Trauma-Informed Practices and Social-Emotional Learning

Necessary in the Face of the COVID-19 Pandemic

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Social-Emotional Learning (SEL) Is an Integral Part of Creating a Trauma-Informed Learning Environment

As a part of a trauma-informed learning environment, SEL can:

  • Support self-regulation, coping skills, and other protective factors critical to mitigating the negative impacts of trauma1, 2, 3
  • Promote resiliency4
  • Improve positive social behaviors and academic performance5
  • Reduce emotional distress and risky behaviors6
  • Produce a lasting and positive effect7
Each level of support can play a role in trauma-informed practices: Tier I—Universal Supports (where SEL and aligned practices exist to promote safety, well-being, and success for all students), Tier II—Targeted Interventions (such as small group work), Tier III—Intensive Supports (such as individualized intervention and support)

Trauma Is Common, but We Must Be Proactive in Addressing It, Especially Now

Most people have experienced at least one type of traumatic event as a young person.8 In times of disaster, sources of trauma ­such as abuse, violence, and other adversity-may increase.9 There is reason to believe abuse is on the rise since the pan­demic began.10 And while schools and school systems expand their use of online technologies, there also may be greater ex­posure to internet safety risks, such as cyberbullying and on line sexual exploitation.11

SEL: Self-management, Self-awareness, Responsible decision-making, Relationship skills, Social awareness

Failure to Proactively Address Trauma Will Hinder Young People’s Ability to Learn

  • The effects of trauma and adverse experiences can lead to challenges in self-regulation, problem-solving, and communicating socially and emotionally, as well as other risky or challenging behaviors.12, 13
  • Trauma can hinder young people’s academic success.14

Trauma-Informed Practices That Include SEL Can Mitigate the Negative Effects of Trauma

  • After times of disaster or mass trauma, self-regulation, self-­efficacy, supportive relationships, and problem-solving skills are critical.15
  • A trauma-informed learning environment can help mitigate the impact of trauma and promote protective factors for young people.16, 17, 18
  • A trauma-informed learning environment helps students feel safe and supported—socially, emotionally, and academically—and these supports extend to students’ relationships, self-­regulation, and well-being.19

Policy Recommendations During the COVID-19 Pandemic

  • Increase access to trauma-informed supports that promote resilience and help mitigate the negative impacts of trauma.
  • Make SEL universally accessible to young people in their learning environments.
  • Prioritize and coordinate universal SEL as part of a comprehensive approach to supporting students’ learning in the wake of the pandemic.
  • Increase funding available for universal SEL across all learning settings, whether in school, after school, or during remote learning.

