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This is an excellent resource that interlaces SEL practices to create a trauma safe environment for students. It outlines how you can not have one without the other to  create success for your students and teachers.  It goes through all the steps one must take as a leader to provide success for the collective and does this through steps and examples that facilitators can use and begin this process, for example:

1. Foster safety and equity.

2. Build community.

3. Work with community partners to support student and staff mental health.

4. Acknowledge and address grief.

5. Re-establish routine and connection.

6. Use mindfulness to teach self-regulation at home and at school.

7. Create a vision for a better future together.

Brings it all together through implementing Universal Design for Learning and connects with resources like CDC or World Health Organization.

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Educators across the world are wondering how school will look when they return to the buildings that they left suddenly earlier this spring.

This toolkit is designed to help guide conversations to include a trauma-informed, equitable, and compassionate lens to providing mental health supports to every member of the school community. Because we will all return to school as different people than when we left, caring leaders are seeking to support each other in turning our tragedies into growth, recognizing the joys amongst the ongoing and profound difficulties, and re-establishing school communities to serve everyone, with greater justice and equity.

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C-TLC | Back to School After COVID-19: Supporting Student and Staff Mental Health Toolkit | Mental Health Technology Transfer Center (MHTTC) Network

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Educators across the world are wondering how school will look when they return to the buildings that they left suddenly earlier this spring. This toolkit is designed to help guide conversations to include a trauma-informed, equitable, and compassionate lens to providing mental health supports to every member of the school community.

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CASEL. (2021). Refocus on the SEL Roadmap: Actions for a Successful Second Semester. CASEL. Retrieved January 31, 2022 from https://casel.s3.us-east-2.amazonaws.com/RefocusOnSELRoadmapCASEL1.pdf
In 2020, CASEL collaborated with 40 partners to create a guide to reopening schools during the first year of the pandemic (titled Reunite, Renew, and Thrive: SEL Roadmap for Reopening School). Last year, CASEL adapted the roadmap to create a short 6 page document for educators entering second semester. This new roadmap briefly outlines tools and strategies to continue to effectively implement SEL into the classroom at this stage of the pandemic. I found this resource useful in providing very clear and practical ways to bring SEL into our classes in our current context.

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“Matzat & E.M. Vrieling (2016) Self-regulated learning and social media – a ‘natural alliance’? Evidence on students’ self-regulation of learning, social media use, and student–teacher relationship. Learning, Media and Technology, 41:1, 73-99.
This article explores self-regulated learning and social media in the classroom. The paper looks at the impacts of using social media as a tool in the classroom on self-regulated learning. It discusses the implications, both positive and negative, for educational practices, the facilitator, and the classroom environment. The article discusses in detail the research study that looks at the experience 495 Dutch secondary education teachers had on self-regulated learning when including social media in their classroom. This could be helpful to the case as it may have some suggestions to some tools the teacher could try implementing in her classroom.” – Danielle Warner

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Self-regulated learning and social media – a ‘natural alliance’? Evidence on students’ self-regulation of learning, social media use, and student–teacher relationship

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(2016). Self-regulated learning and social media – a ‘natural alliance’? Evidence on students’ self-regulation of learning, social media use, and student–teacher relationship. Learning, Media and Technology: Vol. 41, Social media and education: Now the dust has settled, pp. 73-99.

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BC Curriculum. Positive Personal and Cultural Identity. https://curriculum.gov.bc.ca/competencies/personal-and-social/positive-personal-and-cultural-identity

“Positive personal and cultural identity” is found in the personal and social core competencies on the BC Curriculum website. The page outlines the importance of awareness, understanding and appreciation of one’s background, heritage, languages, beliefs and perspectives - these being directly linked to a healthy sense of oneself. The page outlines facets, profiles, connections to core competencies and illustrations related to the topic, such as identifying personal strengths and abilities.

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Positive Personal and Cultural Identity involves the awareness, understanding, and appreciation of the factors that contribute to a healthy sense of oneself; it includes knowledge of one's family background, heritage(s), language(s), beliefs, and perspectives in a pluralistic society.

People who have a positive personal and cultural identity value their personal and cultural narratives and understand how these shape their identity. They exhibit a sense of self-worth, self-awareness, and positive identity to become confident individuals who take satisfaction in who they are and what they can do. They contribute to their own well-being and to the well-being of their family, community, and society.

Students understand that their relationships and cultural contexts help to shape who they are. This includes culture in its broadest sense, including how one identifies in terms of ethnicity, nationality, language(s), abilities, sexual orientation, gender identity, age, geographic region, and religious or spiritual beliefs. Students explore who they are in terms of their relationship to others and their relationship to the world (people and place) around them.

Students define who they are by what they value. They understand how what they value has been influenced by their life experiences. They identify how their values help to shape their choices, in all contexts of their lives.

