Author:
Through navigating the differences between my schooling in Canada and Sri Lanka, I have realized how important it is for teachers to act as “beacons in the storm” for their pupils (Brackett, Rivers, & Salovey, 2019). My experience as an international student in Canada has been enlightened by the presence of educators who prioritize creating safe spaces for student expression, in contrast to my education in Sri Lanka, which was marked by a strict focus on syllabus completion and exam preparation, leaving little room for personal expression.
Teachers in Sri Lanka worked within the constraints of a strict educational system, where their main objective was to survive the storm of demands from the curriculum and examinations (Schonert-Reichl, 2017). But in the middle of this storm, there weren’t enough educators acting as beacons—teachers who could offer support, compassion, and understanding to children going through difficult times on their own. As a result, pupils frequently felt lost and unable to find comfort or express their real-life experiences in the classroom.
Contrastingly, my experience as an international student in Canada has been characterized by the presence of educators who serve as beacons in the storm, providing refuge and support amidst the challenges of academic life (Jennings et al., 2017). The curriculum at Canadian universities has been structured to provide students room to express themselves, enabling teachers to establish welcoming classrooms where students feel comfortable sharing their experiences. These instructors illuminate the way for students to utilize reflection projects, group conversations, and one-on-one encounters, empowering them to weather their storms with authenticity and fortitude.
To help our students navigate the turbulent waters of academic and personal growth, educators have the chance to assume the position of lighthouses in the storm (Brackett, Rivers, & Salovey, 2019). Our ability to prioritize empathy, compassion, and the creation of safe spaces for children to express themselves will enable us to give students a place to go during life’s storms and give them the strength and fortitude to bravely navigate their travels.
References:
Brackett, M. A., Rivers, S. E., & Salovey, P. (2019). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88-103.
Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2017). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374.
Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 137-155.
Your blog resonated with me deeply. My educational experience in China mirrors yours in Sri Lanka, where the focus on academic achievement due to the college entrance exam policy overshadows the importance of emotional support. Both teachers and parents often lack the background in Social-Emotional Learning (SEL), making it difficult for them to express empathy and compassion. Some educators themselves struggle with emotional and psychological issues.
My experience in Canada, both as a student and a parent, revealed that many teachers prioritize students’ well-being and maintain good mental health themselves. However, not all teachers meet this standard, and some remain indifferent to students’ emotional states. Hence, both in our home countries and in Canada, more funding and effort are needed to ensure teachers can truly support their students.
I loved the phrase, “beacons in the storm” to reflect teachers who show compassion and care for their students. As you both stated, this is not something taught all over the world. It requires well-trained teachers, and often teachers have also been negatively affected by their own schooling. People tend to teach how they themselves were taught. Therefore, professional training for teachers is required for them to assume the role as “becaons in the storm.”