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Health Annotations Padlet Assignmentons (1)

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Safety & Preventing Unintentional Injury

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Safety & Preventing Unintentional Injury

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This article from 6 ABC is about two children who experienced unintentional injury, and death. It explains how a two year old and a four year old were found distressed in the family's pool. After receiving CPR and having emergency services arrive, one child was pronounced dead, and the other was taken to the hospital in critical condition. This article also discussed that even when families have technology such as alarms and pool sensors, it does not replace supervision. This information is critical for educators to know, because they can help emphasize the importance of water safety to children. Additionally, they can provide families with local resources on drowning prevention and safety courses. Teachers can implement this knowledge in the classroom by teaching children about safe behavior around water, and what to do if they are ever in an emergency situations.

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HARRISON TWP., New Jersey (WPVI) -- A 2-year-old is dead and another child is injured after being pulled from a backyard pool in South Jersey Tuesday night.

Crews responded to a home on Malus Court in Harrison Township, Gloucester County for children in distress in a swimming pool.

Officials said two children were given CPR before being rushed to an area hospital.

The Gloucester County Prosecutor's Office tells Action News a 2-year-old died. The second child, a 4-year-old, is hospitalized in critical condition.

The children were related, but were not siblings.

It's unclear if the children lived at the home or if they were visiting.

The prosecutor's office said the mothers of the two children were present at the home at the time of the incident.

Residents in the Mullica Hill area were heartbroken when they heard the news.

Sandy Vesey of Harrison Township says she knows how quickly something can go wrong.

"Even as diligent as we were that time, it happened so quickly," said Vesey, who almost lost her son when he fell into their backyard pool as a small child more than 20 years ago.

"My daughter was screaming that he had fallen into the pool," she recalled. "So immediately called 911. I pulled him out of the pool. He wasn't breathing so I started breathing for him."

Her son was around one year old at the time.

He was flown to Cooper Medical Center for treatment and released the next day.

While investigators are still looking into what happened Tuesday night, Harrison Township police are reminding pool owners to be vigilant.

All pools must be surrounded by a four-foot high fence.

There are also optional measures like sensors to detect motion in a pool or door alarms.

Police add no technology can replace supervision.

"Supervision is always paramount. That's gonna be the biggest thing," said Harrison Twp. Police Lt. David Marro. "Having an eye on your children, where they are, what they're doing."

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1 child dead, another injured after being pulled from backyard pool in South Jersey

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HARRISON TWP., New Jersey (WPVI) -- A 2-year-old is dead and another child is injured after being pulled from a backyard pool in South Jersey Tuesday night. Crews responded to a home on Malus Court in Harrison Township, Gloucester County for children in distress in a swimming pool.

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This article from CNN is about lockdown drills, and how they affect children in school. It discusses how events like 9/11 and the Uvalde, Texas massacre have increased the importance of lockdown drills. Additionally, it talks about how  these lockdown drills can cause extreme fear and anxiety in some children. This article states that adults can support children in destress from these drills, by reassuring them that they are safe, without minimizing their fears. Additionally, this article emphasizes that lockdown drills are most effective when they teach children what to do in an emergency, without making it overly realistic. This information is critical for educators to know because it can help them support students during lockdown drills. Additionally, it can help them prepare and know what to expect. Teachers can implement this knowledge in the classroom by telling students what they should do during a lockdown drill. Additionally, they can reassure their students that they are safe, while acknowledging that their fears are valid.

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When Dr. David Schonfeld's daughter came home and told the story of a lockdown drill at school, she talked about making jokes with other students while her class hid in a closet for 30 minutes.

Schonfeld, a pediatrician and director of the National Center for School Crisis and Bereavement at Children's Hospital Los Angeles, was shocked to hear about the levity. It was just after 9/11, and he reminded his daughter, then a middle schooler, that such drills were serious and needed to be treated as such.

"'Dad, I know it's serious. That's why I was joking,'" he recalled her telling him.

She then discussed the fear that permeated the closet and the rising sense of panic. The students knew it was a drill, but the thought of the worst-case scenario and the reality of why they were all there overtook them.

The massacre that killed 19 students and two teachers in a Uvalde, Texas, school this week shocked the nation, but these shootings are becoming more common, Schonfeld said. In addition to loss and stress from Covid-19, today's kids are growing up with news about students being killed in schools and drills to prepare them for the possibility such violence could happen on their campus.

