. 40 students and two teachers enter quarantine/isolation. High School closes February 18, 19, and 22.

March 16, 2021 – SLCA Administration announces two days of online instruction following Spring Break for students in grades 3-12.

April 12-14, 2021 – SLCA resumes Windy Gap spiritual life retreat for juniors and seniors only, testing all students for COVID in advance of the trip. Limited capacity required by Windy Gap guidelines.

May 13, 2021 – CDC announces fully vaccinated individuals can resume normal activities without use of masks except where masks are otherwise required by local, state, or federal guidelines and regulations. NC Governor subsequently lifts mass gathering and capacity restrictions but keeps in place his executive order requiring masks in Mecklenburg County, shifting decision-making about masks in schools to the NCDHHS “Strong Schools NC Public Health Toolkit.” SLCA finishes the school year with all safety protocols still in place.

May 15-24, 2021 – Senior Trip to McAllen, Texas. Our typical missions partner Peru Mission is still not functioning, so Administration decides to partner with a similarly cross-cultural mission organization. Students are tested in advance of travel and potential quarantine lodging is established. Many student participants are vaccinated and several others recovered from COVID in the 90-day period prior to departure.

May 26, 2021 – Junior-Senior Prom. All attendees tested within 24 hours prior to event.

May 28, 2021 – Graduation for the Class of 2021 takes place outdoors in Eagles Stadium. No capacity limits and masks not required.

June 2021 – Summer Enrichment Camps begin with relaxed COVID safety measures due to small size of camps, Mecklenburg positivity rate below 5%, and few COVID cases in the SLCA community.

July 9, 2021 – CDC updates guidance for schools indicating that fully vaccinated individuals do not need to wear masks except in crowded indoor settings in regions with substantial to high disease transmission (a positivity rate above 5%). Unvaccinated individuals should remain masked. (Positivity rate of 3.7% recorded for this week in Mecklenburg County.)

July 27, 2021 – CDC updates guidance for schools based on surging DELTA variant and evidence suggesting increased transmissibility for both unvaccinated and vaccinated individuals. Universal masking recommended to begin school year. Clinical Task Force consulted and concurred. (Positivity rate of 10.9% recorded for this week in Mecklenburg County.)

July 28, 2021 – Head of School posts blog explaining how SLCA makes COVID-related decisions.

August 1, 2021 – COVID Safety Plan for the 2021-2022 school year released to SLCA families relaxing most safety protocols while keeping in place contact tracing, quarantine protocols, surface cleaning, hand washing, and use of face coverings while indoors. All sports and field trips will proceed according to pre-COVID practices as long as current conditions allow.

August 8, 2021 – SLCA hosts Town Hall with Clinical Task Force doctors for all families to hear more about SLCA safety measures and the science surrounding use of masks and vaccines for COVID prevention.

September 13-17, 2021 – SLCA resumes Windy Gap Spiritual Life Retreat for Jr. High and High School Students, masking indoors as per Windy Gap requirements, and testing all students for COVID prior to departure.

October 24, 2021 – Head of School announces that when positivity rate drops to 5% or lower, SLCA will move to mask optional for all students and employees. Head of School also announces no vaccine mandates for students or employees unless required by law.

November 5, 2021 – Positivity rate for Mecklenburg County drops to 5.5%. Head of School announces mask optional policy schoolwide beginning Monday, November 8.

November 10, 2021 – SLCA Executive Administrative Team hosts Town Hall to discuss Church-School relationship and other issues parents wish to discuss. Mask usage and proposed OSHA vaccine mandate issues were raised by parents and discussed with administrators present.

January 1, 2022 – SLCA Administration announces return to mask mandatory policy as Mecklenburg County positivity rate rises above 30% and 13 COVID cases are reported to SLCA from infections during the holiday break. SLCA also adopts new isolation and quarantine protocols announced by the CDC. At their own behest, the Elders of SouthLake Church unanimously approve the school’s COVID safety protocols and the School Board is notified of the decision prior to the January 1 announcement.

January 14, 2022 – Between January 1 and January 14, a total of 13 employees and 53 students test positive for COVID, most from holiday gatherings and family exposures. While there are no classroom clusters, basketball operations shut down due to positive cases on Varsity, JV, and Middle School teams.

February 1, 2022 – As conditions at SouthLake improve, administration prepares to relax mask requirements, moving to mask optional for after school events.

February 10, 2022 – Consultation with Clinical Task Force and School Board, SLCA Administration moves to mask optional beginning February 11, 2022. Contact Tracing, isolation/quarantine protocols, and enhanced cleaning remain in place, subject to adjustment as conditions warrant. Consideration for move to mask optional include the following:

  • The positivity rate in Mecklenburg County has dropped by more than 18% in the last month.
  • Formal testing for COVID continues to drop as well.
  • Research show Omicron infections tend to be milder, especially for younger people and those with immunity from prior infection or vaccination.
  • School now has fewer than 10 active cases of COVID school wide with most set to be released from isolation by Monday February 14.
  • The Mecklenburg County Public Health Director announced on 2/9/2022 that county mask requirements could be lifted as early as the following week.
  • School moved to mask optional policies for after school activities last week with no apparent ill effect.

COVID Leadership

Going the Distance: Resources for Preventing Burnout and Compassion Fatigue in Caregivers

[The following is a presentation I gave at a conference sponsored by the Center for Faith and Health at Samford University, November 2017.]

Introduction

Burnout and compassion fatigue are known occupational hazards for caregivers.  The causes of these conditions are more complex that mere physical exhaustion.  In this presentation, I suggest three ideas that can provide assistance to caregivers for the prevention of burnout and compassion fatigue: a sense of vocation, sufficient margin, and positive social networks.

I spent much of my career in campus ministry, working as a college chaplain on six different university campuses.  My first such job was in 1990. I would wager that my professional experience is similar to many of yours in several key ways.  Chaplains are typically generalists, not specialists, because we often work with a small staff (or no staff) and limited resources.  Chaplains wear many hats.  In 25 years, I have worn many hats: pastor, preacher, teacher, professor, lecturer, counselor, advisor, mentor, supervisor, manager, administrator, coordinator, event planner, travel agent, cook, caterer, editor, chauffeur, sound technician, stage lighting engineer, web designer, graphic artist, photographer, videographer, historian, accountant, DJ, mechanic, pop culture expert, etc. The skills required to continue this work year after year include a willingness to learn quickly, to change readily, and to grow continually.  But maybe more importantly, the job requires determination, endurance, and grit.  We spend long hours, nights, and weekends, dealing with student crises, emotional meltdowns, financial burdens, family dysfunctions, addictions, mental illnesses, academic struggles, and relationship drama.  And honestly, we don’t get paid that well, yet we still love our work and the people at the center of it.  Caregiving in my field requires 10% intelligence and 90% endurance; a little bit of inspiration, a whole lot of perspiration.

