Social and Emotional Learning during Pandemic-Related Remote and Hybrid Instruction: Teacher Strategies in Response to Trauma
Abstract
:1. Introduction
1.1. What Is Social and Emotional Learning?
1.2. SEL during COVID-19
1.3. SEL and Trauma-Informed Practices
2. Materials and Methods
2.1. Researcher Positionality
2.2. Procedures
2.3. Survey
2.4. Interview
2.5. Data Analysis
2.6. Participant Characteristics
Teacher SEL Background
3. Results
3.1. Centering Students’ Needs in Curricular Choices
I kind of made a decision early on… the academics, they’re going to be there, but they’re not going to be my priority. These kids need connection, they need to feel, you know, a part of a community, and they need to feel like we’re all in this together. That was really important for me: to make sure that their social–emotional needs were met.
3.1.1. Focusing on Relationships
I could just, you know, take a breath and say, ‘Okay, we don’t need to keep talking about the quadratic equation. We’re going to do mindfulness’. Over Zoom I could just tell, you know, the responses were dwindling, less chats coming in, so like, ‘Okay everyone, just stand up, stretch…’
3.1.2. Building Routines and Predictability
I understand they don’t have to have, like, as structured of a routine, in terms of, like, packing a backpack, and eating breakfast… a lot of them would just sort of roll out of bed and open up their device… so I would do a morning meeting, like the full-structured—it has like four parts that takes about 30 min to complete. I normally don’t do that in the classroom, but I just found we needed something to, like, get the kids engaged and accountable for showing up on time and actually speaking and engaging with each other.
3.1.3. Creating Space to Identify and Share Feelings
Every single morning, before I even started the day and going over our norms, it was like, ‘How are you doing today?’ And the kids would show me on their fingers like 1, 2, 3, 4, 5. And each one was like a different emotion, so if I saw a 5 like they were upset or sad about something, I would jot that down. And then that would be a child that I touched base with later on in my day. ‘Hey I noticed you were at a 5 earlier today, did you want to talk about that?’, you know, and that’s when those connections would start to build, like, ‘Yeah my grandma passed away, she had COVID’… I was able to have just those intimate connections and conversations that were really raw and meaningful to them and really gave me insight into what they were going through, which would then help structure the SEL for the next days.
3.1.4. Incorporating Movement, Mindfulness, and Play
It was powerful seeing the kids actually on their screens, closing their eyes. You could see almost, like, the physical reaction too, of them relaxing… I knew they’re going through trauma right now, they’re losing family members left and right, and this is going to impact them tremendously. So we did the breathing exercises and then we would reflect… ‘How did you feel today? How did this exercise help you? Is this something you would try again in the future?’
3.1.5. Implementing Culturally Affirming Practices
‘Hey, where does your family come from? What do you think your ethnic background is?’… ‘What city in Mexico is your family from?’ so that I could try to find, like, somebody from that city even because I just think it’s really important that they believe that they can do it [be successful in school]. I think the most important part of my job, actually, is to make them believe that they can do it.
3.1.6. Providing Student Choice and Leadership Opportunities
3.1.7. Engaging and Collaborating with Families
We took the 10 min to talk to these families, get their background, like, how they were feeling about this whole situation because it was new to everybody. And just giving them that reassurance that their kids were in good hands, and we were going to make the most of it… That really did just set the year off on such a positive note.
3.2. Barriers to SEL Implementation
3.2.1. Disconnection
3.2.2. You Didn’t Know Who Was Listening to You
3.2.3. Teacher Burnout
To be honest, we were so overwhelmed just trying to get our lessons up on the website and teaching anything that we possibly could, that, you know, I didn’t want to go searching around for, ‘What can I do to make them feel better?’ you know, because I mean, I just wanted to get the day done and get off the computer.
