Social Emotional Learning & Trauma Sensitive
The Social Emotional Learning and Trauma Sensitive School ConnectionIt is important to use trauma-informed practices with all children and provide universal, trauma-informed supports throughout schools and classrooms. Social-emotional learning (SEL) is key for ensuring this happens. In our Building Resilience virtual workshop series Ricky Robertson led participates through an intentional professional learning sequence on educator self-care, understanding behavior as a form of communication and trauma informed social emotional practices to support our return to school. Ricky Robertson, from Corwin, is an educator, author, and consultant who has worked with alternative and traditional schools, serving students from grades preK-12 within urban, suburban, and semi-rural communities. He provides coaching, consultation, and multi-day professional development workshops to build systems of support for students impacted by Adverse Childhood Experiences (ACEs) and trauma, and the educators who work with them. He has a background in Restorative Justice/ Practices, culturally responsive teaching, LGBTQ+ student advocacy, and trauma-informed practices for teaching and behavior management. To order the book Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole Staff Approach (Romero, Robertson, & Warner) For individual orders, https://us.corwin.com/en-us/nam/building-resilience-in-students-impacted-by-adverse-childhood-experiences/book260339 and use Code: Code: CORWINAZ25. Expiration is 12/31. For bulk orders at a discount, please contact: [email protected] Here are a list of the resources from each session: Session 1Signature Strengths Survey https://www.viacharacter.org/survey/account/register 6 Considerations for School Leaders Making a Statement About George Floyd (Carter Andrews & Harper) https://www.edweek.org/ew/articles/2020/06/02/6-considerations-school-leaders-statement-george-floyd-.html Culturally Responsive Teaching Resources from Teaching Tolerance (click on the topic you are interested in) https://www.tolerance.org/topics Building Resilience Session 1 PowerPoint Session 2Building Resilience Session 2 PowerPoint Session 3Teacher Self-Regulation https://www.youtube.com/watch?v=UD9m5n-ZpB0 Making Sure Each Child is Known https://www.youtube.com/watch?v=xjZx0VdmgkE Building Resilience Session 3 PowerPoint Session 4Building a Belonging Classroom https://www.youtube.com/watch?v=Q6niuYToam4&t Dr. Dan Siegel’s Brain in the Hand https://www.youtube.com/watch?v=gm9CIJ74Oxw JusTme Mindfulness Videos Tap In/Tap Out https://www.youtube.com/watch?v=qPtsP7pBobI Sound Discipline Regulation Tool Cards https://www.sounddiscipline.org/self-regulation-toolkit-cards/ Fall Hamilton Elementary Trauma Sensitive Pearl Cohn High School Trauma Sensitive Resources from Sound Discipline: Journal Ages 2-6, Journal Ages 6-12, Journal Teen, Journal Guidance Ages 2-12, Journal Guidance Teen Building Resilience Session 4 PowerPoint (90 min session) Session 4 Version 2 Building Resilience (2 hour session)
To order the book Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole Staff Approach (Romero, Robertson, & Warner) For individual orders, https://us.corwin.com/en-us/nam/building-resilience-in-students-impacted-by-adverse-childhood-experiences/book260339 and use Code: Code: CORWINAZ25. Expiration is 12/31. For bulk orders at a discount, please contact: [email protected] Session 1: Tier 1 Building Teams, Roles and Data ProtocolsBuilding Resilience Series 2 Session 1
Session 2: Tier 1 School wide Instructional PracticesBuilding Resilience Series 2 Session 2 Power Point Just Breathe https://www.youtube.com/watch?v=RVA2N6tX2cg Dr. Dan Siegel Hand Model of the Brain https://www.youtube.com/watch?v=gm9CIJ74Oxw&t Self-Regulation: Palming https://www.youtube.com/watch?v=yRKpNaVaP84 Morning Meetings https://www.youtube.com/watch?v=U6_pLkwaCeY Calming Corners https://www.youtube.com/watch?v=U2HdaOyh09Q Distract & Combat Anxious Thinking https://www.youtube.com/watch?v=_XLY_XXBQWE
Session 3: Equity and Trauma Sensitive PracticesJosh Parker Defines Equity https://www.youtube.com/watch?v=Mae803ZOc-A Brene Brown on Blame https://www.youtube.com/watch?v=RZWf2_2L2v8 Culturally Responsive SEL at Pearl Cohn https://www.youtube.com/watch?v=KyoAFpEzXCY Morning Meetings for Growth Mindset https://www.youtube.com/watch?v=82OnTioEybc Building a Belonging Classroom https://www.youtube.com/watch?v=Q6niuYToam4 Building Resilience & Equity Series 2 Session 3 Power Point
Session 4: Tiered Restorative and Trauma Informed PracticesStudents Teaching Students https://www.youtube.com/watch?v=27aWgfXmY_8 Gratitude Journals https://www.youtube.com/watch?v=kJ4UWPcjiew Weekly Circles for Staff & Students https://www.youtube.com/watch?v=QjVI-1XDX_Y Class Circles & Meetings https://www.youtube.com/watch?v=qTr4v0eYigM Restorative Approach to Discipline https://www.youtube.com/watch?v=5r1yvyP141U Restorative Practices at Pearl Cohn https://www.youtube.com/watch?v=1-RZYSTJAAo Building Resilience Series 2 Session 4 Power Point Chicago Public Schools Restorative Practices Guide and Toolkit
SEL is implemented with an explicit goal of promoting educational equity.School Support and Improvement and CASEL share the belief that:
What it looks like: Schools use SEL as a framework to examine the importance of the range of adult and student identities and assets, reflect on and appreciate diversity, and foster an inclusive environment. Schools adopt evidence-based programs that are culturally-affirming and relevant to their communities and needs.
What it looks like: Systemic implementation fosters schoolwide conditions that promote social and emotional growth for all students, including opportunities to build trusting relationships, welcoming learning environments, consistent routines, engaging teaching strategies, culturally-relevant practices and authentic family and community partnerships.
What it looks like: All students have developmentally-appropriate opportunities to engage in discussions with each other, raise problems and identify solutions in their schools and communities, productively challenge the inequities that they see, have a voice in how the classroom and school operate, and take on authentic leadership roles.
What it looks like: Adults reflect on their own identities, assets and biases, and engage in culturally-relevant practices and conversations around equity. School teams examine disaggregated data, analyze root causes of disparities, and engage various stakeholders to co-develop policies and practices that support equity.
What it looks like: Students, families and community partners are active partners in the planning and implementation of schoolwide SEL and are represented on the SEL team. All students, families, and community partners have frequent opportunities to share their perspectives and feedback.
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Adult SEL Skills Are Directly Tied to Our Ability to Be Trauma Sensitive
Adults Need Social-Emotional Competencies:
to be able to foster a safe environment so that children feel supported and can thrive
to be able to recognize when someone is experiencing an emotion or not feeling safe
to have and use good listening skills and understand other perspectives, to see as best they can through the child’s eyes
to approach children with empathy and understanding, validating feelings and behavior, and build relationships
to build social-emotional competencies for students to empower all who are affected by adversity and help them cope with the trauma
Supporting Student SEL in a Trauma-Sensitive School:
helps children survive and cope in various situations
allows children to increase their ability to identify, express, and manage emotions
teaches children to connect their actions to their thoughts and feelings by noticing feelings and physical sensations in their bodies, such as heat (embarrassment, shame), pressure (stress), tingling, muscular tension (anger, nervousness)
teaches children to safely express their feelings in healthy ways
teaches children coping strategies for managing their feelings