I suspect that this sounds familiar to most caregivers, so I also suspect that it comes as no surprise that among the most common occupational hazards of caregiving are burnout and compassion fatigue.  A survey published in 2014 on the prevalence of depression found that over 14% of professionals working in the social services and health care sector suffered from episodes of major depression, the third worst rate of any of the 55 occupations studied. [1]  Frequent interaction with distressed clients and patients, high levels of stress, and low levels of physical activity were found to correlate with depression rates among professionals.  Rates of burnout and compassion fatigue in the healthcare sector could be as high as 60%, further pointing to the costs associated with caregiving.[2]  Additionally, a 2009 study found that nearly 66 million Americans were providing unpaid care for at least one family member.[3]  The emotional, psychological, and spiritual costs of caregiving represent significant personal and professional challenges to many. In my experience, we pay close attention to the details of caregiving, but far less attention to caring for the caregivers.

Burnout and Compassion Fatigue

The concept of burnout was first identified in the mid 1970s by the German-born Jewish-American psychologist Herbert J. Freudenberger.  He identified burnout as consisting of (1) feelings of overwhelming exhaustion, including physical and/or emotional depletion, (2) interpersonal detachment or cynicism characterized by intense negative feelings toward aspects of one’s job, and (3) a sense of ineffectiveness or lack of achievement and productivity at work.[4]  Compassion fatigue, also know at Secondary Traumatic Stress (STS), is a condition similar to but distinct from burnout.  STS is described as a state of extreme stress, tension, or preoccupation with the suffering of others to a degree that is traumatizing for the caregiver.  The key factor distinguishing STS from burnout is the presence of trauma in those for whom one is providing care, although burnout is frequently a symptom of STS, along with frustration, anger, depression, sleep difficulties, fear, intrusive thoughts, debilitating anxiety, and decreased feelings of compassion and empathy over time.  Caregivers at high risk of STS include those who are regularly involved in emotionally charged or traumatic situations, such as first responders, trauma unit workers, oncology caregivers, hospice nurses, public defense attorneys, and military chaplains.[5]

Some of the research on the prevalence of burnout and STS may shed some light on its causes.  Studies indicate, for example, that in many caregiving professions, young caregivers are at significantly greater risk of burnout than older ones. This seems counter-intuitive, does it not?  Female and unmarried caregivers are also at greater risk than male or married ones, suggesting that a sense of control over one’s life and work plays a role in preventing burnout and STS.[6]  Additionally, caregivers who report being “quite a bit” to “extremely” religious had lower levels of diminished empathy and emotional exhaustion than those who were less religious.[7] 

The key point here is that burnout and STS involve more than mere physical exhaustion. These conditions result from an absence of meaning, the lack of belief that one’s work is important or significant, and a sense of hopelessness in the face of life’s demands.[8]  These conditions are emotional, psychological, and spiritual as much as physiological, and so a holistic approach to their prevention and treatment seems clinically advisable and arguably unavoidable.

I think you agree that solutions to the problems of burnout and STS involve more than mere rest from caregiving, otherwise I would simply recommend that you go somewhere and take a nap!  But that’s not my recommendation, so it seems to me that my task as a presenter is to help provide you with some emotional, psychological, and even theological resources to help you who are caregivers for people in crisis stay in this profession and remain effective over the long-term.

Vocation

The first helpful resource that I would like to discuss is vocation.  An oft-quoted passage from the American Presbyterian writer and theologian Friedrick Beuchner serves as an effective introduction to the concept of vocation:

“Vocation comes from the Latin vocare (to call) and means the work a person is called to by God. There are all different kinds of voices calling you to all different kinds of work, and the problem is to find out which is the voice of God rather than of society, say, or the superego, or self-interest. The kind of work God usually calls you to is the kind of work (a) that you need to do and (b) that the world needs to have done. If you find your work rewarding, you have presumably met requirement (a), but if your work does not benefit others, the chances are you have missed requirement (b). On the other hand, if your work does benefit others, you have probably met requirement (b), but if most of the time you are unhappy with it, the chances are you have not only bypassed (a) but probably aren’t helping your customers much either. The place God calls you to is the place where your deep gladness and the world’s deep hunger meet.”[9]

The concept of vocation is rooted in the claim that you are the happiest and most energized when you are doing the work that bring you joy and meets a genuine need.  [e.g. cigarette sales and cardiology]  No doubt, the world needs caregivers, but if Beuchner is correct, you are not going to last very long at it unless you find some level of gladness in it.  Vocation frees you to think about your work as a calling rather than merely a job.  Your vocation and your job need not be the same thing identically.  St. Paul, the missionary who authored a considerable portion of the New Testament, was a tentmaker by trade, a job that allowed him to pursue his missionary vocation.  A job is meaningful only to the degree that it allows you to pursue your calling, and can be stifling if it does not.  A series of jobs strung together over a lifetime we call a career, and careers typically follow the paths of ambition and upward mobility.[10]  But they need not do so. 

Henri Nouwen and Albert Schweitzer provide two examples of people who forsook the enticements of career for the rewards of vocation. Nouwen was a Dutch-born Catholic Priest who left a successful academic career that included two decades of teaching at prestigious universities such as Notre Dame, Yale, and Harvard.  He left the academy at the age of 53 to live and work with physically and mentally handicapped people in a small community in Richmond Hill, Ontario, Canada. Schweitzer, a German organist, theologian, and medical doctor left behind a brilliant music career in Paris at the age of 30 and became a medical missionary in what is now Gabon, Africa.  During his first 9 months on the continent, he treated thousands of patients and performed hundreds of surgical procedures with the help of his wife, a trained anesthetist, in a hospital that he built on his own out of corrugated iron.