"Even if they weren't in Texas, I think children are having more anxieties and worries related to school shootings," clinical psychologist Robin Gurwitch said. "How do we best support students before, during and after?"

Children are often aware on some level of the violence happening around the country, said Gurwitch, a professor in the department of psychiatry and behavioral sciences at Duke University Medical Center and senior adviser for the terrorism and disaster program of the National Center for Child Traumatic Stress Network. And even the best lockdown drills can stoke fear and anxiety in them, Schonfeld added.

They are faced with a threat to their assumptive world, or an event that reshapes the assumptions they make about the world from a young age, he said. They also can be subject to secondary stress, which can happen when the trauma they observe affects them, said Charles Figley, director of the Tulane University Traumatology Institute.

Lockdown drills are not always in preparation for an active shooter; they can be for any threat of danger, but they are not necessarily conducted the same across the country and can have a negative impact on students when done the wrong way, said Jaclyn Schildkraut, associate professor in the department of criminal justice at the State University of New York at Oswego, whose research focuses on school and mass shootings.

Not all drills are equal

There is some benefit to preparing for potential disaster, Schonfeld said.

We want to know some level of protocol is in place to maintain calm and as much safety as possible if there were a lockdown, just as if there were a fire, earthquake or tornado, he said.

But there are ways to conduct them that are better for students' mental well-being, Schildkraut said.

Drills should not be a surprise. Ideally parents are made aware, and students will know that the procedure is a drill and that there isn't a present danger, Gurwitch said.

"There can be some calmness in knowing that this is what I'm supposed to do," she added. "I don't think my school is going to catch on fire because we have a fire drill, but I know what to do should that happen."

Drills should also never be sensationalized with fake blood and gunshots or people portraying perpetrators, Schonfeld said. Those exercises, called active shooter or high-intensity drills, don't show a benefit to students and can be unnecessarily overwhelming, he said.

"We do not raise the temperature and put smoke in the hallway to simulate a real fire," he said.

Schildkraut trains schools in drills and collects data about the impact they have on students. And preparation that teaches them how to seek safety can relieve some level of anxiety, she said.

Training can go too far, however, Schonfeld said. Preparation that tells children they should intervene in a violent situation can put them in an impossible situation and then leave them with feelings of guilt and shame in the aftermath of an actual attack, he added.

How we can help kids

Supporting kids through their fears about possible violence at school isn't easy, but making an effort to do so can start simply, Gurwitch said.

First, adults have to begin a conversation. It can be hard to bring up scary topics, but avoiding them can make kids feel like they don't have a place to go to ask questions - which is key to them feeling safer.

Kids of various ages likely have different levels of awareness, and it is important to take their developmental stage into account when talking about violence and lockdown drills, Gurwitch said. You can start by asking what they know already.

As caregivers, we want to give kids reassurance that nothing bad will ever happen to them but avoid doing so or minimizing their fears, Schonfeld said.

We can reassure them that the adults in their lives are doing everything they can to keep them safe and show them actions your family, school and community might be taking, Gurwitch added.

It is also important to share and model the coping skills you use, such as breathing, distraction, meditation and conversations with loved ones. Make sure your kids know that different things work for different people, but you are there to help them find out what works best for them.

Reports of violence and preparations for its possibility in a place students go almost every day can be stressful, and it's not surprising these stoke feelings of fear, grief or anxiety. How those feelings manifest may not look the same for all kids - there can be headaches, behavior changes or school absences - so be sure to keep the conversation open and don't be afraid to seek help from a mental health professional, said Figley of the Tulane institute.

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How do lockdown drills affect kids? | CNN

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When Dr. David Schonfeld's daughter came home and told the story of a lockdown drill at school, she talked about making jokes with other students while her class hid in a closet for 30 minutes. Schonfeld, a pediatrician and director of the National Center for School Crisis and Bereavement at Children's Hospital Los Angeles, was shocked to hear about the levity.

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This article from CBS News is about Pennsylvania lawmakers trying to ban teaching of gender identity and sexual orientation in schools. It discusses the controversy over this topic, especially within different families and communities. Additionally, it states that a ban on teaching these things would only be applicable to children from PK-5th grade. Also, this article emphasizes that a ban on teaching these topics in school, would not prevent students from asking questions, or participating in organic conversations. This information is critical for educators to know because it can influence what is taught and discussed in the classroom. Additionally, it can influence the background knowledge that some students have when entering a new grade. Teachers can implement this knowledge in the classroom by making sure they are only teaching appropriate, state approved topics. Also, they can encourage students to have more discussions about gender identity and sexual orientation at home, or with a school counselor.

