2021
DOI: 10.3390/educsci11120796
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Trauma-Informed School Strategies for SEL and ACE Concerns during COVID-19

Abstract: 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 co… Show more

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Cited by 13 publications
(17 citation statements)
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“…Trauma‐informed practice is defined as a general strength‐based framework that allows educators to identify and address trauma in a sensitive and safe way that supports students who have experienced trauma rather than re‐traumatizing them (Crosby et al, 2020; Maynard et al, 2019; Scott et al, 2021). The trauma‐informed framework provides a lens for better understanding children, their behaviors, and the impact of their environments.…”
Section: Multi‐tiered Systems Of Supportmentioning
confidence: 99%
“…Trauma‐informed practice is defined as a general strength‐based framework that allows educators to identify and address trauma in a sensitive and safe way that supports students who have experienced trauma rather than re‐traumatizing them (Crosby et al, 2020; Maynard et al, 2019; Scott et al, 2021). The trauma‐informed framework provides a lens for better understanding children, their behaviors, and the impact of their environments.…”
Section: Multi‐tiered Systems Of Supportmentioning
confidence: 99%
“…The virtual community’s definition of a community of inquiry outlines the need for social presence involving careful consideration of the instructional tools and technology used in the online learning environment. The use of these tools provides necessary peer support and teacher collaboration to accommodate the trauma-informed student’s need for connection and collaboration (Hitchcock et al, 2021; Scott et al, 2021). In addition, regular planned teacher feedback and required parent support provide the trauma-informed student the security of a supportive culture that responds adequately to the student’s needs (Hitchcock et al, 2021; Scott et al, 2021).…”
Section: Teaching Notesmentioning
confidence: 99%
“…The use of these tools provides necessary peer support and teacher collaboration to accommodate the trauma-informed student’s need for connection and collaboration (Hitchcock et al, 2021; Scott et al, 2021). In addition, regular planned teacher feedback and required parent support provide the trauma-informed student the security of a supportive culture that responds adequately to the student’s needs (Hitchcock et al, 2021; Scott et al, 2021).…”
Section: Teaching Notesmentioning
confidence: 99%
“…After realising Covid‐19 was not ‘just a flu’ (Van Prooijen et al, 2022), scholarly attention started to engage with its consequences on various areas of life, such as healthcare and employment, as well as focusing on children's experiences around the world. This literature developed across two major themes: the effects of Covid‐19 on children's education (Castro‐Kemp & Mahmud, 2021; Crane et al, 2021; Kim et al, 2021; Scott et al, 2021; Spadafora et al, 2022; and others); and its impacts on family dynamics (Chen et al, 2021; Harrop, 2021; Limbers & Pavlov, 2021; and others). A third line of enquiry has developed to consider the emotional and mental health issues brought about by isolation and social distancing in children and adolescents (Chen et al, 2020; Crane et al, 2021; Egan et al, 2021; He & Li, 2021; Linnavalli & Kalland, 2021; O'Keefe et al, 2021; Sabaoui et al, 2021; Tebet et al, 2021; Wang et al, 2021; and others).…”
Section: The Impacts Of Covid‐19 On Children: Where Are the African C...mentioning
confidence: 99%