These men left behind prestigious careers to become caregivers.  They traded ambition for vocation.  Their work was not easy and they were not perfect – Nouwen struggled with depression and Schweitzer with exhaustion – but their stories illustrate the powerful pull of a call.  Are you called?  Do you think that you have merely inherited your work by accidental necessity?  Or do you believe that there is a divine providence that organizes our universe by matching others’ necessity with your ability?  Vocation reminds you that you are here for a reason, created for a purpose, and equipped for that purpose.

Margin

I first encountered the concept of margin in a 1995 book by that title, written by the physician Richard A. Swenson. Swenson describes margin as “the space that exists between ourselves and our limits.”[11]  Swenson observes that the stresses of modern life devour margin. Technological progress helps us do things faster, but simultaneously gives us more to do and increases the pace of life. Every space is filled with clutter.  Every moment is filled with noise.  Every dollar is spent, and probably a few more.  We have not a minute to spare.  Our relationships with family and friends weaken, we limp through life physically exhausted, sleep deprived, and emotionally drained.  We lack the time to practice genuine reflection and build true virtue.  So although scientific progress benefits us in many ways, it may also make us less likely to experience lives of meaning and purpose.  As a medical doctor who restructured his own life and practice in order to create margin, Swenson’s prescription for what he calls “overload syndrome” is fairly predictable: work less, earn less, spend less, accumulate less, exercise more, sleep more, rest more, etc. (That actually sounds like vacation to me.)  In other words, we regain margin not by making a few small behavioral changes, but by transforming the way we live entirely.

Good caregiving requires margin, doesn’t it?  We need margin for emergencies, for unexpected or unwelcomed interruptions, for serendipitous opportunities to show kindness, and for timely conversations.  Genuine compassion is difficult to schedule because caregiving is the ministry of interruptions.  Add to that the fact that many of us in this room chose our professions for reasons other than earning potential, so we are particularly subject to the economic pressure to spend more than we earn, and the resulting pressure to work harder and longer in order to earn more.  So in a profession in which margin is sorely needed, the evidence suggests that it is sorely lacking.  We need change, individually, institutionally, and culturally. 

What Swenson is suggesting, and what I am suggesting, is not unlike what Christian theologians have commended for centuries.  In the Christian classic Celebration of Discipline, Richard Foster notes that “superficiality is the curse of our age.”  By contrast, “the classical disciplines of the spiritual life call us to move beyond surface living into the depths so that we have the capacity to “be the answer to a hollow world.”[12]  Foster’s prescription for the shallow life consists of three sets of practices: the inward disciplines (meditation, prayer, fasting, and study), the outward disciplines (simplicity, solitude, submission, service), and the corporate disciplines (confession, worship, guidance, celebration).  But who has the time, or the discipline, for all of these disciplines?  Just glancing at this list of disciplines makes me tired.  And here is the irony: how many of us seek to reclaim some margin by avoiding the practice of margin-giving disciplines?  We have become very much like the proverbial woodchopper who has little time to sharpen his axe.  We know we could work more efficiently with a short break, but we feel as if we will fall hopelessly behind if we take one.  And so we continue to chop, with decreasing effectiveness, until exhaustion overtakes us, and the blade becomes almost irreparably dull.  All the while the disciplines of religious faith call to us, or more accurately, God calls to us.  “Come to me, all who are weary and heavy burdened, and I will give you rest.”  If we cannot claim the time to respond to that call, to care for our own souls, then we will not likely care well for others for very long.

Positive Social Networks

Let us turn our attention now to the network of people that you need to survive as a caregiver long-term.  In a 2012 book entitled When Our Leaders Do Bad Things, social worker and clinical psychologist Mangal Dipty argues that people fall into three categories in terms of their impact on us. There are positive, negative, and neutral people.  Positive people are those who, on the whole, contribute more to us relationally than they cost us.  Every relationship costs you something, but positive people make a net contribution to your coping resources and your margin.  Negative people, on the other hand, cost more than they contribute.  Neutral people cost about what they contribute, for zero net gain or loss relationally.  Admittedly, you cannot quantify relationships with exact precision, and relationships change such that people who were once positive can become negative and vice versa.  That said, I still find this idea persuasive, that you need a critical mass of positive and neutral people in your life so that you can help negative people.  We cannot and arguably should not spend all of our time with positive people.  Most healthy adults consider helping others an essential part of life, so we should spend some time with negative people.  The key strategy is to balance the negative people with positive to maintain balance.

The problem for us caregivers is that we are particularly at risk of spending much of our time with relationally negative people.  Notice that I am not necessarily talking about the attitude of the people who need care.  Some may have quite positive attitudes, but relationally they likely require more of us than they can give to us.  And if we surround ourselves with mostly negative people most of the time, then we will eventually be of little help to anyone.  Excessive relational negativity can lead to what University of Washington psychologist John Gottman refers to as “negative sentiment override,” a condition in which a relationship becomes conflicted to the degree that even positive messages are interpreted negatively.[13]  When you reach this state, your environment has become toxic and your physiological response to that environment changes biochemically.  Your blood pressure and heart rate increase, your brain’s ability to process information is reduced, hormones trigger your body’s most basic fight or flight instinct, and compassionate care becomes almost impossible.  Emotionally, physically, and spiritually you cannot sustain critical levels of relational negativity.  They have the power to taint your vocation and ruin your career. 

The bottom line is that we need relationships that nourish us.  All caregivers need caregivers.  We are incapable of surviving long-term in these demanding fields without resources that we simply cannot get on our own.  We are fallible and dependent creatures.  Until we admit this, we are in trouble.  When we admit this, then we are free to seek in humility what can save and sustain.  The Christian tradition calls this grace.  And I know that other religious traditions provide comparable resources. The forgiveness and compassion that was hard earned by Christ is offered to us freely, so that we in turn can offer it to others.  Grace is the relational resource that feeds our vocation, giving us the margin to run with endurance the race set before us.

Conclusion

Three years ago I took up trail running.  I have been a runner and cyclist for many years, but with age I have slowed.  So, when the Red Mountain trail system opened just seven minutes from my home here in Birmingham, I found a new hobby.  Trail running requires of me physically what my vocation requires of me spiritually.  Many trail races are longer than marathons (usually 50k or longer) and as a result, trail running is less about raw speed and more about steady progress.  Trail runners must carefully balance nutritional intake with the strategic expenditure of energy for long hours over difficult terrain.  Even the best trail runners walk or fast hike up steep inclines in the mountains.  At mile 30, every runner wants to quit and every runner needs a good reason to keep going, a calling to continue.  Slow and steady wins the race, or at least finishes it.  Strangely enough, trail running energizes me.  A weekend without a few hours on the trail seems empty, almost wasted.  The physical depletion that accompanies a dozen miles in the July heat also includes for me a reconnection with God’s creation, a time for reflection, and a rejuvenation of the soul.  Everyone needs his or her version of a good trail run.

