Given the uncertain times caused by the COVID-19 pandemic, disruptions to daily routines and the loss of the structure and social interaction the school day once provided, children and parents may be experiencing heightened anxiety, stress or depression.

“There’s a lot of anxiety out of those unknown things that you can’t control like unemployment, or not being in school,” Intermountain Clinical Director Katie Harlow said.

Intermountain provides child and family therapy in addition to emotional and mental-health services for Bigfork and Whitefish school districts, and the agency has a referral list that has grown due to recent events.

Families may once again find themselves adjusting to change as the response to the COVID-19 pandemic evolves.

In addition to a stay-at-home directive being lifted on Sunday, Gov. Steve Bullock announced the school closure order, which started March 16, will be lifted May 7, giving school boards the option to return to the classroom. Some schools in the valley have opted — or are in the process of getting board approval — to continue with remote learning for the remainder of the school year, which ends in June. Informing local schools’ decisions was guidance from the Flathead City-County Health Department outlining the complexity of what reopening might entail, from disinfecting spaces and maintaining social distancing, to screening and contact tracing guidelines.

Being realistic, and flexible, with what can be accomplished in a day is key while learning for thousands of students continues at home.

“How much time you can spend doing home schooling, working and taking care of other parts of your life is definitely not going to look the same as when our kids go to school every day and I think that’s OK,” Harlow said.

“Some flexibility, and grace for yourself and your children, are key to this new and big adjustment. I think different people have different capacities on how much to tackle at once,” she said.

Providing structure to the day through various activities — learning, relaxation and fun — may be helpful for families adjusting to spending more time at home together, according to the Centers for Disease Control and Prevention.

“Adults and kids are all used to structure and repetitive patterns, say if you go to school or work Monday through Friday at the same time. We take that for granted, but that gives us a lot of safety and security, so find ways to build that in when at home all day.”

NOW IN the sixth week of the school closure (which includes one week previously scheduled as spring break) staying motivated can be a challenge, but that’s not unusual even if students were in the classroom.

“Even when we’re not in this new world or chaotic time, people have days where they’re not motivated or want to do the bare minimum. As long as life is ebbing and flowing it’s OK,” she said, “When kids are really struggling I encourage parents to take the time to talk about what they’re feeling — normalizing those emotions.”

Adults are key figures in modeling coping and self-regulating skills for children.

“As adults I think it’s important how we are regulating ourselves and how are we are modeling adaptive coping skills for our kids. One way that kids learn those skills is by experiencing those through others.”

A common experience she thinks children are missing right now is connecting and interacting with teachers and friends. Social distancing can feel really isolating she said.

“Find ways kids can still have that through phone calls or video calls,” Harlow said.

Changes or cancellations to sports, field trips and rites of passage such as prom, the last day of school and graduation may elicit a grief response.

“I think we have seen a grief response from clients and families, the loss people are experiencing not being able to experience those bigger life events,” she said.

When to seek a professional depends on person’s capacity to manage change.

“If it’s too overwhelming for you or your kids, or disruptive for families, I think its a great idea to reach out for support,” she said, even if the emotions may be temporary to the current situation.

Signs that children may be experiencing symptoms of anxiety or depression may encompass significant changes in eating/sleeping habits, mood, energy levels or behavior.

“Basically, parents kind of know what their kids’ baseline is in how they function. If it changes in a significant way maybe look at how to get them help if it’s disrupting day-to-day functioning,” she said, which could mean talking to a mental health professional or pediatrician.

“I think one important thing to remember is this ‘new normal’ is not normal at all. It’s a huge life change for people and a lot of it can be pretty scary. Keep in mind if things are hard and if you feel you are not accomplishing what you think you should be, give yourself and family grace and compassion and be OK with adapting and learning moving forward and reach out to help,” Harlow said.

People seeking immediate help coping with the emotional effects related to the COVID-19 pandemic response may call the Substance Abuse and Mental Health Services Administration Disaster Distress Helpline at 1-800-985-5990 or text “TalkWithUS” to 66746.

Behavior changes to watch for in children

Not all children and teens respond to stress in the same way. Common changes may include:

• Excessive crying or irritation in younger children.

• Returning to behaviors they have outgrown (toileting accidents or bedwetting, for example).

• Excessive worry or sadness.

• Unhealthy eating or sleeping habits.

• Irritability and “acting out” behaviors in teens.

• Poor school performance or avoiding school.

• Difficulty with attention and concentration.

• Avoidance of activities enjoyed in the past.

• Unexplained headaches or body pain.

• Use of alcohol, tobacco, or other drugs.

Ways to support your child

• Answer questions and share facts about COVID-19 in a way that your child or teen can understand. The National Child Traumatic Stress Network provides talking points at: https://bit.ly/35bRaqj

• Reassure your child or teen that they are safe. Let them know it is OK if they feel upset. Share with them how you deal with your own stress so that they can learn how to cope from you.

• Children with special needs may need

• Limit your family’s exposure to news coverage of the event, including social media. Children may misinterpret what they hear and can be frightened about something they do not understand.

• Try to keep up with regular routines. If schools are closed, create a schedule for learning activities and relaxing or fun activities.

• Be a role model. Take breaks, get plenty of sleep, exercise, and eat well. Connect with your friends and family members.

Source: https://www.cdc.gov/coronavirus.

Hilary Matheson may be reached at 758-4431 or hmatheson@dailyinterlake.com.