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ERIC Number: EJ1354775
Record Type: Journal
Publication Date: 2022-Oct
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-2476-194X
EISSN: N/A
What to Do When the Kids Aren't Alright
Christian, Ginger; Quinn, Megan; Foley, Virginia
Learning Professional, v43 n5 p34-38 Oct 2022
In the aftermath of the acute phases of COVID-19, some schools are adopting trauma-informed, high-leverage practices to help educators and students cope with the psychological impact of the pandemic on learning. Given the scope of the pandemic's devastation, scattershot approaches are not enough. A systemic approach is needed to ensure that all educators and students can benefit from trauma-informed approaches. East Tennessee State University and Unicoi County Schools recognized the value of developing and sustaining a partnership to build strategies and leadership capacity for trauma-informed systems. Seeing the need for professional learning, coaching, and assessment tools, the professors and researchers at the Strong Brain Institute and Educational Leadership and Policy Analysis Department developed a five-year strategic partnership with the school district to design a pre-K-12 resilient schools district model so students will receive a continuum of services through elementary, middle, and high school transitions. This article discusses how the trauma-informed system highlights social and emotional learning and resilience and how they are connected to academic excellence and college and career opportunities.
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/the-learning-professional/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education; Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A