For the surgeon and author Richard Seltzer, it is the library.  And now I’d like to quote a brief excerpt from an essay that appears in Seltzer’s book entitled Letters to a Young Doctor that will conclude and I think captures the heart of my talk today.  The essay that I abridge here is called “Toenails.”

It is the custom of many doctors to withdraw from the practice of medicine every Wednesday afternoon.  Some doctors spend Wednesday afternoon on the golf course.  Others go fishing.  I go to the library where I join that subculture of elderly men and women who gather in the Main Reading Room to read or sleep beneath the world’s newspapers, and thump through magazines and periodicals, educating themselves or just keeping up.

How brave, how reliable they are!  So unbroken is their attendance that, were one of them to be missing, it would arouse the direst suspicions of others.  And of me.  For I have, furtively at first, then with increasing recklessness, begun to love them.  Either out of loyalty to certain beloved articles of clothing, or from scantiness of wardrobe, they wear the same things every day.  For the first year, this is how I identified them.  Old Stovepipe, Mrs. Fringes, Neckerchief, Galoshes – that sort of thing.

Neckerchief is my favorite. He is a man well into his eighties with the kind of pink face that even in July looks as though it has just been brought in out of the cold. A single drop of watery discharge, like a crystal bead, hands at the tip of his nose. His gait is stiff-legged, with tin, quick, shuffling steps accompanied by rather wild arm swinging in what seems an effort to gain momentum or maintain balance.  One day, as I held the door to the Men’s Room for him, he pointed to his knees and announced, by way of explanation for his slowness: “The Hinges is rusty.”  From that day, Neckerchief and I were friends.  I learned that he lives alone in a rooming house eight blocks away, that he lives on his Social Security check, that his wife died a long time ago, and the he has no children.

One day I watched as Neckerchief , having raided the magazine rack, journeyed back to his seat. As he passed, I saw that his usually placid expression was replaced by the look of someone in pain. Each step was a fresh onslaught of it. His lower lip was caught between his teeth. His forehead had been cut and stitched into lines of endurance. He was hissing. I waited for him to take his seat, which he did with a gasp of relief, then went up to him. “The Hinges,” I whispered. “Nope. The toes.” “What’s wrong with your toes?” “The toenails is too long. I can’t get at ‘em. I’m walkin’ on ‘em.”.

I left the library and went to my office. “I need the toenail cutters. I’ll bring them back tomorrow,” I said to my nurse. Neckerchief was right where I had left him. “Come down to the Men’s Room,” I said. “I want to cut your toenails.” I showed him my toenail clippers, the heavy-duty kind that you grip with the palm, and with jaws that could bite through bone. One of the handles is a rasp. I gave him a ten-minute head start, then followed him downstairs to the Men’s Room. “Sit here.” I pointed to one of the booths. He sat on the toilet. I knelt and began to take off his shoes. “Don’t untie ‘em,” he said. “I just slide ‘em on and off.” The two pairs of socks were another story, having to be peeled off. The underpair snagged on the toenails. Neckerchief winced. “How do you get these things on?” I asked. “A mess, ain’t they? I hope I don’t stink too bad for you.”

The nail of each big toe was the horn of a goat. Thick as a thumb and curved, it projected down over the tip of the toe to the underside. With each step, the nail would scrape painfully against the ground and be pressed into his flesh. There was dried blood on each big toe.  It took and hour to do each big toe. The nails were too thick even for my nail cutters. They had to be chewed away little by little, then flattened out with the rasp. Now and then a fragment of nail would fly up, striking me in the face. The other eight toes were easy. Now and then, the door opened. Someone came and went to the row of urinals. Twice, someone occupied the booth next to ours. They’ll just have to wonder, I thought.

I wet some toilet papers with warm water and soap, washed each toe, dried him off, and put his shoes and socks back on. He stood up and took a few steps, like someone who is testing the fit of a new pair of shoes. “How is it?” “It don’t hurt,” he said, and gave me a smile that I shall keep in my safety-deposit box at the bank until the day I die. “That’s a Cadillac of a toe job,” said Neckerchief. “How much do I owe ya?” “On the house,” I said.

The next week I did Stovepipe. He was an easy case. Then, Mrs. Fringes, who was a special problem. I had to do her in the Ladies’ Room, which tied up the place for half an hour. A lot of people opened the door, took one look, and left in a hurry. I never go to the library on Wednesday afternoon without my nail clippers in my briefcase. You just never know.


[1] Lawson Wulsin, Toni Alterman, et al, “Prevalance Rates for Depression by Industry,” Journal of Social Psychiatry and Psychiatric Epidemiology (2014): 49:1805-1821.

[2] Bernie Monegain, “Burnout Rampant in Healthcare,” Healthcare IT News (April 30, 2013) online at http://www.healthcareitnews.com/news/burnout-rampant-healthcare.  Accessed July 31, 2015.

[3] Lauren G. Collins and Kristine Swartz, “Caregiver Care,” American Family Physician (June 1, 2011): 83 (11): 1309-1317.

[4] H. J. Freudenberger, “Staff Burnout,” Journal of Social Issues (1974) 30:159-165.

[5] L. R. Simpson and D. S. Starkey (2006), “Secondary traumatic stress, compassion fatigue, and counselor spirituality: Implications for counselors working with trauma.” Retrieved July 2015, from http://www.counseling.org/resources/library/Selected%20Topics/Crisis/Simpson.htm.

[6] L.L. Emanuel, F.D. Ferris, C.F. von Gunten, and J. Von Roenn eds. Education in Palliative and End-of-life Care for Oncology (Module 15: Cancer Doctors and Burnout). Chicago, IL: The EPEC Project, 2005.  Retrieved July 2015, from http://www.medscape.org/viewarticle/754366.

[7] K.M. Kash, J.C. Holland, W. Breitbart, et al. “Stress and Burnout in Oncology,” Oncology (2000) 14:1621-1633.

