We Are All In This Together: Supporting Hearts and Minds During Unprecedented Times

Abstract

This article discusses the potential that trauma-informed pedagogy and social-emotional learning practices hold for supporting educators during the COVID-19 pandemic and beyond. The authors bring a critical lens to considering these approaches, noting some limitations and provisos in their use. We advocate for dialogue, mentorship, and professional learning in using them not only to support educators but to authentically include diverse ways of knowing, doing, and being in early childhood environments.

Using trauma-informed practice to support students and educators in a Post-COVID world: an action research project

“…Students who have strong relationships with grownups at school can find ways to self-regulate and cope more effectively, which will lead to benefits. Community events and opportunities for relationship work have an overall benefit, as seen by this study and others like Koslouski and Stark (2021) and Hudson and Huston (2021). The study participants communicated that their relationships with students and taking time to improve those relationships were always worthwhile.…”

“…TIP at this site engaged teachers in reflective practice, which according to other studies like Anderson et al (2021), Chafouleous (2021), andBrunzell et al (2018), is a necessary skill. Teachers shared experiences that built on their capacity to manage the needs that come with student backgrounds and new experiences that are happening in a post-COVID world (Hudson & Huston, 2021;Taylor, 2021;Wharton-Beck et al, 2022). The research in these two cycles revealed that talking about student needs and situations with other educators helped reassure educators that they were not alone and that others understood.…”

“…It is important, however, to recognize and remember that not all trauma results in the same amount of stress (Pappamihiel et al, 2022). Additionally, COVID-19 was a collective experience that was a source of trauma for many at varying levels, and those impacts continue to be seen by staff in schools (Hudson & Huston, 2021;Scott et al, 2021;Taylor, 2021;Wharton-Beck et al, 2022). Recognizing that trauma exists and the experiences of students are going to affect their school day means that the staff needs to have common approaches, definitions, and a vision for how to best work with all students in the community.…”

“…In addition to this, in the year 2020, when the COVID-19 pandemic hit, many of the symptoms and characteristics of trauma affected most individuals, young and old, with unexpected loss and isolation. With this collective trauma experience (Hudson & Huston, 2021;Scott et al, 2021;Taylor, 2021) and the growing exposure of young children today, all students can benefit from implementing the major principles of trauma-informed practices within classrooms.…”