Trauma-Informed School Strategies for SEL and ACE Concerns during COVID-19
Defining Key Concepts
- trustworthiness and transparency,
- peer support,
- collaboration and mutuality,
- empowerment, voice, and choice, and
- cultural, historical and gender issues” (p. 10).
2. Pre-COVID-19 Insights
2.1. ACEs and SEL
2.2. Past Social Disruptions
3. COVID-19 Contexts
3.1. Literature on Adversity
3.2. Literature on SEL
4. Actionable Recommendations for Educators
4.1. General Recommendations
4.1.1. Practice Contextual and Holistic Thinking
4.1.2. Seek to Understand and Address Underlying Needs
4.1.3. Build Trust, Connections, and Relationships
4.1.4. Embody Patience and Calmness
4.1.5. Remain Aware of Diversity
4.1.6. Exercise Awareness of Non-COVID-19 Traumas
4.1.7. Facilitate Safe Environments and Protect Predictability
4.1.8. Operate from a Strength-Based Perspective
4.1.9. Model and Coach SEL Skills
4.1.10. Increase Awareness of Available Support Services
4.2. Support for Educators
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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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
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/educsci11120796Chicago/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