Trauma-informed SEL is an approach to fostering youths’ social-emotional development with practices that support all students, but is particularly inclusive and responsive to the needs of children and youth who
Status is the degree of honor or prestige linked to one’s position in a group, and Maslow identifies the importance of status in his hierarchy of needs. Educators who understand that students must seek to fulfill their need for status before cognitive needs become a priority will ensure that all students have positive and productive routes to high status in the classroom and the school community.
In shifting to distance learning, here’s how school districts can keep students’ needs and circumstances front and center.
With students dispersed, schools and our society must confront long-simmering inequities.
Gosner, S. (2020, April 3). Innovative Ways to Make Coronavirus a Teachable Moment. Retrieved May 6, 2020.
When the world feels dangerous, harnessing learning can provide some measure of clarity and perspective.
Gosner, S. & Merrill, S. (2020, March 27). From Wi-Fi to Food Drops: How Districts Are Tackling the Big Issues Now. Retrieved May 6, 2020.
Most education leaders say the U.S. has never faced anything like this before. The leader of Chiefs for Change on the short and long view as coronavirus continues.
Three language shifts teachers can make to get classroom discussions flowing.
Handelman, J. & Harrelson, R. (2020, April 9). Yoga and Mindfulness Tools for Managing Trauma. Trauma-Informed Teaching and Leading in Action, 15(15). Retrieved April 13, 2020.
In times of collective trauma, such as the global pandemic the world is currently experiencing, many students will exhibit symptoms of chronic stress—misdirected anger, a lack of confidence, and disengagement
Platt, R. (2019, October). What’s Love Got to Do With It?. Educational Leadership: Making School a Safe Place, 77(2). Retrieved April 13, 2020.
Simple but effective relationship-building strategies to help students struggling with trauma.
Souers, K. (2017, December). Responding with care to students facing trauma. Educational Leadership: Mental Health in Schools, 75(4). Retrieved April 13, 2020.
Many K–12 students are experiencing ongoing life stresses. Recognizing this can help educators respond effectively to their needs.
Paull, S. (2020, April 7). ACEs Champion Julie Kurtz Gives Every Child (and Adult) a Voice. Retrieved April 13, 2020.
Julie Kurtz hasn’t stopped creating ways to build and promote resilience in herself and others who have experienced trauma since she left her family home for college at age 18.