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/ CBS Pittsburgh

PITTSBURGH (KDKA) - Two state Senators from Lancaster County say Pennsylvania needs a law like Florida's - one that bans the teaching of gender identity and sexual orientation to young children.

It's likely to be as controversial here as it was in Florida.

State Sen. Ryan Aument and his colleague Scott Martin, both Lancaster County Republicans, said they are hearing from concerned parents everywhere.

"Families all across Pennsylvania who are very concerned about conversations that are taking place in Pennsylvania schools of a highly sensitive nature with respect to sexual orientation and gender identity at a very early age," Aument told KDKA political editor Jon Delano on Friday.

Aument said they will soon introduce their bill to prohibit the classroom teaching of sexual orientation and gender identity from Pre-K through fifth grade.

"Parents are very concerned these conversations are happening as part of classroom instruction and are happening without their knowledge and without their permission," Aument said.

While these subjects can be taught in the upper grades in an age-appropriate manner as is required for sex education, schools must keep parents informed of the curriculum and allow them to opt their children out.

Aument added that this is not a "Don't Say Gay" bill because even in the early grades, students can say gay and ask questions.

"We don't limit, we don't prohibit organic conversations. We don't prohibit certainly teachers responding to questions," Aument said.

"What this looks like it's going to do and what similar legislation has done in other states is chill conversation in the classroom about sexual orientation, gender identity," state Sen. Lindsey Williams, a West View Democrat, said.

Williams, the senior Democrat on the Senate Education Committee, is skeptical. She worries about its impact on gay and transgender students.

"To make students who are already feeling marginalized in our schools, in our communities, to make that worse is a really strong possibility," Williams said.

Williams thinks this Republican bill is election-year politics.

Senator Aument told KDKA-TV that this bill is likely to move quickly through the Republican-controlled Senate, perhaps passing before the Fourth of July. But it's not likely to become law under Governor Tom Wolf, who once called the similar Florida law "a disgraceful attempt to erase LGBTQ youth."

Jon Delano

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Pennsylvania lawmakers move to ban teaching of gender identity and sexual orientation to young children

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CBS Pittsburgh PITTSBURGH (KDKA) - Two state Senators from Lancaster County say Pennsylvania needs a law like Florida's - one that bans the teaching of gender identity and sexual orientation to young children. It's likely to be as controversial here as it was in Florida. State Sen.

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This article from NPR discusses the grief that many children have experienced from the Covid-19 pandemic. It discusses how over 140,000 children have lost a parent or caregiver from the virus, and how many of these children are from minority groups. Additionally, the article talks about the consequences of losing a parent, and how many children will need long-term support. It also talks about how adults can support these children by providing them with help, support, and an ear to listen. This information is critical for educators to know because it will influence the number of students coming into school and dealing with grief. Additionally, it will impact how much support families will need when dealing with the loss of a caregiver. Teachers can implement this knowledge in the classroom by fostering a supportive community, and normalizing grief through age appropriate texts and discussions.

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Of all the sad statistics the U.S. has dealt with this past year and a half, here is a particularly difficult one: A new study estimates that more than 140,000 children in the U.S. have lost a parent or a grandparent caregiver to COVID-19. The majority of these children come from racial and ethnic minority groups.

"This means that for every four COVID-19 deaths, one child was left behind without a mother, father and/or a grandparent who provided for that child's home needs and nurture - needs such as love, security and daily care," says Susan Hillis, an epidemiologist at the Centers for Disease Control and Prevention and lead author of the new study.

The study, which was published Thursday in t he journal Pediatrics, estimated the number of losses from April 1, 2020, through the end of June 2021 at 140,000. And that number has risen in the past three months: Hillis estimates it is around 175,000 today.

"This number will continue to grow as long as our pandemic deaths increase," Hillis says.

These children are going to need support

Once a child loses their parent or primary caregiver, Hillis says, the tragedy is something they live with for "the entire duration of their childhoods."

It's a situation that calls for urgent action, Hillis notes. These children need "understanding, help, support," she says. And it's important "to ensure that they have a safe and loving family to continue to support their needs and nurture."

And, just as COVID-19 has killed more people in communities of color, children in these communities are the most impacted by the loss of parents and primary caregivers.

"Sixty-five percent of all children experiencing COVID-associated orphanhood or death of their primary caregiver are of racial and ethnic minority," says Hillis. "That is such an extreme disparity."

