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Review

Trauma-Informed School Strategies for SEL and ACE Concerns during COVID-19

1
Department of Psychology, University of Windsor, Windsor, ON N9B 3P4, Canada
2
Faculty of Education, University of Windsor, Windsor, ON N9B 3P4, Canada
3
Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada
*
Author to whom correspondence should be addressed.
Academic Editor: Lieven Verschaffel
Educ. Sci. 2021, 11(12), 796; https://doi.org/10.3390/educsci11120796
Received: 13 October 2021 / Revised: 10 November 2021 / Accepted: 26 November 2021 / Published: 7 December 2021
The precarious circumstances associated with the COVID-19 pandemic have raised important questions concerning the potential impact on child and adolescent development. For instance, how might this disruption influence social and emotional learning (SEL) and affect adverse childhood experiences (ACEs)? Moreover, what protective practices may be put in place to mitigate risks? The purpose of this critical review is to engage with these questions. Relevant research findings published before and during pandemic contexts are presented. Connections between SEL, ACEs and past social disruptions are substantiated in the literature. Additionally, preliminary evidence has elucidated variables associated with ACEs and SEL concerns during the pandemic. For instance, research suggests that students from socially disadvantaged positions may be disproportionately impacted by these issues. Actionable trauma-informed recommendations for educators are discussed, including creating safe school environments and adopting a strength-based perspective. View Full-Text
Keywords: social and emotional learning (SEL); adverse childhood experiences (ACEs); trauma-informed practices; COVID-19; review; recommendations social and emotional learning (SEL); adverse childhood experiences (ACEs); trauma-informed practices; COVID-19; review; recommendations
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MDPI and ACS Style

Scott, J.; Jaber, L.S.; Rinaldi, C.M. Trauma-Informed School Strategies for SEL and ACE Concerns during COVID-19. Educ. Sci. 2021, 11, 796. https://doi.org/10.3390/educsci11120796

AMA Style

Scott J, Jaber LS, Rinaldi CM. Trauma-Informed School Strategies for SEL and ACE Concerns during COVID-19. Education Sciences. 2021; 11(12):796. https://doi.org/10.3390/educsci11120796

Chicago/Turabian Style

Scott, Jesse, Lindsey S. Jaber, and Christina M. Rinaldi. 2021. "Trauma-Informed School Strategies for SEL and ACE Concerns during COVID-19" Education Sciences 11, no. 12: 796. https://doi.org/10.3390/educsci11120796

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