Students acknowledge their strengths and abilities, and they intentionally consider these as assets, helping them in all aspects of their lives. Students understand that they are unique and are a part of larger, and often multiple, communities. They explain how they are using their strengths and abilities in their families, their relationships, and their communities.

The Core Competencies relate to each other and with every aspect of learning.

Connections among Core Competencies

The Core Competencies are interrelated and interdependent. Taken together, the competencies are foundational to every aspect of learning. Communicating is intertwined with the other Core Competencies.

Positive Personal and Cultural Identity is closely related to the two Thinking sub-competencies, Creative Thinking and Critical and Reflective Thinking. For example:

As students generate creative ideas, they strengthen their appreciation of their strengths and abilities and intentionally use them during this process

Students use critical thinking and reflection to explore their personal and cultural narratives and to understand how these narratives help shape their identity

Positive Personal and Cultural Identity is closely related to the two Communication sub-competencies, Communicating and Collaborating. For example:

As students develop and refine their communication competence, they can increasingly demonstrate pride in who they are

As students collaborate, they become increasingly able to identify how to use their unique strengths and abilities to contribute to a variety of situations

Positive Personal and Cultural Identity is one of the Personal and Social Core Competency's three interrelated sub-competencies, Personal Awareness and Responsibility, Positive Personal and Cultural Identity, and Social Awareness and Responsibility.

Positive Personal and Cultural Identity overlaps with the other two sub-competencies. For example:

Students use their personal awareness to identify their strengths and abilities

Students use their social awareness to understand how their relationships and cultural contexts shape who they are

Connections with areas of learning

Positive Personal and Cultural Identity is embedded within the curricular competencies of the concept-based, competency-driven curriculum. Curricular competencies are focused on the "doing" within the area of learning and include skills, processes, and habits of mind required by the discipline. For example, the Positive Personal and Cultural Identity sub-competency can be seen in the following Big Ideas in English Language Arts:

Stories and other texts help us learn about ourselves and our families. (English Language Arts K-1)

Stories and other texts connect us to ourselves, our families, and our communities. (English Language Arts 2-3)

Exploring stories and other texts helps us understand ourselves and make connections to others and to the world. (English Language Arts 4-9)

The exploration of text and story deepens understanding of one's identity, others, and the world. (English First Peoples Literacy Studies 10; English Studies 12)

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Positive Personal and Cultural Identity involves the awareness, understanding, and appreciation of the factors that contribute to a healthy sense of oneself; it includes knowledge of one's family background, heritage(s), language(s), beliefs, and perspectives in a pluralistic society. People who have a positive personal and cultural identity value their personal and cultural narratives and understand how these shape their identity.

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Massachusetts Department of Elementary and Secondary Education Culturally Responsive Social-Emotional Competency Development

This document gives an informative summary of SEL and it’s relation to culture. It defines access to SEL, culturally proficient SEL, and culturally responsive and sustaining SEL. Each of these terms builds on each other to provide opportunities for all students to engage in SEL. The document was created primarily for districts, administrator and teachers in the United States. It also outlines ways of integrating culture into the curriculum and SEL.

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Edutopia. (2013, May 14). 5 Keys to Social and Emotional Learning Success. YouTube.

This short video provides an introduction to social and emotional learning (SEL). SEL skills are essential to student success, both within and outside of the school environment. Studies show that social and emotional learning conditions reduce aggression and emotional distress in students, increase helping behaviors in the classroom environment, promote a positive attitude toward self and others, and increase academic performance. The five keys to social and emotional learning are:

Self-awareness: the ability to identify emotions and connect thoughts and feelings to behaviors

Self-management: the ability to self-motivate and exercise self-control

Social awareness: embracing diversity and showing empathy for others

Relationship skills: ability to work cooperatively with others and resolve interpersonal conflict

Responsible decision-making: considering the well-being of self and others, and evaluating the consequences of one’s actions

In each of these key areas, the video provides a few tools to support educators and learners. However, SEL cannot be a “binder off the shelf” that is addressed only during certain parts of the day. It has to be part of the school culture. This video might support our case study teacher by breaking down the social and emotional needs of their students and offering ways to support the class’ changing needs. A critique of this video is that it does not offer many SEL strategies, although it does highlight the importance of using tools to support SEL.

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5 Keys to Social and Emotional Learning Success

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Mulholland, M., & O'Toole, C. (2021). When it matters most: A trauma-informed, outdoor learning programme to support children’s wellbeing during COVID-19 and beyond. Irish Educational Studies, 40(2), 329–340.

In this Article Mulholland and O’Toole examine how teachers can support students' wellbeing and offer support during the pandemic and just in general for all. It outlines the importance of addressing Trauma and how to implement Trauma informed practices. It also goes into the benefits of combining trauma informed practices and the outdoors which is very important to use when we need to social distance. Throughout this article it offers resources as well as lesson plans that teachers can use with their own planning and creativity.

