How to Manage our Well-Being in These Challenging Times

By Caleb Onyango

Counselling Psychologist

Makini schools

Psychologically, the Covid-19 pandemic has impacted our emotions, our thought processes and ultimately our behaviour. It is wise that we take time to untangle and point out exactly what we are experiencing during this period and perhaps why we are feeling, thinking and acting in certain ways. Understanding this makes us aware of when we are triggered and are therefore able to regulate ourselves.

Washing your hands with soap and running water is critical and will protect you against the dreaded Covid-19. It is also important to practice social distancing to control the spread of the virus. Governments around the world are implementing strategies to cushion citizens from the adverse economic effects of the pandemic. All these together with many other measures are going to go a long way in getting the society back to where it was after the pandemic is over, at least in terms of physical health and economic status. And that is obviously good news. That said, it is important to consider the effects of the pandemic on mental health too. If not checked, these effects might create a new crisis on the state of the society’s psychological wellness that could last years, or even generations, way after the pandemic is over.

We are likely to experience a range of emotions. Sense of loss, not only of lives but also of jobs and income and loss of freedom. We are also prone to depression because of that feeling of hopelessness and despair and having to process this while not having normal day to day human interactions due to the need to maintain social distance. This also makes us vulnerable to loneliness.

The pandemic has also affected how we think – the general functions of the brain. During this time, it will be normal to experience paranoia especially about having Covid-19 symptoms. Additionally, due to being high strung all the time, it is normal for us to become forgetful and experience mental fog, impaired concentration, be indecisive and even lack creativity, generally zapping our motivation to be productive.

As a result of the above and other emotional and cognitive experiences, our behaviour also does get affected as we consciously and subconsciously try to cope with effects of the pandemic in our lives. One of the ways, we might want to feel in control is by hoarding. In the face of much uncertainty stocking up beyond what we need, may be a sub-conscious way of feeling in control of ‘something’ in an out of control pandemic environment. We also experience or see in others, restlessness. This is what some parts of the world term as cabin fever, whose origin was that feeling of restlessness experienced when people have been snowed in for long periods during winter.

This restlessness may make us vulnerable to bingeing of food, television, social media etc. There is also likely to be an upsurge of drug and substance abuse for various reasons such as killing boredom or trying to cope with pandemic related stress. Conflicts are also likely to be observed among family members or even towards strangers.

It is normal to experience the emotional and cognitive responses to such a time as this of coping with the Covid-19 pandemic. That said, it is important to be aware of what one is experiencing and the reason for it as well as to know when to seek help if we find ourselves adopting harmful ways of coping as aforementioned. The great news is, there are some healthy habits we can adopt so as to minimize the effect of the stress on their lives. Some of these habits that we at Makini Schools emphasise though our pastoral care programme include:

Maintaining normalcy in terms of schedule as much as possible but being flexible to adjust to a ‘new normal’ such as home schooling and working from home. Working from home and home schooling will take a while to get used to. It is helpful to designate different spaces in the home for different activities. For example, it is important to delineate the working and schooling spaces that are different from that of social activities or meals to help disengage one activity from the next injecting some energy.
Checking in as a family will also go a long way in dealing with our emotions and run-away thoughts during this time. This can be done, for example during meal times creating a safe space to discuss what is particularly tough for each to cope with, but also a daily highlight.
Maintaining a healthy lifestyle helps reduce stress and anxiety. Eat a balanced diet – practicing portion control, stay hydrated, get enough sleep and maintain an active lifestyle.
There is abundant evidence of the positive correlation between constructive spirituality and mental wellness. Believing in a higher being provides a sense of peace and hope. Faith also provides meaning to the pain making it bearable, for example Christians may be looking at this pandemic as a way for God to reconcile humanity with Himself. Additionally, practices such as praying, meditating, listening to uplifting spiritual music all are helpful in reducing stress and anxiety.

Employing the above strategies may help us navigate this unprecedentedly difficult times. However, the effect of the pandemic may get overwhelming for some of us even after putting in their best effort to stay afloat. In the event that happens, it is prudent to talk to a professional counsellor and book an online session.

Keep safe!

