Presented by Matthea Marquart, MSSW, Janice Carello PhD, LMSW, and Johanna Creswell Báez, PhD, LCSW
October 29, 2020, 2:45-4:00 p.m.
Prior to the COVID-19 pandemic, most educators from pre-K through higher education had never taught online, and most students had not yet taken an online course. With a lot of effort on all sides, we made it through a rapid transition to emergency remote teaching during the spring semester. As educators prepare for a fall semester that will likely include expanded online courses, we urge schools and institutions to prioritize a trauma-informed approach, whether or not courses move online. Trauma shows up in the classroom in many ways, and, for students, it may lead to behaviors that challenge teachers, such as withdrawing from class participation, experiencing difficulty focusing and remembering, demonstrating anxiety about schoolwork, and missing classes or deadlines. Now, imagine that these behaviors are affecting a large number of students in one class and that the teacher responsible for dealing with them is also experiencing trauma symptoms. This session will discuss tools available for teachers to use in various environments that will allow for trauma-informed practices to be utilized.
Presentation materials are available as PDF:
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