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Abstract

Abstract
This paper presents a unique school-based programme that harnesses the benefits of both trauma-informed practice (TIP) and outdoor environments to support children's social and emotional wellbeing throughout the pandemic and beyond. In the opening sections of the paper, we discuss the extant literature and conceptual underpinning of TIP and outdoor learning, and highlight why both are needed, particularly in the context of Covid-19. We then chart the design of a six-week outdoor trauma-informed programme, devised to support children's emotional regulation and overall sense of wellbeing. The programme activities are aligned to the Northern Ireland curriculum, and are tailored to make use of the outdoor spaces available in the first author's place of work - a primary school in South Belfast. We conclude the paper by highlighting the importance of trauma-informed curriculum and pedagogical innovations and note future directions for trauma-informed schools. Whilst there are many generic guidelines on trauma-informed care in schools, this paper makes a distinct contribution to the field; firstly by demonstrating how teachers can use their craft - teaching - as a component of TIP; and secondly by infusing trauma-informed principles within outdoor learning environments.

Context and rationale

Covid-19 has dramatically altered the everyday lives of children, with many experiencing isolation, worry, loneliness, and uncertainty about the future (Burke and Dempsey 2020; O'Toole and Simovska in press; Walsh 2020). Escalating cases of domestic violence along with rises in alcohol consumption within family homes, has placed children and young people at a higher risk of exposure to violence and abuse (Save the Children 2020), whilst school closures have not only denied children of their right to education, but also their access to a place of safety, security, and connection (United Nations 2020). It is increasingly evident that the pandemic has exacerbated pre-existing inequalities, increasing the economic, social, and psychological pressures on children.

The pandemic has also created many practical challenges for schools in lowering the risk of virus transmission and/or ensuring social distancing. This has prompted many schools to consider the opportunities afforded by outdoor environments (Simovska 2020; Childhood by Nature 2020). In addition to providing a safer space in the context of Covid-19, outdoor environments have many benefits for children's learning, health, and development, including supporting emotional regulation and overall sense of wellbeing (IFSA 2017; Louv 2010; Lovell and Roe 2009). Against this backdrop, we present a unique school-based programme that harnesses the benefits of both TIP and the outdoor environment to support children's social and emotional wellbeing throughout this time of crisis.

Theoretical perspectives

The design of the programme was informed by research and theory in trauma studies and outdoor learning and pedagogy. Recent decades have seen advances in our understanding of trauma and its impact on mind, body, and behaviour. When children grow up in relationally impoverished environments, and when they experience danger or threat, the body's stress response system initiates a cascade of biological changes, responsible for the fight, flight, or freeze (Porges 2009). Prolonged activation of the stress response system impacts brain development and takes a toll on the body, potentially developing into chronic illness over time (Maté 2003; van der Kolk 2014). In the aftermath of overwhelmingly stressful events, children are often flooded with distressing sensations, images, or implicit body memories. They are likely to have a narrow window of tolerance (Siegel 1999), meaning that they have a lower threshold for high-intensity emotion, which can cause them to become hypo-aroused (dissociated, withdrawn, or shut down) or hyper-aroused (distraught, panicked, or enraged). Both states interfere with children's ability to autonomously regulate their emotions and reduce their capacity to concentrate, process, and store information. There are obvious implications for school performance and relationships (Perry and Szalavitz 2017).

In school, children who have experienced trauma may appear angry and disruptive, spaced-out and inattentive, and/or confused and disengaged. These responses to trauma may seem bizarre or incomprehensible to those who do not understand how trauma and adversity impact mind, body, and behaviour. Children's outbursts and/or withdrawals often lead to them getting into trouble, as staff misinterpret these behaviours as wilful defiance, a lack of respect, or laziness (O'Toole in press). The reality is that these trauma responses are rooted in deep emotional pain.

It is important therefore, that schools are aware of trauma and how it impacts children's emotions and behavioural responses. TIP is a strengths-based approach, guided by the six principles shown in Figure 1. Central to trauma-informed work is the establishment of nurturing environments and positive relationships between teachers and pupils, which offer 'more compassionate, open-hearted encounters' and pave the way for healing and growth (O'Toole 2019, 17). Indeed, successive studies show that the single most important factor in healing from trauma is positive relationships with significant others (Treisman 2017).

Trauma-informed educators recognise the need to move away from punitive responses to dysregulated behaviour. Instead, they acknowledge the need to help children learn and reflect by intervening in a simple sequence; firstly, they support children to regulate, or to calm the body's fight/flight/freeze response, making them feel soothed and safe; then they relate, or connect by validating children's feelings; and lastly they reason, offering reasurrance but negotiating a more positive way forward (Perry 2019). Through these attuned and responsive interactions, children's window of tolerance (or optimal zone of arousal) can be expanded to enable them to not only manage, but thrive in everyday life (Siegel 1999; Treisman 2018).