[8] A. M. Pines, “Burnout: An Existential Perspective” in W. Schaufeli, C. Maslach, and T. Marek, eds. Professional Burnout: Recent Developments in Theory and Research. Washington, DC: Taylor and Francis, 1993.

[9] Friedrick Beuchner, Wishful Thinking: A Theological ABC, Harper & Row, 1973, page 95.

[10] Brian J. Mahan, Forgetting Ourselves on Purpose: Vocation and the Ethics of Ambition, San Francisco, CA: Jossey-Bass, 2002, pages 9-14.

[11] Richard A. Swenson, Margin: Restoring Emotional, Physical, Financial and Time Reserves to Overloaded Lives, Navpress, 1995. A newer edition of this book was published in 2004.

[12] Richard J. Foster, Celebration of Discipline: The Path to Spiritual Growth, San Francisco: Harper Collins, 1978.

[13] John Gottman, The Seven Principles for Making Marriage Work, New York: Three Rivers Press, 1999, page 21.

Campus Ministry Leadership Theology

How SouthLake Christian Academy Makes COVID-Related Decisions

When setting safety protocols, school leaders evaluate the following:

  • Recommendations by local, regional, state, and federal health officials
  • Guidance from a task force of medical professionals associated with our school
  • The number of COVID-19 cases in the primary zip codes that feed our school
  • The percentage of COVID-19 cases in our area affecting children ages 0-17
  • The best available scientific evidence regarding the transmission and virulency COVID and its most prevalent strains
  • The best available scientific evidence regarding the effectiveness of COVID prevention measures and their associated costs and risks
  • Our capacity to identify COVID cases in our school community and follow contact tracing and quarantine protocols to contain viral transmission
  • Transparency and cooperation from teachers, parents, and students sufficient to operate safely

First, we attend carefully to health guidance from the Centers for Disease Control (CDC), the North Carolina Department of Health and Human Services (NCDHHS), and the Mecklenburg County Health Department (MCHD). Additionally, the Governor of North Carolina and the North Carolina Department of Non-public Instruction issue guidance, recommendations, and/or mandates to which we must attend. All of these agencies update their guidance regularly, but sometimes in ways that conflict with other agencies.

Second, we try whenever possible to make decisions based on conditions in the primary zip codes that feed our school. Conditions in Mecklenburg County or NC as a whole can, at any given moment, be significantly better or worse than conditions in our primary zip codes.

Third, to help us review this ever-changing volume of data and make the best decisions for SouthLake, a team of medical professionals associated with our school review all proposed COVID protocols. In the end, our Executive Administrative Team makes final decisions, seeking to balance the medically ideal with the educationally feasible. We will continually assess current conditions adjust our safety protocols as needed.

We always aim to find a path between the extremes of panic and denial. We will assess risks in a reasonable way without being paralyzed by fear or pretending the pandemic is over. We will adopt the safety measures necessary to keep our students learning in person, on our campus, as safely as possible. We know not everyone will agree with every decision we make. We appreciate the cooperation of all our families nonetheless, and we recognize that as a part of a diverse community, we must operate with mutual trust and transparency to be successful. Our children deserve nothing less.

COVID Leadership

One Year Ago …

One year ago, we closed our campus and moved to online instruction for all students. At the time, I will confess I had grave concerns about what the following months would hold for our school. How long would our campus remain closed? Would our people get sick? Would our students thrive online? Would we survive financially? How and when might we reopen our campus? These and a hundred other questions weighed heavy on my mind during long days working from home and occasional sleepless nights.

Fast forward to one year later. We are a better school today in every way. Enrollment is strong and nearing capacity as we have added four new classes in our lower school. Our financial position is sound and participation in charitable giving has grown remarkably. Our teachers have learned to navigate online learning with amazing skill and our technological sophistication as a school has developed at light speed. Our students have learned new coping skills that will pay dividends long after this pandemic ends. We all learned the value of cooperation and trust as we navigated this year together as a community.

One year after our world shut down, I feel gratitude. I am thankful to each of you for your support and cooperation this past year. We faced many issues that threatened to divide us as a community, but we remained unified in our commitment to educate and care for our students. I am thankful to the medical professionals whose wise guidance has helped us navigate the complexities of running a school safely during a pandemic. I am grateful to our teachers for the sacrifices they make every day to continue the noble work of education by whatever means necessary. And finally, I am thankful to God whose providence and protection we owe for whatever good the past year has brought us, and whose love for us in Christ drives us forward in our mission. The past 12 months have brought us precious little to celebrate, but today, we can certainly celebrate that we are still here and still doing the work God has for us, day by day, week by week, until one day all things are made new.

Academics community Education

Why I Am Thankful, Now More Than Ever, For a Liberal Arts Education

I have an undergraduate degree in French Horn Performance. I have master’s degrees in business and theology, and a PH.D. in philosophical theology. Aside from my MBA, all of my education has been in the so-called liberal arts. As opposed to concentrated vocational training in a career-specific course of study, a liberal arts education focuses on the academic disciplines of philosophy, history, language, literature, music, art, and the social sciences. Also called the humanities, these courses of study teach one to think and write and solve problems rather than merely to do a job. The humanities endeavor to make one a better person rather than merely a more credentialed one. I have never held a job that specifically requires me to have any of the degrees I hold, and yet in every job I have had, and at every stage of my adult life, I have been incredibly grateful for a liberal arts education. This is especially true now, for two key reasons.

First, closing and opening a school during a global pandemic has forced me to think carefully, critically, and calmly, skills without which I might have lost my mind or my job long before COVID could get to me. This year I have had to read and study more diligently than ever, sorting through mountains of data, discerning fact from fiction, disregarding hyperbole and speculation in order to attend to relevant information. Leading an organization during a public health crisis requires the kind of information literacy that a liberal arts education helps develop. Sure, a degree in public health would be helpful, but one cannot earn a degree to match every crisis. The abilities to learn concepts quickly and apply them appropriately are valuable precisely because they are transferrable.

Second, the racial turmoil and political polarization we have seen in recent months has exposed our inability as a nation to engage thoughtfully and productively in public dialogue on controversial topics. We are all tempted to exist in an echo chamber, listening to voices that reflect our own, viewing events exclusively through the lens of our own experience, and discounting alternative perspectives. Sustained engagement with the humanities inoculates against the kind of narrow ideology that divides and radicalizes. When we humbly subject our viewpoint to sustained critique, we are much more likely to see our own blind spots and to show empathy toward others with whom we disagree. I see no other way to live peaceably with my fellow citizens.