4. Limitations
5. Discussion
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Codebook
Code | Definition | Excerpt | Frequency |
Strategies: Focusing on Relationships | Building positive student–teacher relationships as well as peer friendships | “I just say hello or good morning or hi, especially for students that are entering the Zoom, because I want them to know that I know that they’re there.” (Morgan, interview) | 35 |
Strategies: Building Routines and Predictability | Developing structures and norms in the classroom | “We need to do this [morning meetings] every day because otherwise there are just certain kids who, you could tell, would never speak or would never have their camera on.” (Erin, interview) | 27 |
Strategies: Creating Space to Identify and Share Feelings | Creating opportunities for students to recognize, identify, and share in a safe virtual space | “So I would ask them, it can be something simple, like I would get a lot of those ‘How Are You Feeling’ charts, like I would do one with emojis, or there’s a lot of different ones on the Internet.” (Erin, interview) | 27 |
Strategies: Incorporating Movement, Mindfulness, and Play | Taking breaks from remote instruction to initiate physical activity, lighthearted fun, and mindfulness | “We did a lot of mindfulness breathing motions, we did a lot of Go Noodle.” (Rachel, interview) | 34 |
Strategies: Implementing Culturally Affirming Practices | Fostering inclusivity and encouraging students to celebrate their diverse backgrounds | “It [culturally affirming practice] really does help students to feel seen and to have even just little bits of their history understood.” (Shelby, interview) | 8 |
Strategies: Providing Student Choice and Leadership Opportunities | Providing opportunities for student agency in their schedule or learning; chances for students to take on responsibility and leadership | “We still managed to have classroom jobs.” (Shelby, interview) | 18 |
Strategies: Engaging and Collaborating with Families | Communicating with families to build relationships and join together to support students | “I connected deeply with their [the students’] families, because we had to communicate.” (Elena, interview) | 21 |
Challenges: Disconnection | Challenges to genuine interpersonal connection in a remote environment | “Can’t see my students’ faces!! Don’t know if they are smiling and happy or frowning and sad.” (Ashley, survey response) | 35 |
Challenges: You Didn’t Know Who was Listening to You | Barriers and concerns when others could listen in on classroom conversations | “You didn’t know who was listening. You didn’t know who was sitting next to that kid.” (Natalie, interview) | 6 |
Challenges: Teacher Burnout | Stress and exhaustion due to demands of virtual teaching amidst a global pandemic | “I would find myself just completely drained, out of energy, every single day.” (Sonjia, interview) | 24 |
Appendix B. Participant Demographics and Teaching Background (n = 26)
Participant | Gender | Race, Ethnicity | Years at Site | School Type | Student Grade Level | % of Students in Poverty |
Alexis | Female | Black, non-Latino/a/x | 6–10 years | Public charter | Elementary | 75–100% |
Ashley * | Female | White, non-Latino/a/x | 6–10 years | Public | Elementary | 75–100% |
Anika * | Female | White, Asian, non-Latino/a/x | 6–10 years | Public | Elementary | Less than 60% |
Clara | Female | White, Latino/a/x | 26–30 years | Public | Elementary | 75–100% |
David * | Male | White, non-Latino/a/x | 17–25 years | Public | Elementary | 75–100% |
Elena * | Female | White, non-Latino/a/x | 17–25 years | Public | Elementary | 60–74% |
Erin * | Female | White, non-Latino/a/x | 6–10 years | Public | Elementary | Less than 60% |
Frederick * | Male | White, Latino/a/x | 17–25 years | Alternative public | High | 75–100% |
Gloria | Female | Other (race not provided), Latino/a/x | 3–5 years | Public | Elementary | Less than 60% |