It has been suggested that outdoor environments support both learning and emotional regulation through the dynamic interaction between the child, others, and space (Waite and Pratt 2017). In relation to the child, the parts of the brain responsible for self-regulation are developed through the physical movement of outdoor learning (White 2014), whilst emotional development is supported through risk-taking, impulse control, and behavioural self-management (Thomas and Harding 2011; McNair 2012). With respect to others, outdoor learning supports the development of empathy, cooperation, problem-solving, and leadership skills (McArdle, Harrison, and Harrison 2013), which enables children to contribute to the wellbeing of their peers. Finally, the space, full of open-ended elements and multiple loose parts, encourages effective child-initiated interactions (Waters and Maynard 2010; Nicholson 1971) and offers a safe environment for children to navigate their challenges (Passy 2014).

Of course, the use of outdoor environments is also beneficial in the context of Covid-19 mitigation efforts, as they are associated with a lower risk of virus transmission and enable effective social distancing (Qian 2020). This further strengthens the calls for increased use of outdoor learning in schools (Simovska 2020; Krarup 2020). All of this points to the benefits that could accrue from introducing trauma-informed, outdoor curriculum and pedagogy innovations. In the next section we outline the design and development of one such innovation.

Programme design and development

We designed an outdoor socio-emotional learning programme infused with trauma-informed principles and values. This programme was designed to facilitate the participation of a small group of around ten children, aged between four to six years old. It runs for six-weeks, with a planning session prior to commencement and each session lasting between 70 and 90 min.

The principles of TIP guided programme content and implementation (see Figure 1). A sense of safety is fostered through working in a small group, with lessons following a predictable structure within familiar outdoor grounds; trustworthiness and transparency through positive self-regulation modelling and informing the participants about what to expect during the lessons; peer support through employing activities which invite the children to assist each other; collaboration and mutuality through allowing the participants to contribute to the programme design; empowerment, voice and choice by respecting the children's views and acting upon them; and respect for diversity through responsive facilitation which follows the children's lead. The infusion of these principles and values into the curriculum and pedagogy sets the foundation from which positive relationships and emotional regulation can be fostered.

The programme content was designed to enrich the cognitive, emotional, and behavioural domains of self-regulation. Figure 2 provides a summary of programme activities and the self-regulation skills that were targeted. Full lesson plans and accompanying resources can be acquired by contacting the first author. The activities were chosen to encourage children to employ individual strengths to overcome challenges, as well as support others through peer co-regulation (Perry 2020). By engaging in programme activities, children are empowered to identify, compliment, and learn from their own and each other's skills and talents. A range of high and low energy activities were selected to promote inclusive and open-ended play (Tovey 2007) and enhance physical, social, imaginative, and creative development (Waters and Maynard 2010). Adventure activities, such as the den building, identify nature as 'an obstacle to be overcome' and promote communication skills, joint decision-making, and teamwork (Berger 2008, 324). Creative opportunities, such as the 'stick people' activities, address nature more symbolically as 'a strength-giving partner' and support creativity and individuality (Berger 2008, 324). Story-making activities using the stick people community enable the exploration of imaginary or real-life situations and allow children to embody and act out roles (Kroll 2017). The relaxation activities at the end of every lesson demonstrate the sense of safety and calm that can be found in nature (Berger 2008).

Another important feature of the programme is its tailoring to the local context. This programme was designed with the first author's particular school context in mind. It takes account of the children's social and cultural background, as well as the school's available resources and facilities. For instance, the first author's school has a large natural outdoor space, and the programme harnessed this strength. Other schools would need to be creative in adapting the programme to suit their own contexts.

To ensure on-going improvement and development, it would be important to monitor and evaluate the implementation of the programme. This could be approached from different angles depending on your role as either researcher or practitioner. If the programme was part of a research project, a realist approach to evaluation might be appropriate (Pawson and Tilley 1997). Here the focus would be on identifying and evaluating both situational processes and causal factors that affect children's outcomes and experiences. For the educational practitioner, the programme could be evaluated through on-going observations and critical reflections with peers, whilst also drawing on evaluative discussions with the participants themselves (already a key aspect of the lessons). Evaluations should avoid simply trying to quantify behavioural changes and instead appraise more broadly, focusing on how well the principles of TIP have been enacted. Figure 3 displays a lesson evaluation template which could be used at the end of each session. Whilst avoiding a narrow 'checklist' format, it does offer questions relating to the principles of TIP, to act as thinking prompts. It also aims to reflect and draw on the participants' responses when outlining future steps.