References

  1. Collaborative for Academic, Social, and Emotional Learning. (2020). What is SEL? https://casel.org/what-is-sel/
  2. Reyes, J.A., Elias, M.J., Parker, S.J., & Rosenblatt,]. L. (2073). Promoting educational equity in disadvantaged youth: The role of resilience and social-emotional learning. In Goldstein, S., & Brooks, R. B. (Eds.), Handbook of Resilience in Children: second edition (pp. 349-370). Springer US. https://doi.org/10.1007/978-7-4674-3667-4_20
  3. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schelling er, K. B. (2017). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(7), 405-432. https://doi.org/10.1177/j.1467-8624.2010.01564.x
  4. Reyes, J.A., Elias, M.J., Parker, S.J., & Rosenblatt,]. L. (2073). Promoting educational equity in disadvantaged youth: The role of resilience and social-emotional learning. In Goldstein, S., & Brooks, R. B. (Eds.), Handbook of Resilience in Children: second edition (pp. 349-370). Springer US. https://doi.org/10.1007/978-7-4674-3667-4_20
  5. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schelling er, K. B. (2017). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(7), 405-432. https://doi.org/10.1177/j.1467-8624.2010.01564.x
  6. Taylor, R. D., Oberle, E., Durlak,J.A., & Weissberg, R. P. (2077). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 7156-1171. https://doi.org/10.1111/cdev.12864
  7. Taylor, R. D., Oberle, E., Durlak,J.A., & Weissberg, R. P. (2077). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 7156-1171. https://doi.org/10.1111/cdev.12864
  8. Merrick, M. T., Ford, D. C., Ports, K. A., & Guinn, A. S. (2078). Prevalence of adverse childhood experiences from the 2011-2014 behavioral risk factor surveillance system in 23 states. Journal of the American Medical Association, Pediatrics, 772(11), 1038-1044. https://doi.org/10.1001/jamapediatrics.2018.2537
  9. Bartlett, ]., & Vivrette, R. (2020). Ways to promote children’s resilience to the COVID-19 pandemic. Child Trends. https://www.childtrends.org/wp-contentl/uploads/2020/04/COVIDProtectiveFactors_ChildTrends_April2020.pdf
  10. Abramson, A. (2020). How COVID-19 may increase domestic violence and child abuse. American Psychological Association. https://www.apa.org/topics/covid-19/domestic-violence-child-abuse
  11. Finkelhor, D., Walsh, K.,Jones, L., Mitchell, K., & Collier, A. (2020). Youth internet safety education: Aligning programs with the evidence base. Trauma, Violence, & Abuse. https://doi.org/l0.1177/1524838020916257
  12. Anda, R.F., Felitti, V.J., Bremner,]. D., Walker,]. D., Whitfield, C., Perry, B. D., Dube, S. R., & Giles, W. H. (2006). The enduring effects of abuse and related adverse experiences in childhood: A convergence of evidence from neurobiology and epidemiology. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174-186. https://doi.org/l0.1007/ s00406-005-0624-4
  13. Cole, S. F., Greenwald O’Brien,]., Gadd, M. G., Ristuccia,J., Wallace, D. L., & Gregory, M. (2005). Helping traumatized children learn: A report and policy agenda. Massachusetts Advocates for Children in collaboration with Harvard Law School and the Task Force on Children Affected by Domestic Violence. https://traumasensitiveschools.org/wp-content/uploads/2013/06/Helping-Traumatized-Children-Learn.pdf
  14. Salvatore, T., & Crain de Galarce, P. (2017). Trauma and learning in America’s classrooms. Phi Delta Kappan, 98(6): 35-41. https://doi.orgl/0.1177/0031721717696476
  15. Masten, A. S., & Narayan, A.J. (2011). Child development in the context of disaster, war, and terrorism: Pathways of risk and resilience. Annual Review of Psychology, 63, 227-257. https://doi.org/10.1146/annurev­psych-120710-100356
  16. Salvatore, T., & Craine de Galarce, P. (2017). Trauma and learning in America’s classrooms. Phi Delta Kappan, 98(6): 35-41. https://doi. org/10.1177/0031721717696476.
  17. Cole, S. F., Greenwald O’Brien,]., Gadd, M. G., Ristuccia,J., Wallace, D. L., & Gregory, M. (2005). Helping traumatized children learn: A report and policy agenda. Massachusetts Advocates for Children in collaboration with Harvard Law School and the Task Force on Children Affected by Domestic Violence. https://traumasensitiveschools.org/wp-content/uploads/2013/06/Helping-Traumatized-Children-Learn.pdf
  18. Institute of Medicine and National Research Council. (2013). In Petersen,A. C.,Joseph,J., & Feit, M. (Eds), New Directions in Child Abuse and Neglect Research. National Academies Press. https://doi.org/10.17226/18331
  19. Cole, S. F., Greenwald O’Brien,]., Gadd, M. G., Ristuccia,J., Wallace, D. L., & Gregory, M. (2005). Helping traumatized children learn: A report and policy agenda. Massachusetts Advocates for Children in collaboration with Harvard Law School and the Task Force on Children Affected by Domestic Violence. https://traumasensitiveschools.org/wp-content/uploads/2013/06/Helping-Traumatized-Children-Learn.pdf