The free and critical exchange of ideas lies at the heart much of the western intellectual tradition from its inception. As the cost of a true liberal arts education has increased exponentially, I fear the value has been increasingly marginalized. Research shows that the humanities tend to have a moderating influence; serious students tend to view the world with less dichotomy and more nuance, less polarization and more subtlety, less estrangement and more empathy. In the process, perhaps students of the liberal arts also come to see that both politics and pandemics have less ultimate significance than matters of faith. Diseases and democracies rise and fall, but the Kingdom of God remains forever. Worry less about the schools you or your children may attend. Worry less about the fleeting social dramas that tend to occupy our immediate attention. Let us concern ourselves more intently with the kinds of people we are becoming, the kind of society we are helping to create, and the God who sits enthroned above all our fleeting and temporal concerns.

Education Leadership

SouthLake Christian Academy Reopening Plans

Introduction

The Executive Administrative Team of SouthLake Christian Academy has established a plan to return to live instruction on campus this fall. While we acknowledge that there is no risk-free way for students and teachers to return to campus, our plans intend to mitigate risk and balance the spiritual and educational needs of our students with the health and safety needs of the entire community. Attempting to resume on-campus operations during a pandemic will require careful strategy and unprecedented cooperation. We are committed to the words of our vision statement “that Christ may be preeminent in all things” (Colossians 1.18) and we take seriously the promise of our mission statement to education and disciple students “in all aspects of God’s reality.” We also know that we have an obligation to the common good, to love our neighbors as we love ourselves. With these principles in mind, we will keep our plans flexible, our operations nimble, and our eyes attentive to changing circumstances.

Our decision to reopen campus for all students, five days per week, is based on the following considerations:

  • Monitoring the number of COVID-19 cases in the primary zip codes that feed our school
  • Monitoring the percentage of COVID-19 cases in our area affecting children ages 0-17
  • Available scientific evidence showing that children are at lower risk than adults for contracting the virus and developing severe symptoms
  • Available evidence that prevention practices such as physical distancing, hand washing, surface cleaning, and face covering (masks) significantly reduce the risk of infection
  • Mandatory COVID-19 testing for all SouthLake employees prior to the start of school
  • Enrollment caps to allow sufficient room in school classrooms to space students safely
  • Our ability to implement daily health screening and safety practices schoolwide
  • Willingness on the part of our teachers, parents, and students to return to live instruction, understanding both associated risks and prevention strategies
  • Our continued ability to provide quality online instruction during the year when it becomes necessary for students with health concerns or those in quarantine
  • Information from health officials allowing us to make precise decisions by class, grade, hallway, or building about any needed shut down of operations
  • Continuation of Phase 2 or 3 or North Carolina’s reopening plan and the absence of stay-at-home orders by government officials

Should there be an outbreak at school or increasing disease prevalence in the areas where our families live, or if local, regional, or state government officials issue stay-at-home orders or other restrictions that make campus operations impossible, SouthLake Christian Academy will shift to online instruction until conditions allow us to return to campus. The Executive Administrative Team, in consultation with local health officials, will continually assess current conditions and closely follow the latest research to adjust our safety protocols as the school year unfolds. The following document outlines details of our reopening plan that parents and students need to know. This is a long document, but we ask that you please read all of it carefully.

Executive Administrative Team

  • Matthew Kerlin, Head of School
  • Rebekah Leonard, Associate Head of School
  • Becky Makla, High School Principal
  • Mark Apgar, Lower School Principal
  • Jennifer Thomas, Middle and High School Assistant Principal

Communication

Successfully navigating the 2020-2021 school year will require clear channels of communication. Email is the official means of communication for SouthLake Christian Academy. Emails from the school to families should include SLCA in subject line and a brief description of the content. The school will send at least one weekly email communication to all families and the Head of School will send schoolwide updates on the first of each month. Teachers will send regular communication related to classroom activities. For urgent, emergency, or time sensitive communication, parents may receive a Renweb Parent Alert (text and/or voicemail). Certain times of the year may require more frequent communication than normal.

Both parents and employees are encouraged to attend carefully to all school information, particularly information related to safety protocols. As rumors tend to proliferate during stressful times, remember that the only official source of information for school operations is a direct communication from an official representative of the school. Everyone should be certain that all relevant contact information is correct in Renweb. To update your contact information, go to the “Family” tab in Renweb or the “School” tab in the Renweb app.

School Calendar and Attendance

School will begin as scheduled on August 12. Fall Break will be October 5-9 and Thanksgiving Break will be November 23-27. Other relevant dates will be updated and posted on our website at southlakechristian.org at About > School Calendar prior to the first day of classes. Calendar dates are subject to change this year as needed to protect instructional time or promote safety.

Attendance policies for the coming school year have been revised. For the 2020-2021 academic year, students will be allowed 10 absences for semester-long classes and 20 absences for year-long classes, twice the number of allowed absences from last year. This should prevent students from feeling pressure to attend school when they are showing symptoms of any illness. Furthermore, should a student contract COVID-19 or be required to quarantine because a member of his/her household is being tested or tests positive, we will seek to provide online instruction and suspend normal attendance policies provided we receive documentation of the positive COVID test. Documentation allows us to isolate potential spread of the virus and to assure that we make attendance allowances fairly and accurately.

If online instruction becomes necessary, students will be expected to participate fully unless illness prohibits it. In cases of illness, we will provide grace and reassurance, doing our best to help students make up any work missed. The school may make additional changes to policies for assignments, grading, and exams as needed to effectively facilitate any necessary online learning.

Health Screening, Hand Washing, Cleaning

Each student will have a temperature check every morning. Students with a temperature of 100.4 or higher will be isolated and sent home. Parents should be familiar with COVID-19 symptoms, including:

  • congestion, sore throat, runny nose
  • recent loss of taste or smell
  • worsening cough, shortness of breath
  • nausea, vomiting, diarrhea
  • fever, muscle aches, unusual fatigue

Students with any of these symptoms should stay home and seek medical attention from a physician to determine whether a COVID-19 test is needed. A signed commitment to this effect appears on the final page of this document.

