(From left to right) Clarke Central High School counselor Darline Coleman and Viewpoints Editor Maya Cornish talk over a Zoom call on Dec. 14. According to Coleman, the impact of virtual learning on CCHS students is varied, but Coleman believes that all students can be successful with a little help. “The first thing (to do) is to reach out to both student and parents in trying to find out what’s going on (if they are struggling),” Coleman said. “Just following up more with those students, like a weekly check-in, even if it’s just a simple email or phone call (like), ‘Hey, this is Ms. Coleman. I’m just calling or (emailing) to see how you’re doing,’ because sometimes you just may not know what someone’s dealing with until you reach out to them.” Photo by Maya Cornish
Viewpoints Editor Maya Cornish: How long have you been working at Clarke Central High School?
Clarke Central High School counselor Darline Coleman: This is my first year at Clarke Central. Previously, I was at Classic City High School, which is still part of (the) Clarke County (School District). Before that I was in (the) Gwinnett County Public School (system).
MC: What brought you to CCHS?
DC: I was at Classic City and last year the (CCSD) was not sure which direction Classic City was going to go, if they were just going to phase it out and the students return to either Clarke Central or (Cedar Shoals High School), or if it was going to be phased out under the alternative school umbrella. And so with that, I guess they looked at the number of staff and a couple of us were moved. One of our (English Language Arts) teachers currently at Clarke Central was one of the staff they moved from Classic City. Originally, I was moved to an elementary school, Fowler Drive (Elementary School), and while I’m certified to do K-12, high school is my preference. And so an opening (at CCHS) came up over the summer, where one of the counselors went elsewhere, (and) so I applied for the position and was hired.
MC: What inspired you to be in this profession?
DC: It was my high school social worker. I found myself going through a very hard time when I was in high school, like most teenagers, and so the school social worker took an interest in me. She helped me, she listened (to me). And so for the longest (time) I was like, “I want to be just like Ms. (Louise Berry).” (I wanted to) be able to help students, not only with their academics, but social, emotional or any other issues they may be faced (with). So, she was pretty much my motivational factor for wanting to be a school counselor.
“I found myself going through a very hard time when I was in high school, like most teenagers, and so the school social worker took an interest in me. She helped me, she listened (to me). And so for the longest (time) I was like, ‘I want to be just like Ms. (Louise Berry).’”
— Darline Coleman,
Clarke Central High School counselor
MC: I know COVID-19 has flipped our world upside down. How have things changed for you in relation to your career?
DC: I take everything from personal to career seriously. I don’t take any little thing for granted. I miss being in a building where students are coming in my office, so that’s very different for me. In all my years as a school counselor, I’ve always had a good rapport with my students, I have (always had) an open-door policy, so not being able to see the students, especially being new, that kind of took a toll on me. (It) also made me (try) to be more creative (and) reinvent some ways so if we must remain virtual for a little longer, I’m still able to reach my students.
MC: What are some new expectations for you and how have you managed them?
DC: New expectation is dealing in a pandemic where the school year was pushed back and some (students) are handling virtual school well (while) some are not, but (then) still being able to provide the services (of) being there for them while they’re at home. It’s harder for me to read some students because (I’ll) call (them), (but) they’re not answering or they may be on Google Classroom at the time, but the expectation is making sure that I’m here, I’m available for my students. So if they need to reach me, with any concern, that I’m there.
MC: What are some common situations or issues that you’re seeing from students?
DC: A lot of our students feel overwhelmed, whether they were impacted by COVID-19, directly or indirectly, A lot of students, (as) I’m finding out, are not logging on, they’re not completing their course assignments, and these are students who were previously wonderful students with high (Grade Point Averages), but they’re just not doing well with the virtual learning at all. They (are) like, ‘Well, I feel like because I’m at home on my own, I can kind of get away with some stuff. I’m not motivated to log on.’ And some of them just prefer face to face learning. So that’s a struggle for a lot of the students right now. When we meet weekly in our (Students Resources Team) meeting, we’re discussing students who are not doing well academically or attendance-wise, and it’s just common across all of the counselors (that) we’re finding the same thing.