Julieta | Female | White, Latino/a/x | 3–5 years | Public | Middle | 75–100% |
Kendall * | Female | Asian, non-Latino/a/x | 6–10 years | Public | Elementary | 75–100% |
Lee | Preferred not to say | Preferred not to say, non-Latino/a/x | 17–25 years | Public | Elementary | 75–100% |
Loren * | Non-binary/third gender | Asian, non-Latino/a/x | 6–10 years | Public charter | Middle | Less than 60% |
Mara | Female | White, Latino/a/x | 3–5 years | Public | Elementary | 75–100% |
Morgan * | Female | White, non-Latino/a/x | 3–5 years | Alternative private | Middle | 75–100% |
Natalie * | Female | White, non-Latino/a/x | 26–30 years | Public | Elementary | 75–100% |
Naomi | Female | Asian, non-Latino/a/x | 1–2 years | Alternative private | Middle/High school | Less than 60% |
Priya * | Female | Asian, non-Latino/a/x | 3–5 years | Public | Elementary | 60–74% |
Rachel * | Female | White, non-Latino/a/x | 17–25 years | Public | Elementary | 60–74% |
Ramona | Female | White, Latino/a/x | 17–25 years | Alternative public | Elementary | 75–100% |
Sandra * | Female | White, non-Latino/a/x | 1–2 years | Alternative public | High | 75–100% |
Sarita * | Female | White, Latino/a/x | 6–10 years | Public | Elementary | 75–100% |
Shelby * | Female | White, non-Latino/a/x | 11–16 years | Public charter | Elementary | Less than 60% |
Sonjia * | Female | White, non-Latino/a/x | 6–10 years | Public | Elementary | Less than 60% |
Victoria | Female | Other (race not provided), Latino/a/x | 6–10 years | Public | Elementary | 75–100% |
Wendy | Female | Asian, non-Latino/a/x | 11–16 years | Public | Elementary | 75–100% |
* Interviewee. |
Appendix C. Participant Descriptive Statistics by Data Collection Method
Surveyed Participants Only (n = 10) | Surveyed and Interviewed Participants (n = 26) | |
Gender | ||
Female | n = 9 (90.0%) | n = 23 (84.6%) |
Male | n = 0 (0.0%) | n = 2 (7.7%) |
Non-binary/third gender | n = 0 (0.0%) | n = 1 (3.8%) |
Preferred not to say | n = 1 (10.0%) | n = 1 (3.8%) |
Race | ||
White | n = 4 (40.0%) | n = 17 (65.3%) |
Asian | n = 2 (20.0%) | n = 5 (19.2%) |
Preferred not to say | n = 1 (10.0%) | n = 1 (3.8%) |
Black | n = 1 (10.0%) | n = 1 (3.8%) |
Other | n = 2 (20.0%) | n = 2 (7.7%) |
Ethnicity | ||
Latino/a/x | n = 6 (60.0%) | n = 8 (30.8%) |
Non-Latino/a/x | n = 2 (20.0%) | n = 18 (69.2%) |
Years at site | ||
1–2 years | n = 1 (10.0%) | n = 2 (7.7%) |
3–5 years | n = 3 (30.0%) | n = 5 (19.2%) |
6–10 years | n = 2 (20.0%) | n = 9 (34.6%) |
11–16 years | n = 1 (10.0%) | n = 2 (7.7%) |
17–25 years | n = 2 (20.0%) | n = 6 (23.1%) |
26–30 years | n = 1 (10.0%) | n = 2 (7.7%) |
School type | ||
Public | n = 7 (70.0%) | n = 18 (69.2%) |
Public charter | n = 1 (10.0%) | n = 3 (11.5%) |
Alternative private | n = 1 (10.0%) | n = 2 (7.7%) |
Alternative public | n = 1 (10.0%) | n = 3 (11.5%) |
Student grade level | ||
Elementary | n = 8 (80.0%) | n = 20 (76.9%) |
Middle | n = 1 (10.0%) | n = 3 (11.5%) |
Middle/High school | n = 1 (10.0%) | n = 1 (3.8%) |
High school | n = 0 (0.0%) | n = 2 (7.7%) |
% of students living in poverty | ||
Less than 60% | n = 2 (20.0%) | n = 7 (26.9%) |
60–74% | n = 0 (0.0%) | n = 3 (11.5%) |
75–100% | n = 8 (80.0%) | n = 16 (61.5%) |
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Levine, R.S.; Lim, R.J.; Bintliff, A.V. Social and Emotional Learning during Pandemic-Related Remote and Hybrid Instruction: Teacher Strategies in Response to Trauma. Educ. Sci. 2023, 13, 411. https://doi.org/10.3390/educsci13040411
Levine RS, Lim RJ, Bintliff AV. Social and Emotional Learning during Pandemic-Related Remote and Hybrid Instruction: Teacher Strategies in Response to Trauma. Education Sciences. 2023; 13(4):411. https://doi.org/10.3390/educsci13040411
Chicago/Turabian StyleLevine, Rebecca S., Rebecca J. Lim, and Amy Vatne Bintliff. 2023. "Social and Emotional Learning during Pandemic-Related Remote and Hybrid Instruction: Teacher Strategies in Response to Trauma" Education Sciences 13, no. 4: 411. https://doi.org/10.3390/educsci13040411