Discussion

There has been criticism of a potential over-reliance on generic trauma-informed guidelines; with fears that they may be little more than a 'tick box' exercise. Some authors have highlighted the need to support educators in developing a rich contextual understanding of their students' lives and a deep appreciation of the various strengths and challenges that exist in the particular communities they serve (Alvarez 2017). A strength of this programme is that it is specifically tailored to the lead author's place of work and is responsive to the local context. Whilst educators would indeed benefit from being offered pragmatic examples of how to realise TIP in school life, they themselves must be prepared to think creatively and strategically about how to adapt generic trauma-informed guidelines to suit their own unique contexts.

Whilst this programme provides a helpful example of how TIP can be infused into curricula and pedagogy, it should be noted that trauma sensitivity and responsiveness require a whole school approach. Treisman ( 2017) highlights that embedding trauma responsiveness within schools means attending to all aspects of school life, including organisational dynamics, leadership, the social milieu, physical environments, school structures, policies and procedures, and so on. Future directions for this work would be to expand on this programme and explore ways to infuse TIP at a whole-school level.

In conclusion, embedding the principles of TIP in school life is imperative, not only to alleviate the consequences of increased levels of adversity and trauma experienced because of the pandemic, but also to contribute to improving the challenging life circumstances that many will continue to find themselves in. However, schools must be supported in making TIP a reality. To do this, they require high-quality Continuous Professional Development opportunities and resources which highlight not only the theory of TIP, but also offer tools and practical examples of how to realise it in action.

Ethical considerations

Initiating new curriculum and pedagogical innovations can present ethical challenges. Indeed, working with your own students risks evoking pressure to conform and please. Planning the sessions collaboratively with the participants minimises the power differential. The guidance of the principles of TIP fosters a supportive and inclusive ethos and limits the possibility of children who struggle with self-regulation feeling inadequate or judged. Effective support is given in the lead up to activities and participants' emerging needs are monitored and responded to. They are reminded regularly that they can opt out of activities at any stage.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Michaela Mulholland is a primary school teacher working in South Belfast. She recently completed a Master of Education degree in Maynooth University. She has a particular interest in play, outdoor learning, wellbeing and language and literacy.

Dr. Catriona O'Toole is a chartered psychologist and assistant professor in Maynooth University Department of Education. Her research focuses on wellbeing and trauma-informed practice in schools and community settings.

References

Burke, J. , and M. Dempsey. 2020. Covid-19 Practice in Primary Schools in Ireland Report. Maynooth: Maynooth University.

CCEA (Council for the Curriculum, Examinations and Assessment). 2007a. The Northern Ireland Curriculum: Primary. Belfast: Council for the Curriculum, Examinations and Assessment.

Harris, M. , and R. D. Fallot. 2001. Using Trauma Theory to Design Service Systems: New Directions for Mental Health Services. San Francisco: Jossey Bass.

Maynard, B. R. , A. Farina, N. A. Dell, and M. S. Kelly. 2019. "Effects of Trauma-Informed Approaches in Schools: A Systematic Review." Campbell Systematic Reviews. [Online] Accessed 27 November 2020. https://schoolsocialwork.net/wp-content/uploads/2019/07/Campbell-Maynard_et_al-2019-Campbell_Systematic_Reviews.pdf

McArdle, K. , T. Harrison, and D. Harrison. 2013. "Does a Nurturing Approach That Uses an Outdoor Play Environment Build Resilience in Children from a Challenging Background?" Journal of Adventure Education & Outdoor Learning 13 (3): 238-254.

McNair, L. 2012. "Offering Children First-Hand Experiences Through Forest School: Relating to and Learning About Nature." In Early Childhood Practice: Froebel Today, edited by T. Bruce, 57-68. London: SAGE Publications.

O'Toole, C. in press. "Childhood Adversity and Education: Integrating Trauma-Informed Practice Within School Wellbeing and Health Promotion Frameworks." In Wellbeing and Schooling - Cross Cultural and Cross Disciplinary Perspectives, edited by R. McLellan, C. Faucher, and V. Simovska. Springer.

O'Toole, C. , and V. Simovska. in press. "All in the Same Storm, but not in the Same Boat! The Impact of COVID-19 on School Wellbeing." Health Education. Special Issue

Pawson, R. , and N. Tilley. 1997. "An Introduction to Scientific Realist Evaluation." In Evaluation for the 21st Century: A Handbook, edited by E. Chelimsky and W. R. Shadish, 405-418. London: Sage Publications.

Perry, B. 2020. "Respect Your Client & Their Story with Bruce Perry, MD, PhD [Interview] 2020".

Perry, B. , and M. Szalavitz. 2017. The Boy Who Was Raised as a Dog: What Traumatized Children Can Teach Us About Loss, Love, and Healing. New York: Basic Books.

Porges, S. W. 2009. "The Polyvagal Theory: new Insights Into Adaptive Reactions of the Autonomic Nervous System." Cleveland Clinic Journal of Medicine 76 (Suppl 2): S86.