MC: And how are you helping the students deal and/or process those situations?
DC: So the first thing (to do) is to reach out to both student and parents in trying to find out what’s going on. It could be that they were directly impacted by (COVID-19), like someone in the house has been ill and they’re helping out or a student’s been ill themselves, or had to move (in) with another family member. And so we kind of screen to see how (they are) mentally, and based on that we develop a plan. A wonderful thing this year (is) we have hired (Claudia Ravenell) who specifically focuses on (the) social, emotional and mental health of students. So she works directly with those students one on one just to try to figure out what’s going on (and) how can we support them, so that the academic piece eventually falls back into place. Just following up more with those students, like a weekly check-in, even if it’s just a simple email or phone call (like), ‘Hey, this is Miss Coleman. I’m just calling or (emailing) to see how you’re doing,’ because sometimes you just may not know what someone’s dealing with until you reach out to them.
“A wonderful thing this year (is) we have hired (Claudia Ravenell) who specifically focuses on (the) social, emotional and mental health of students. So she works directly with those students one on one just to try to figure out what’s going on (and) how can we support them, so that the academic piece eventually falls back into place.”
— Darline Coleman,
Clarke Central High School counselor
MC: I know we’ve talked a little bit about some negatives. Have you seen any positive situations during virtual instruction?
DC: Yes, a lot. A lot of my seniors have applied to school early, (and) several of them have gotten college (acceptances and) scholarships, so those are all positive. A lot of them, despite the pandemic, they’re managing their class loads, some still have part-time jobs, but (their) grades are up. They haven’t given up, they just persevered and they’re just pushing through.
MC: I know for some students, it can be difficult to reach out to get help, or just to talk with a counselor, but what if they feel like their problem isn’t necessary to talk about, even though it is affecting them significantly? What would you say to those types of students?
DC: To those (types) of students, I always say there’s always help out there. Even as adults, sometimes we’re not willing to admit when we have any issue or problem, and you may just think, ‘I’m just tired or I just don’t like virtual learning,’ but at least give us that opportunity to hear you out into trying to help you figure out what exactly you’re dealing with. Whether it’s (a) mental issue or something else, we will guide you to that professional (that) can support you if it’s not one of us. We have the resources, we know who to refer you to. So just allow us the opportunity to at least connect and hear you out so we can figure out together what exactly you (need). It might not be something serious or it can be, but again, we’re trained professionals, we know which direction to guide you. So just allow us that opportunity. Don’t shut us out and (for) some students it’s personal. They don’t really want to discuss home life, which is clearly understandable and we respect that, but again, don’t suffer in silence. If you’re struggling with your classes or anything else, get a trusted adult, whether it’s one of us counselors, the school social worker, school psychologist, a teacher or coach, all of us are trained, we know to align the proper people in place to support you guys.
MC: So based on what you’ve seen over the semester, working with students from grades nine through 12, what advice would you give to those students, whether it’s specifically for freshmen, sophomores, juniors, seniors, or just any overall advice?
DC: I would say hang in there, let’s stay the course. Just keep doing what you’re doing. Everyone’s dealing with this. It’s difficult for all of us, whether we’re adults, teachers, district level (or) building level administrators, we’re all in this together. We can empathize with you all and we’re not insensitive. We know. It’s hard for many. We’re here, let’s all of us keep pushing through, and just remember, you’re never alone. You have a support system at Clarke Central, from the principal down to everyone in the building. So just keep pushing through.
MC: Is there anything else that you would like to add?
DC: I truly (am) enjoying my time. I’m glad that I’m part of the gladiator family this year. I hope everyone enjoyed their two week break. Again, just let’s keep fighting, stand still and it will be okay. I’m looking forward to a more positive spring. Hopefully we’ll be back in person if not the end of January, (then) February, but I don’t know, again, that’s the district’s decision. Safety first, but just you all enjoy life. Enjoy yourself. But we’re here for your education. Make sure you complete your assignments, get your grades out, earn all of your credits and just be you.