We will make time in our daily schedule for students to wash their hands on a regular basis. Students who change classes (grades 5-12) will wash hands between every class using staggered dismissals and assigned sinks. Students in self-contained classrooms will wash hands at least every 90 minutes. Sinks have been added in all JK-2nd grade classrooms to minimize hallway traffic. All bathrooms will be equipped with both electric dryers and paper towel dispensers. Students are encouraged to use paper towels to open bathrooms doors upon exit.

All surfaces used in class will be cleaned between classes with a cleaning solution approved by the CDC to kill viruses and bacteria. Except in cases where we have a student with a chemical allergy, we will use a properly diluted and safe solution of water and chlorine bleach, paper towels, and gloves. In grades 5-12, students may use masks and gloves to assist with surface cleaning between classes.

Face Coverings/Masks

Students and employees will be required to wear an approved face covering (mask) when they arrive at school, when they transition between classes or lunch, when they are dismissed from school, and any other time when physical distancing is not possible. Administrators and teachers may require masks at any time during the day as they deem it appropriate to protect the safety of students or teachers who may have a heightened risk of infection or complication from the virus. We will begin the semester wearing masks anytime we are indoors, but our aspiration will be to relax use of masks when seated and spaced in classroom as health conditions in our area allow. Students with health problems that might prevent them from wearing a mask in certain settings should submit documentation from a primary care physician to that effect. In such cases, we will consider exceptions to our mask policy on a case-by-case basis. All parents and guests entering a school building will be required to wear a mask.

We will provide three washable cotton/poly masks for each student. Additional masks may be purchased from the school. We recommend that you use the masks we provide for a few days to test for comfort, breathability, and fit before purchasing more. Cotton/poly masks should be washed and hung to dry after each day of use. In addition, students may use a standard disposable light blue surgical mask. Disposable masks should be used for no more than one day. No other types of masks or face coverings will be allowed except by written recommendation from a primary care physician. We will consider such situations on a case-by-case basis.

School Arrival

School buildings will open at 7:15 AM each morning. No student will be allowed to enter a school building prior to 7:15. Students should not be left at school unattended before 7:15. Students should wear masks as they enter school buildings each morning.

  • JK – 8th grade students will arrive at Hampton Hall and proceed to the lower level until 7:30 when they will go their classes. Students in grades JK – 8th who arrive at 7:30 or later will go directly to their classrooms.
  • High School students will enter Wilcox Gym upon arrival and will leave for their A block classes at 7:30. High School students arriving at 7:30 or later will go straight to their A block classes.

Class Transitions

  • Students in grades JK-4 will transition to PE, specials, and recess by grade and separated from other students.
  • Students in grades 5-6 will change classes as normal.
  • Grades 7-12 will change classes in a staggered format, one-half of each class dismissing at a time, separated by five minutes to minimize hallway traffic. Students will be allowed to use backpacks should they wish to do so to avoid the need to go to a locker after each class period.

School Dismissal

Students in grades JK-6 will dismiss at 2:30 as follows:

  • 2:30 PM – car riders will dismiss for the pavilion
  • 2:40 PM – After School students will move to the Lower Level of Hampton Hall
  • Late Wait students will remain in their classrooms until 3:10 and then dismiss for the pavilion

Students in grades 7-12 will dismiss at 3:10 as follows:

  • 3:10 PM – bus riders and students picked up by a parent or guardian dismiss for the pavilion
  • 3:20 PM – student drivers and their siblings dismiss to cars

Classrooms

We have established a maximum capacity for each classroom on campus that allows us to separate students by approximately 6 feet from nose to nose in each classroom. Most Hampton Hall classrooms will seat 18 or fewer students. Most Wilcox classrooms will seat 16 or fewer students. First Building classrooms seat between 12 and 18 students. On the rare occasion that a class size exceeds designated limits, that class will be moved to a larger area on campus such as the First Building Commons, Mezzanine, Library, or lower level of Hampton Hall. School HVAC systems will be adjusted to provide maximum air circulation and classroom doors and windows may remain open as weather and security precautions allow.

Chapel

To start the semester, Wednesday chapel services will be pushed entirely into individual classrooms through livestreaming and video curriculum. Our aspiration is to transition to in-person chapel services when circumstances make it safer for large gatherings. In the first stage of that transition, chapel services on will operate on a rotation.

  • JK and K classes will alternate weeks with grades 1 and 2, attending chapel in person in the First Building Commons (8 AM) one week and holding chapel in individual classrooms the next.
  • Grades 3and 4 will hold chapel together each week in the First Building Commons (11:25 AM).
  • Grades 5 and 6 will alternate weeks with grades 7 and 8, attending chapel in person in the Wilcox Gym (8 AM) one week and livestreaming chapel in their A Block classes the next.
  • Grades 9 and 10 will alternate weeks with grades 11 and 12, attending chapel in person one week in Wilcox Gym (9 AM) and livestreaming chapel in their A Block classes the next.

Lunch and Breaks

Our Hot Lunch Program allows students to pre-order food from area vendors who prepare and package meals off campus and deliver to SouthLake. We keep the food warm and serve it to students during one of three designated mealtimes. Most meals and breaktime snacks will be eaten in classrooms during the first few days of school. To minimize crowds in our lunchroom, we will deliver lunches to classrooms whenever possible.

  • Teaching assistants and lunch volunteers will deliver lunches to students in grades JK to 4.
  • Students in 5th to 8th grades will wear masks and dismiss to get lunch on a staggered schedule by grade, and then return to classrooms to eat.
  • High School students will wear masks and depart for lunch staggered by cohorts to wash hands, get food, and then return to B block classes to eat.
  • Each stairwell will facilitate one-way traffic only. After the first few days of classes, students may eat outdoors in our pavilion and other designated areas on a rotational basis, as the weather allows.

Because some students have food allergies to nuts and nut-based products, each classroom will have 1-2 desks that are designated nut free and marked accordingly. Students with nut allergies should always sit at a nut free desk in each classroom they use. Teachers will strictly monitor to be sure that only nut free meals and snacks are consumed at nut free desks. Some classes with students having a severe nut allergy may be asked to bring only nut-free snacks at the discretion of the teacher and our school nurse.