Qian, H. , T. Miao, L. Liu, X. Zheng, D. Luo, and Y. Li 2020. "Indoor Transmission of SARS-CoV-2." [Online] Accessed 10 June 2020. https://www.medrxiv.org/content/10.1101/2020.04.04.20053058v1.full.pdf.

SAMHSA (Substance Abuse and Mental Health Services Administration). 2014. SAMHSA's Concept of Trauma and Guidance for a Trauma-Informed Approach. Rockville, MD: Substance Abuse and Mental Health Services Administration.

Strauss, J. 2018. "Sour Mood Getting You Down? Get Back to Nature: Research Suggests that Mood Disorders can be Lifted by Spending More Time Outdoors." [Online]. Accessed 26 February 2021.

Thomas, M. S. , S. Crosby, and J. Vanderhaar. 2019. "Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research." Review of Research in Education 43: 422-452.

Thomas, F. , and S. Harding. 2011. "The Role of Play: Play Outdoors as the Medium and Mechanism for Well-Being, Learning and Development." In Outdoor Provision in the Early Years, edited by J. White, 12-22. London: SAGE publications.

Treisman, K. 2017. Working with Relational and Developmental Trauma in Children and Adolescents. London: Routledge.

Waite, S. , and N. Pratt. 2017. "Theoretical Perspectives on Learning Outside the Classroom- Relationships Between Learning and Place." In Children Learning Outside the Classroom: From Birth to Eleven, edited by S. Waite, 7-22. London: SAGE Publications.

White, J. 2014. Playing and Learning Outdoors: Making Provision for High Quality Experiences in the Outdoor Environment with Children 3-7. 2nd ed. Oxon: Routledge.

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When it matters most: a trauma-informed, outdoor learning programme to support children's wellbeing during COVID-19 and beyond

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(2021). When it matters most: a trauma-informed, outdoor learning programme to support children's wellbeing during COVID-19 and beyond. Irish Educational Studies: Vol. 40, COVID-19 and Education: Positioning the Pandemic; Facing the Future. Guest Editors: Tony Hall, Delma Byrne, Audrey Bryan, Karl Kitching, Déirdre Ní Chróinín, Catriona O'Toole and Joan Addley, pp.

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By communicating the importance of SEL to students, we can also assess how they are doing and understand how their context might be impacting their social and emotional well-being, and then adjust to meet their changing emotional needs

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Add your thoughts/questions/comments - Feel free to add any wonderings or thoughts that come up on our other Padlet!

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We wanted to provide another way of interacting with our research package to make it more accessible to different types of learners. That's why we decided to create this mind map!

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Lundy, T. (2019, August). Take 5! for adversity and trauma: an integrative approach to social and emotional learning. Journal of Research in Innovative Teaching & Learning, 12(2), 106-108.

This article outlines the 5 assets teachers can incorporate in their classrooms to create better self integration for students. The idea is that self integration supports self regulation through these 5 assets: mindful awareness, interpersonal effectiveness, emotion regulation, resilience and thriving, and lastly, connectedness and contribution. The take 5! approach is grounded in theory but is able to be applied into the classroom in a hands on manner. This article does not provide concrete steps or activities to incorporate into the classroom but does reinforce that these are important things to think about when creating an environment for self regulation to take place. This could be a great starting point reference for the case study because it emphasizes important values for an anti-racist environment such as mindful awareness and interpersonal effectiveness.

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Yoder, N., Posamentier, J., Godek, D., Seibel, K., & Dusenbury, L. (n.d.). (rep.). From Response to Reopening: State Efforts to Elevate Social and Emotional Learning During a Pandemic (pp. 9–11). Casel.

This document discusses the state efforts to prioritize and increase social and emotional learning during the pandemic. After surveying 37 states on their educational policies related to SEL, the authors provide 6 recommendations for states to prioritize students’ and adults’ SEL during the current COVID 19 context. Though the recommendations are specifically addressed to state policymakers, they can be adapted to the classroom or school setting as well. One of the biggest takeaways from this report for educators is that we have to acknowledge the added importance of SEL during the pandemic and explicitly bring SEL strategies into our classrooms and schools to support student and adult well-being. Throughout the document, there are also a lot of other SEL resources embedded that can provide more practical tools.

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Torres, C. (2019, February 25). Social-emotional learning won't happen without a culturally relevant start (opinion). Education Week. Retrieved January 16, 2022, from https://www.edweek.org/leadership/opinion-social-emotional-learning-wont-happen-without-a-culturally-relevant-start/2019/02

This article discusses the importance of exploring our own cultural identity and biases as educators and also getting to know the culture of our students before we engage in SEL. Understanding the diverse experiences of our students and creating a safe space for them to share their realities is step one in doing  SEL work, especially because through SEL, we are sharing our values and norms with our students both consciously and subconsciously. This idea of culturally relevant practice reminded me a lot of place-consciousness. The ideas in this article reinforced what we've been learning about grounding our practice in community, culture, history, and stories of a place and people.

