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Teachers looking to make their virtual learning environments trauma-sensitive should explore some of the recommendations Brittany Collins makes in her widely-circulated opinion piece in Education Week.The Center for Educational Improvement has an informative blog that’s been focusing on different facets of caring for students in a time of the coronavirus, along with a constellation of other helpful assets.Of particular interest here are the warning signs to look for in young persons who are in crisis and a catalogue of organizations to contact if you notice a problem. Another, more detailed introduction to helping children confronted with stressful environments comes from the National Association of School Psychologists.It’s a reminder that many of the most meaningful things we can do for children during these times are simple gestures: showing empathy, offering choice, and modeling self-care. For parents and teachers looking for ways to support their children through this crisis, this handout from The Attachment and Trauma Network (ATN) is a great place to start.As you talk to students about the novel coronavirus, keep in mind the guidelines the CDC recommends for addressing this pandemic with children, who may feel disoriented, curious, or worried.
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Reports of exploitation are on the rise.įortunately, organizations dedicated to serving children navigating these challenges are showing great ingenuity in offering free online resources during this crisis. And the situation is much worse in violent homes, where students can’t escape. Even in the healthiest homes, illness, lost income, or increased responsibilities can cause strain.
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Not only do they make it more difficult to support students with ACEs, but they also create a fertile environment for intensified stress and abuse. Lockdowns present real challenges to offering trauma-sensitive learning. Trauma past or present shapes how students learn, with profound effects on educational outcomes. About half of all school-age children have suffered adverse childhood experiences (ACES). This is especially true when it comes to trauma-sensitive learners. Developing social skills and emotional intelligence may contribute just as much to a student’s personal formation as learning to read or doing long division. In a matter of days, students were learning from home.īut as any instructor knows, academic content represents a single facet of education. Principals made announcements, administrators hustled, and teachers developed lesson plans. When the threat of COVID-19 arrived, schools responded quickly.