Return To School Can Be Emotional For Students, Warren Is Ready

WARREN, NJ — The start of a new school year brings about a lot of excitement but with some students and staff returning for the first time in 17 months it can be an emotional process. Warren School officials talked about how they are ready to offer social-emotional support.

"We are excited to have all the kids back in school. Wednesday will be the first time since March 13, 2020, that we have had 100 percent of kids in school," said Superintendent of Schools Dr. Matthew Mingle.

Sept. 1 will mark the first time in over a year for some students and staff to return to school in Warren. Along with that students and staff will also be dealing with the added stress of the pandemic.

Director of Special Education Dr. Derek Ressa said the district is prepared with counselors, psychologists, and child professionals to assist with emotional needs.

"Our main priority coming back is supporting the social-emotional wellness of students and the health and wellness of staff," said Ressa. "We are making sure there is a concerted effort amongst each school and to be in tune with those needs. We will be having regular and ongoing discussions with students not just in the classroom but on a one-to-one basis."

Ressa noted the district was proactive in helping with student's emotional health over the summer. A summer fun program was launched to offer bridge counseling with a number of counselors providing support to students.

"Families were very appreciative of that," said Ressa. "We plan to offer the same social-emotional and mental health support during the school year."

Mingle noted that the district is "fortunate" to have an outstanding student to counselor ratio.

Mingle roughly estimated the ratio is around 210 students to one counselor where the national guidance recommends 500 students to one counselor.

In order to recognize when a student needs help, the district will rely on parents, teachers and even the students themselves to reach out.

"We pride ourselves on our relationships with students. We have established routines and connections so students feel supported," said Ressa. "I am proud to be a part of a district that supports the development of the whole child."

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