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Social-Emotional Learning Won’t Happen Without a Culturally Relevant Start (Opinion)

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Educators engaging in emotion-talk with students can encounter obvious barriers when not taking the individual’s cultural background into account.

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Schlund, J. (2021). What does 'Social Emotional Learning' really mean?. CASEL.

This article from the Collaboration for Academic, Social and Emotional Learning (CASEL) outlines five ways to help create a clear understanding of Social Emotional Learning. I find articles such as this useful because of its accessibility. It is succinct, backed by research and easy to understand. The five key takeaways from the article are that SEL: is for everyone, is grounded in science, bolsters academic learning, builds on strengths, extends across schools, homes and communities. Each category is backed up with links to more resources.

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In school systems around the world, there's growing appreciation of the importance of social and emotional learning (SEL). But ask a few people to define SEL, and you're likely to hear a few different responses.

One of the most widely cited definitions is that of our nonprofit, the Collaborative for Academic, Social, and Emotional Learning (CASEL). At its core, SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

In schools, SEL can take many different forms, but often involves a focus on building positive relationships among students and adults, dedicated time to learn social and emotional skills, and weaving in opportunities for students to practice reflection and collaboration during academic subjects. SEL also provides schools with ways to work more closely with families and community partners to develop shared priorities and coordinate practices across different places where students live and learn.

Here are five facts to help your community align around a clear understanding of SEL:

SEL is for everyone. Learning and practicing self-awareness, self-management, social awareness, relationship skills, and responsible decision-making creates a foundation for any goal you hope to achieve - whether it relates to school, career, family, or civic life. That's why SEL is important for all students no matter their academic levels, ability types, behavior records, or home lives. In fact, SEL isn't limited to students. It also helps adults examine their own feelings and thoughts, manage stress, collaborate with colleagues, navigate different perspectives, and make caring choices.

Key takeaway: Take a systemic approach to SEL that actively involves all students and adults in learning and practicing social and emotional competencies.

2. SEL is grounded in science. A large body of research across multiple countries shows the impact of SEL on a wide range of outcomes that support students' success and well-being. Focused on what we learn and how we learn, SEL draws from brain science and practical implementation to highlight how best to promote healthy development. Research has shown that we think and learn best when we have supportive relationships, feel a sense of security and belonging, and have opportunities to develop and practice our social, emotional, and cognitive skills across many different contexts.

Key takeaway: Ensure SEL implementation stays true to the science by using evidence-based programs and continuous improvement processes.

3. SEL bolsters academic learning. One important outcome of SEL is that it increases students' academic performance. SEL builds skills that boost academic achievement in core subject areas while creating the relationships and environments that are most conducive to learning. In fact, 93% of teachers want a greater focus on SEL in schools because they know that it improves students' academic performance, classroom behaviors, and attitudes about school.

Key takeaway: Look for indicators of SEL in classrooms and schools, including supportive classroom environments, SEL integrated into academic instruction, and explicit teaching of SEL.

4. SEL builds on strengths. SEL gives students opportunities to learn about, appreciate, and build on their unique talents, interests, perspectives, and experiences. While SEL helps reduce risky behaviors and improve mental health, it's not intended to "control" children's behaviors or diagnose problems. Instead, it's meant to enhance the many social and emotional strengths that all students already possess.

Key takeaway: Adopt strengths-based SEL practices and assessments, ensure discipline policies promote SEL, and use SEL to elevate student voice.

5. SEL extends across schools, homes, and communities. SEL is about students, educators, families, and communities working together to create learning experiences and environments that best promote social, emotional, and academic growth. Rather than the work solely of teachers or parents, this coordination ensures students have consistent opportunities to learn and practice SEL across all the places where they live and learn. This also means that SEL isn't one-size-fits-all, but that school-family-community partnerships determine the shared vision, goals, and plans for SEL in their communities.

Key takeaway: Partner with students, families, and community partners to develop SEL plans and continuously improve implementation.

By aligning around a clear and consistent definition of SEL, we can bring together coalitions of students, schools, families, and communities to underscore why this work is so important. Together, we can create the learning opportunities and environments that all students deserve.

AUTHOR:

As senior director of content and field learning at the Collaborative for Academic, Social, and Emotional Learning (CASEL), Justina Schlund oversees content strategy of CASEL publications and platforms in close collaboration with the research, practice, and policy teams. Her previous experience includes teaching, school and district leadership, education journalism, and teacher preparation in the U.S. and rural China.

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In school systems around the world, there's growing appreciation of the importance of social and...

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In school systems around the world, there's growing appreciation of the importance of social and emotional learning (SEL). But ask a few people to define SEL, and you're likely to hear a few...

