Community circles: Mitigating the impact of trauma on the middle school student

Silverman, Jamie; Mee, Molly

doi:10.1080/00940771.2019.1650547

Cited by 4 publications

(5 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This nding was a signi cant improvement and demonstrated the achievement of regularly using mindfulness and community circles in the teachers' classrooms. Studies have shown that even the smallest mindfulness SEL [4,31] and teacher-student conversations [43] can make vast improvements, notably during traumatic times. Therefore, teacher comfort with SEL tools, such as mindfulness and community circles, may have increased the need for teacher-student relationships, which can curb mental health concerns.…”

Section: Discussionmentioning

confidence: 99%

“…The practice is expected to improve communication and understanding among classroom members, thus enhancing relationships. Silverman and Mee [43] found that community circles in a middle school classroom helped to reduce con ict and led students to feel that they were in a safe environment. A safe environment is a key part of helping students with trauma to reduce their hypervigilance and improve their ability to focus on relevant tasks.…”

Section: Community Circles Help To Reduce Trauma In the Classroommentioning

confidence: 99%

See 1 more Smart Citation

A Case Study Addressing Trauma Needs During COVID-19 Remote Learning From An Ecological Systems Theory Framework

Mahmud

2022

Preprint

View full text Add to dashboard Cite

Mental health conditions related to trauma among American children are a concern, particularly because of the impacts of the COVID-19 pandemic. Children, as students, carry the trauma they encounter with them into the classroom. Students impacted by trauma learn differently due to effects on the brain that relate to several impairments, causing them to perform poorly in school. However, teachers may not always understand this issue. This case study shows how certain dynamics within the EST layers impacted one school during the pandemic. The purpose of this study was to examine how teachers at the school experienced a trauma–informed online PD and SEL program intended to improve student outcomes, teacher perceptions, and teacher–student relationships. The six participants included teachers in a K-8 low-income, minority population charter school. The assessment tools used were the Teacher–Student Relationship Scale, Teacher Perception Scale, and Student Outcomes Survey. The teachers’ outlook on SEL improved, particularly online. This improvement helped the teachers implement community circles and SEL infused with mindfulness in their online classrooms, which may have helped them maintain their relationships with the students and may have helped the students with academic and stress outcomes. During unprecedented times, the maintenance, rather than the deterioration, of student outcomes and teacher–student relationships is an accomplishment and an area that necessitates further research.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Community Circles Help To Reduce Trauma In the Classroommentioning

confidence: 99%

A Case Study Addressing Trauma Needs During COVID-19 Remote Learning From An Ecological Systems Theory Framework

Mahmud

2022

Preprint

View full text Add to dashboard Cite

show abstract

“…This finding was a significant improvement and demonstrated the achievement of regularly using mindfulness and community circles in the teachers’ classrooms. Studies have shown that even the smallest mindfulness SEL [ 52 , 53 ] and teacher–student conversations [ 45 ] can make vast improvements, notably during traumatic times. Therefore, teacher comfort with SEL tools, such as mindfulness and community circles, may have increased their recognition of the need for teacher–student relationships, which can curb mental health concerns.…”

Section: Discussionmentioning

confidence: 99%

“…The practice is expected to improve communication and understanding among classroom members, thus enhancing relationships. Silverman and Mee [ 45 ] found that community circles in a middle school classroom helped to reduce conflict and led students to feel that they were in a safe environment. A safe environment is a key part of helping students with trauma to reduce their hypervigilance and improve their ability to focus on relevant tasks.…”

Section: Introductionmentioning

confidence: 99%

A case study addressing trauma needs during COVID-19 remote learning from an ecological systems theory framework

Mahmud

2022

BMC Psychol

View full text Add to dashboard Cite

Mental health conditions related to trauma among American children are a concern, particularly because of the impacts of the COVID-19 pandemic. Children, as students, carry the trauma they encounter with them into the classroom. Students impacted by trauma learn differently due to effects on the brain that relate to several impairments, causing them to perform poorly in school. However, teachers may not always understand this issue. This case study shows how certain dynamics within the EST layers impacted one school during the pandemic. The purpose of this study was to examine how teachers at the school experienced a trauma-informed online PD and SEL program intended to improve student outcomes, teacher perceptions, and teacher–student relationships. The six participants included teachers in a K-8 low-income, minority population charter school. The assessment tools used were the Teacher–Student Relationship Scale, Teacher Perception Scale, and Student Outcomes Survey. The teachers’ outlook on SEL improved, particularly online. This improvement helped the teachers implement community circles and SEL infused with mindfulness in their online classrooms, which may have helped them maintain their relationships with the students and may have helped the students with academic and stress outcomes. During unprecedented times, the maintenance, rather than the deterioration, of student outcomes and teacher–student relationships is an accomplishment and an area that necessitates further research.

show abstract

“…“Our kids were failing social studies because there was no context. I empower teachers to create their own curriculum so students can make linkages.” At the same time, she inspires teachers to permit students to be part of their teaching practice (Silverman, 2019). “It’s often threatening for teachers to relinquish power.…”

Section: Operationalizing Connective Leadershipmentioning

confidence: 99%

The Bridge Builder: Nadia Lopez

Langan

2023

New Horizons in Adult Education and Human Resource Development

View full text Add to dashboard Cite

Often unrecognized for their accomplishments, women of color in educational leadership positions are change agents whose practices must be analyzed in order to transform education at all levels. Dr. Nadia Lopez is the founding principal of Mott Hall Bridges Academy (MHBA) Middle School in Brownsville, New York City—one of the poorest congressional districts in the United States. Due to Dr. Lopez’s leadership, MHBA has a 98% graduation rate and students gain admittance to some of the most academically competitive high schools in New York City. This article examines the leadership role and work of Dr. Lopez, and how she operationalized Lipman-Blumen’s Connective Leadership model to overcome poverty, low academic expectations, and racial stereotypes. As evidenced by the data, Dr. Lopez presents as a connective leader by monitoring and reacting to situational cues while determining the appropriate combinations of behaviors/achieving styles to address unique sets of circumstances.

show abstract

Community circles: Mitigating the impact of trauma on the middle school student

Cited by 4 publications

References 5 publications

A Case Study Addressing Trauma Needs During COVID-19 Remote Learning From An Ecological Systems Theory Framework

A Case Study Addressing Trauma Needs During COVID-19 Remote Learning From An Ecological Systems Theory Framework

A case study addressing trauma needs during COVID-19 remote learning from an ecological systems theory framework

The Bridge Builder: Nadia Lopez

Contact Info

Product

Resources

About