School Supplies, Curriculum, and Library

We are purchasing additional supplies and textbooks to limit the need to share resources in the classroom. When technological devices must be shared by students they will be cleaned appropriately. We are purchasing additional art supplies and redesigning art projects to limit group work. The list of school supplies that families purchase for the coming year will be shortened to eliminate items that are now expensive or difficult to find and the school will order needed supplies in bulk. The library will be used primarily as a classroom this year and library time for lower school students will be pushed into individual classrooms on rotation. STEM instruction will be incorporated into individual classes as the STEM lab will be closed and repurposed for the academic year.

Technology for Online Instruction

Online instruction at SouthLake involves three primary platforms.

  1. Renweb is our school information management system where you access student information, schedules, class resources, and grades.
  2. Google Classroom is a free online class content manager that integrates with Renweb and facilitates assignment creation, grading, testing, and file sharing.
  3. Zoom is a free online video conferencing tool. Zoom meetings require a meeting ID and password. For security purposes, students and parents entering a Zoom meeting should use their real names as they appear in Renweb.

Other online platforms may be used as curriculum dictates and we will provide training for parents and students as needed. If parents or students have a technological need, they should contact the Technology Help Desk at slcahelpdesk@gmail.com. During school hours, a member of the Tech Team will typically respond to your request for assistance within a few minutes. After-hours responses may sometimes take longer.

Bus and School Travel

We will continue to provide bus service to and from school each day. Buses will be limited to half capacity with one student per seat. Siblings are encouraged to sit together in the same seat. When weather allows, buses will travel with windows open to allow maximum ventilation. Students will be expected to wear masks during bus travel unless directed otherwise by a school official.

Travel to any scheduled school athletic events will follow the same bus protocols mentioned above. Field trips to indoor public places and all overnight travel has been cancelled for the fall semester. In some cases, we are working to reschedule trips and retreats for later in the school year.

After School Care

After School Care will operate following the same safety protocols outlined above. Parents entering a building to pick up a child from After School will need to wear a mask.

Sports

The North Carolina Independent School Athletic Association (NCISAA) governs competitive sports at SouthLake Christian Academy and other member schools. Our ability to compete this fall, and our ability to host spectators, will depend on both the decisions of the NCISAA and our assessment of the risk of each particular sport for students and spectators. At this time, the NCISAA has delayed the start of all fall sports until at least mid-August. We suspect that high risk fall sports may be further delayed. Voluntary no-contact practices for some sports may begin at the discretion of coaches and the Athletic Director. In the event that a fall sport is cancelled for the season or moved to the spring semester, we will explore all safe options for inter-squad practice and non-contact competition.

Quarantine and Contact Tracing

In the event that a student or a family member living under the same roof shows symptoms of COVID-19 or is tested for COVID-19, we will follow guidelines provided by the Centers for Disease Control (CDC), the North Carolina Department of Health and Human Services (NCDHHS), and the Mecklenburg Department of Health (MCDH) for isolation, quarantine, and contact tracing. The following are some guidelines for responding to symptoms and/or the need for testing. This list is not comprehensive nor intended to replace CDC, NCDHHS, or MCDH guidelines.

  • In the event that a student develops symptoms of COVID-19, that student should stay home and contact a health professional to determine if a test is appropriate. A student should not return to school until he/she has been cleared by a health professional to return to school, typically after testing negative and/or being symptom free for at least three days.
  • If a health care professional recommends testing for a student or any household member under the same roof, you should notify the school and members of that household should quarantine until either (a) the COVID-19 test is negative, or (b) fourteen days have passed and all household members are symptom free.
  • If a student or any household member living under the same roof tests positive for COVID-19, please contact SouthLake Christian Academy immediately. We will consult with the MCDH and relevant medical authorities to determine a timetable for return to school and to provide online instruction during needed quarantine.
  • If a student or teacher tests positive for COVID-19, we will begin the process of confidential contact tracing in accordance with the MCDH and local health officials.
  • We will handle each case of potential COVID-19 transmission on a case-by-case basis in conversation with you, the MCDH, and school medical personnel, giving you enough information to make decisions while protecting the confidentiality of our employees, students, and families.

Determining When to Close

We will take all necessary steps to prevent the spread of COVID-19 should someone in our community test positive. This includes identifying students who have had high-risk contact with a person who tests positive and notifying parents or legal guardians of the need to isolate and seek medical advice and/or testing. We have made every effort to schedule classes and school activities to keep students in smaller groups and with people in their own grades to the greatest extent possible. This will limit exposure and facilitate more precise contact tracing should it become necessary. Should a student or employee test positive for COVID-19, it may become necessary to close a class, hallway, or building temporarily (2-5 days) to consult with health officials, to clean and disinfect, and to contact trace. In each case, we will attempt to be strategic and precise with our containment measures, closing as little as possible but as much as necessary. More extensive closures would likely coincide with local or state closure mandates.

Signed Covenant of Cooperation

We have read and understand the contents of SouthLake Christian Academy’s Reopening Plan. We understand that COVID-19 has been declared a global pandemic by the World Health Organization and that COVID-19 is a dangerous and potentially deadly disease. We understand that COVID-19 is contagious and believed to spread primarily by human-to-human contact.

We understand the symptoms of COVID-19 include congestion, sore throat, runny nose, recent loss of taste or smell, worsening cough, shortness of breath, nausea, vomiting, diarrhea, fever, muscle aches, unusual fatigue, and other less common symptoms. We commit to keep our children home from school should they present any of these symptoms and to seek medical advice concerning the need for a COVID-19 test. Should my child test positive for COVID-19, we agree that we will notify the Head of School immediately so the school can help my child shift to online instruction and begin confidential contact tracing as needed to protect the health of other students and families.

We understand that health practices such as social distancing of six feet, coughing and sneezing into one’s arm, wearing masks or face coverings, washing one’s hands frequently, and cleaning surfaces thoroughly may help to prevent the spread of COVID-19. We agree to support these mitigation efforts by asking my child or children to participate cooperatively in these practices while at school as instructed by teachers and school administrators.

We understand that although SouthLake Christian Academy has put into place preventative measures to reduce the risks of disease transmission, no measures can completely eliminate the risk of exposure to COVID-19 while participating in school-related activities. Having enrolled in SouthLake Christian Academy voluntarily, we understand and acknowledge these risks and agree to assume these risks on behalf of our children for the 2020-2021 academic year. We agree that we will not hold SouthLake Christian Academy, its officers, directors, employees, agents, and representatives liable for damages of any kind caused by COVID-19.

[Document to be signed and returned to SLCA before the first day of classes on August 12.]

Education