#komeshacorona

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Building Executive Function Skills in Primary School Children

February 10, 2026

Executive function skills are the mental processes that help children plan, focus, remember instructions and manage their behaviour. These skills act as the brain’s “control system,” guiding how children think, learn and interact with others. In primary school, strong executive function supports academic success as well as emotional maturity, independence and positive social behaviour. For parents and educators alike, understanding how these skills develop is critical to supporting child brain development in meaningful, practical ways. What Are Executive Function Skills? Executive function skills are commonly grouped into three core areas: 1. Working memory: This is the ability to hold and use information. For example, remembering multi-step instructions. 2. Cognitive flexibility. This is the ability to adapt, shift thinking and try new approaches. 3. Inhibitory control: This is the ability to pause, resist impulses and regulate behaviour. When a child remembers their homework, switches from maths to reading and waits their turn to speak, they are using executive functioning in kids in everyday situations. These skills develop gradually and are shaped by experience, guidance and environment. This is especially true during early and primary years. Read more on why early development is important. Why Executive Function Skills Matter in Primary School In school settings, executive skills directly affect learning as well as behaviour. · Working memory in children helps them to follow lessons · Self-regulation skills for students assists in managing emotions · Improving attention in school children is essential during tasks · Impulse control in classrooms helps to reduce disruptions Learners with strong executive functioning are better able to complete tasks, organise their work, manage frustration and collaborate with their peers. These skills also support independence and help children take responsibility for routines, deadlines and their personal behaviour. Key Challenges Children Might Face Some common signs of underdeveloped executive skills include: · Forgetting instructions or losing items · Struggling to switch between different tasks · Acting impulsively or interrupting the class · Difficulty managing emotions · Poor time awareness These challenges don’t mean that a child is lazy or incapable. They often reflect developing brain systems that simply need a little guidance and practice. How Parents Can Support Executive Function at Home Parents play a powerful role in shaping executive function. Simple daily strategies can be incorporated into their day to strengthen these skills naturally. Some helpful approaches include: 1. Create Structured Routines Consistent daily routines help children predict what comes next, strengthening organisation as well as emotional regulation. 2. Use Visual Schedules Charts or picture schedules support working memory in children by making expectations visible. 3. Play Memory and Focus Games Try matching card games, Simon Says, puzzles and sequencing games. These support attention, recall and flexible thinking. 4. Encourage Problem-Solving Let children help with cooking steps, packing school bags and planning simple outings. This builds independence and cognitive flexibility in primary education. When there is strong parental engagement, there is a direct impact on executive growth. Discover more on the impact of parental involvement . Classroom Strategies for Teachers Teachers are ideally positioned to reinforce executive skills on a daily basis. Some effective classroom strategies include: 1. Task chunking - Break assignments into smaller steps to reduce cognitive overload. 2. Use of timers and checklists – These are known to improve time awareness and self-regulation skills for students. 3. Positive Reinforcement - Praise effort, strategy and reflection, not just the outcomes. 4. Mindfulness and calm-down techniques - Simple breathing, quiet corners or reflection time can help strengthen emotional control and attention. These strategies are especially valuable in supporting impulse control in classrooms and improving overall learning flow. When to Seek Extra Help If challenges persist despite consistent support, children may benefit from professional assessment. Some signs for parents and educators to watch for include: · Chronic forgetfulness · Extreme impulsivity · Emotional dysregulation · Difficulty following basic routines Educational psychologists or SEN specialists can help identify neurodivergent patterns (such as ADHD) and guide tailored interventions. Early support ensures children build confidence rather than frustration. Encouraging Growth Through Play and Daily Practice Play is one of the most powerful tools for executive development. Activities that build executive function include: · Storytelling and role-play · Group games - Consider turn-taking or rule-based games · Pretend shops or restaurants · Reflection discussions about feelings or decisions These experiences strengthen executive functioning in kids in a natural and pressure-free way. Schools that prioritise early holistic learning , such as in strong preschool systems, give children a strong base for future academic success. Conclusion: Building Brains for Life Executive function skills are not fixed traits. They are trainable abilities that grow through consistent support, practice and patience. From working memory to impulse control, these skills shape how children learn, behave and relate to others. At Makini School we aim to create a supportive environment where our educators can nurture strong thinkers, confident learners and emotionally resilient students, building not just academic success, but lifelong capability. FAQs 1. What are the three main executive function skills in children? Working memory, cognitive flexibility and inhibitory control. 2. How can I tell if my child has weak executive functioning? Frequent forgetfulness, impulsivity, emotional difficulty and poor organisation are common signs. 3. What are fun activities to boost executive function in young children? Memory games, storytelling, puzzles, role-play and routine-based tasks. 4. How do executive function skills affect learning in school? They support focus, task completion, emotional control and classroom behaviour. 5. Can executive function skills be improved over time? Yes. With regular practice and supportive environments, executive skills develop steadily throughout childhood.