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students seem to be "growing up"

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As the students in our case transition back to school in January after the holidays, still in the midst of the pandemic, now is the time to reflect on and elevate social and emotional learning in our classroom

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Culturally proficient SEL: creating learning experiences that are “bias-free” and respectful of students’ diverse backgrounds, identities, strengths and challenges. (Massachusetts Department of Elementary and Secondary Education)

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Adverse childhood experiences (ACEs): This is a way teachers and supporters of children and youth can record an ACE Score, through their impact of childhood adversity which may have caused early childhood trauma. Importance of recognizing this to know how and what to address and support the child through their needs!

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Robust equity: Robust equity counters inequality, institutionalized privilege and prejudice, and systemic deficits, and intentionally promotes thriving across multiple domains for those who experience inequity and injustice. It is collective as well as individual and includes access to transformative social, emotional, and cognitive learning experiences.

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Transformative SEL: a process of respect between teachers and students to build strong relationships built on similarities and differences, to understand and examine the cause of inequity, and develop collaborative solutions to community and societal problems.

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Trauma-sensitive schools (TSS): school wide strategy that is used to address trauma in the school setting. This encompasses: procedures, policies, teacher preparation, and family engagement.  The strategy  is to provide an understanding to the effects of trauma and how to provide a safe education environment where skills for resilience can be promoted.

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Trauma: can be used to describe an event, series or circumstances that are experienced through physical or emotional abuse. When dealing with trauma it can overwhelm someone's system making them unable to cope properly, in what one may perceive as normal events.  This can carry over to a person’s mental, physical, social, emotional, or spiritual well-being.

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Social and emotional learning (SEL): This is teaching skills, knowledge and a mindset to help students and teachers develop a sense of self- identity, regulate emotions, build and foster positive relationships, make responsible choices, have empathy, solve problems, achieve personal as well as collective goals. SEL is a systemic approach into students’ educational experiences in all classrooms, during the school day as well as out of school time overlapping into the communities and at home family experiences.

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authenticity

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social media

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social status

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Culturally responsive and sustaining SEL: practices that actively draw upon and explicitly support students’ diverse backgrounds, identities, strengths, and challenges as a strategy of deep learning. These practices often seek to address systemic inequities. (Massachusetts Department of Elementary and Secondary Education)

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Why High School SEL Programs Feel 'Lame'—And How to Fix Them

Sawchuk, S. (2021). Why High School SEL Programs Feel 'Lame'—And How to Fix Them. Education Week, 41(9), 13-16. https://web.s.ebscohost.com/ehost/detail/detail?vid=0&sid=d053f34b-ad71-4aad-9c61-d07c60923ecc%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d#AN=153002246&db=a9h

“This article outlines steps to make Social and Emotional Learning (SEL) feel authentic and in alignment with the cognitive and psychological development of high school aged learners. This article addresses how much of the current SEL practices are tuned out by adolescents and feels patronizing to many of these students. They fail to address the core psychological needs and motivations of many learners in this age group. This article details five steps for incorporating SEL into high school classrooms and also provides tips for how to make these feel authentic to the learners. The first step is to integrate SEL into academic learning by engaging in discourse and dialogue on subject-specific SEL  and focusing on organizational skill sets with learners and scaffolding social-emotional implications into lessons. The next step is to focus on a cohesive SEL practice across classrooms and subject areas. Step three focuses on how staff can model SEL practices in our work and school culture. For this to work, schools need to have a student-centered model at the heart of their school climate. The fourth step is to incorporate SEL into extracurricular activities and looking beyond the classroom for opportunities. The last step is to consider peer mentoring opportunities this gives learners the opportunity to lead and model SEL skills in meaningful ways. This article has a lot of  practical steps for educators to incorporate SEL at the secondary level regardless of subject or school culture. - Courtenay Sopko”

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Reflect & adjust pre-break practices

Mindfulness

Exercise

Prioritize Culture

Personal Projects with self-reflection and lived experience

Healthy eating

Safe space to share connections and advice

Community members in the class

Community builders

Welcoming routines

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Mindfulness to be present, calm, grateful and reflecting

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- Winter holidays and cultural events
- Decolonizing the classroom

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Prioritizing SEL will give students more opportunities to cope and manage the impacts of the pandemic

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Those who are most vulnerable have been especially impacted by the pandemic; we need to address these inequities

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Students and adults need SEL now more than ever

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For everyone and is different for everyone!

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Address the whole student

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address strengths and stretches - understand difficulties both inside and outside the classroom

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Start with culture before SEL!

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Teachers' own biases and misunderstandings

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Understanding of diversity

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What is social emotional learning?

How can social emotional learning help the students in our classrooms?

How are culture and SEL related?

How are Trauma informed practices and SEL related?
What does SEL look like in the context of the pandemic?

How does SEL look in a Secondary setting?

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"the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions." (CASEL)