There is a growing movement in schools nationwide to become trauma-informed. This report explains the why and how of trauma-informed schools and provides concrete rationale, possible action steps, and examples for creating thriving school environments.
Campaign for Trauma Informed Policy and Practice Trauma-Informed Schools Report Read More »
Loads of ideas from an occupational therapist about creating calm spaces in the early childhood classroom, including quiet soothing areas to decompress and ideas for more active calm down areas in classrooms since different kids need different strategies when it comes to sensory needs.
This resource provides an overview of the concepts of Adverse Childhood Experiences (ACEs) and childhood trauma, highlights the gaps that remain in our understanding of the impact of childhood trauma and adversity on mental and physical health, and describes how these terms (childhood trauma vs. adversity) differ. This resource also offers providers, family advocates, and policymakers recommendations for ways in which ACEs and other childhood trauma-related concepts and resources can be combined to advance care for children and families who have experienced trauma. (2021)
Beyond ACEs Resources, Adversity Screening and Impact Read More »
Culturally relevant (or responsive) pedagogy was initially conceptualized to explain the intersection of culture and teaching and to increase academic achievement in students of color. Teaching is never culturally neutral, and neither are classrooms. This brief article discusses the importance of understanding who culture influences the way teachers teach and the way students interpret what is taught.
Back to the Basics of Cultural Responsiveness: What It Is and What It Is Not Read More »
Learn about Student-run Gender and Sexuality Alliance (GSA) clubs, which are a federally protected space for young people to survive and thrive in the increasingly hostile anti-LGBTQ+ climate in schools and across the country.
As the use of SEL in schools scales up, these authors discuss the importance of working to promote a clear, consistent, and balanced understanding of what SEL does — and doesn’t — mean to implement effective SEL approaches in our schools.
A Response to Construtive Criticism about Social and Emotional Learning Read More »
Article that includes principles of practice, educator preparation, and considerations for policy makers as they build a positive school climate—where students feel a sense of safety and belonging and where relational trust prevails.
Why School Climate Matters and What Can Be Done to Improve It Read More »
Anti-racist approach to SEL takes a view that recognizes and values the diverse social and emotional skills students bring with them to the classroom. It also relates students’ individual social and emotional struggles to their lived experience with racial injustice and social inequity.
Why We Need an Anti-Racist Approach to Social and Emotional Learning Read More »
Service-learning is an approach to teaching and learning where students use academic and civic knowledge and skills to address a genuine community need. When service-learning is used in or outside the classroom, it provides ample opportunities for young people to share their voices and experiences while addressing a genuine community need. Here are ways you can support youth voice within quality service-learning instruction.
A teacher talks about setting up circle discussions to foster community in a classroom, and how they can serve academic and social and emotional purposes.
Please confirm you want to block this member.
You will no longer be able to:
Please allow a few minutes for this process to complete.
