Antoinette Brooks
Joynina Jones is opinionated, sometimes awkward and has more than her fair share of embarrassing moments too. But Joynina faces more than everyday school drama. She also has sickle cell disorder – a condition that affects her red blood cells and causes excruciating pain. And she shares all her experiences, plus life lessons she picks up along the way, in her uplifting and funny journal, The Secret Diary of Joynina K. Jones.
As a child, I was an avid reader, but I didn’t see children like me, who had the dual experience of living with health issues and came from immigrant backgrounds, reflected in stories I read.
I was inspired to write this story due to my own childhood experiences of living with a long-term health condition and being part of the sickle cell community. As a child, I was an avid reader, but I didn’t see children like me, who had the dual experience of living with health issues and came from immigrant backgrounds, reflected in stories I read.
I knew firsthand what it was like to miss several weeks of school at a time, only to return to find that friendship dynamics had completely changed and a sense of pressure when faced with a mountain of schoolwork to catch up with.
Joynina is an ordinary girl who readers can root for as she navigates her friendships, her flaws, the challenges she faces and her triumphs too. It can be seen both as a mirror so children in a similar situation can see themselves reflected in the accessible diary style book, and as a window so non-disabled children have the chance to see a life that differs from their own experience.
At the start, Joynina thinks that if she didn’t have a health condition she wouldn’t have lost her BFF to her class archenemy. She wouldn’t have to explore her feelings in a diary, and she wouldn’t have to listen to the mysterious Sarah Summers and her positivity vlogs. But as she writes her journal, documenting and doodling events in her everyday life, she starts to find ways of enhancing her emotional wellbeing. With the support of her family, her friend Ravi, and even Sarah Summers’ regular updates on how to embrace positivity, she discovers that it’s possible to flourish. Not by minimising or ignoring her feelings, but by improving her wellbeing and focusing on her strengths, gratitude and resilience and cultivating positive emotions. As she says near the end of the book: “It doesn’t mean I won’t find things hard at times, that’s normal, but I learnt to search for good things too no matter how small.”
If you’re a teacher seeking ways to support students like Joynina, here are 10 tips that might help them reconnect:
1. Ideally, chat with the student or their families before they return to know how best to give support. Some pupils might feel self-conscious about returning and prefer a gentle welcome back instead of having attention being drawn to themselves. Allow them to ease back into school life gradually – perhaps with a phased return of doing half days, missing some lessons until they are stronger, or even timing the return toward the end of the week, so they have the weekend to recuperate.
2. Don’t allow the use of language such as “You were so lucky to be away” or “So you’ve decided to join us today,” which can undermine the pupil’s experience. If they have to miss school, discuss ways that they can still feel part of the class, perhaps with recorded lessons or checking in.
3. It can feel awkward returning after an absence. Subtly grouping the child with classmates who are kind and empathetic might stop them feeling left out, especially if friendship groups are already formed, in the hope that it can continue into the playground later and help pupil feel included.
4. Let them know it’s okay to ask for help if needed, and check-in with them privately at times to foster a sense of trust and feeling that they are being supported. Some pupils will need emotional support as well as academic, especially if they don’t have families as supportive or understanding as Joynina’s.
5. Focus on the essential work they need to do to catch-up. Help them realise they don’t have to do everything in order to reduce stress.
6. Let the pupil sit where they feel comfortable if possible. Even sitting for too long near a draughty window, or in an environment where the temperature is too cold can trigger painful episodes in some pupils. Some pupils might benefit from sitting near a radiator or changing seats if they are too near the window. Also, provide a discreet way that they can leave the class for a break if they or unwell without having to explain too much.
7. Celebrate their strengths. Sometimes it’s not about catching up academically or taking part in lessons which are too physically demanding, but encouraging their strengths and abilities in other areas, and celebrating those so they still feel a sense of achievement.
8. Share any contributions the pupil can make in a positive way that can be celebrated with the class.
9. Don’t read someone’s body language (e.g. leaning on the desk or not taking part in class discussions) and assume that they’re disinterested in the lesson. They could be doing their best to manage fatigue or tiredness without stating it directly.
10. If appropriate, encourage them to keep a journal to express their feelings and enhance their wellbeing like Joynina!
Antoinette Brooks is the author of The Secret Diary of Joynina K. Jones, part of the Big Cat Read On series.