The study defines orphanhood as the death of one or both parents. The study also tracked the loss of caregiving grandparents.

And if you look more closely at individual groups, American Indian and Alaska Native children were 4.5 times more likely to have lost a primary caregiver compared with white children. Black children were 2.4 times more likely and Hispanic children almost twice as likely.

Losing a parent or caregiver in childhood is a significant trauma. The study notes that this type of adverse childhood experience "may result in profound long-term impact on health and well-being for children."

"Adverse childhood experiences are associated with increased risks of every major cause of death in adulthood," says Hillis.

Losing a parent has other long-term effects

And in the short term, the impact of losing a parent or primary caregiver can lead to mental health crises for kids, including increased suicide risk, Hillis says, and "increased exposure to sexual, physical and emotional violence and exploitation."

And in terms of life outcomes, a body of earlier research shows that losing a parent can put kids at a higher risk of economic, food and housing insecurity.

This adds a new layer of risk to kids in communities of color, which are already disadvantaged.

These communities experience inequities in access to health care, housing, education, and other factors that contribute to children's well-being, says Dr. Warren Ng, a psychiatrist at Columbia University who primarily works with kids in communities of color.

"The numbers don't tell the full stories," he says. "The full story is really in the lives and the affected future of these children and adolescents and their families."

Many children didn't even get to say goodbye

Mental health care providers who are seeing the mental health effects of the pandemic on kids say these losses are particularly traumatic. Ng says even grieving has been difficult for them - many didn't even get to see their parents or grandparents in the hospital, or say goodbye.

"One of the things that's unique about the pandemic is that it's also not only deprived us of a loved one, but it's also deprived us of our opportunities that come together, so that families can heal, [and] support one another in order to really get through the most difficult times of life," he says.

The study authors also call for policy action. "What we are proposing is that there be serious consideration to adding a fourth pillar to our COVID response, and that fourth pillar would be called care for children," says Hillis.

This would involve finding resources and coming up with systems for "finding the children, assessing how they are doing and linking them to appropriate care," she says, and strengthening economic support for families who care for the children.

The data highlighted here, especially the racial and ethnic inequities, "really does demand an urgent and effective response for all children," Hillis says.

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COVID deaths leave thousands of U.S. kids grieving parents or primary caregivers

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Of all the sad statistics the U.S. has dealt with this past year and a half, here is a particularly difficult one: A new study estimates that more than 140,000 children in the U.S. have lost a parent or a grandparent caregiver to COVID-19. The majority of these children come from racial and ethnic minority groups.

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This article from Science Daily is about risk factors for smoking and gambling disorders. This article discusses how excessive screen time in children from 5-15 years, can be a risk factor for other more dangerous additions later in life. These could include addictions to tobacco, alcohol, and gambling. The article also states that children and adults should maintain a television limit of two hours per day. This information is critical for educators to know because although screen time in the classroom can be educational, it should also be limited. Additionally, it is helpful to recognize when students might have a screen addiction, and help them find other things to focus on. Teachers can implement this knowledge in their classroom by limiting the number of videos shown in class. Also, when possible, teachers can assign homework that does not involve screen time.

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Excessive television viewing in childhood is a risk factor for later smoking and gambling disorders, study finds

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Excessive television viewing as a child can lead to a higher risk of tobacco use and gambling disorders in adulthood, a new study shows.

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This article on recess from NBC News discusses the widespread use of teachers canceling recess as a punishment in schools. It shares individual stories from students who have been negatively impacted by this, and demonstrates family frustrations with this method. Additionally, it discusses the importance of recess as a time for children to develop social skills, communication skills, gross motor skills, and stress management. Lastly, it mentions that several states including Pennsylvania, have introduced legal bills to protect children's rights to recess. This information is critical for educators to know because they are responsible for making sure that their students needs are being met. All educators should be informed on the best practices for helping children be successful, happy, and healthy. Teachers can implement this knowledge in the classroom by ensuring that all students receive recess each and every day. Additionally, teachers can advocate for other students in the school, who might be missing out on this opportunity.

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Teachers often cancel recess as a punishment. A growing number of states want to change that.

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Taking away recess to discipline elementary school students doesn’t work. Experts say it’s time to stop.

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This article on children with obesity from ABC News, discusses how one in five U.S. children live with obesity. It highlights other health issues that can come from obesity such as diabetes, heart disease, depression, and more. Additionally, it advocates for proactive treatment in children who struggle to maintain a healthy BMI. This article suggests that parents should reach out to their pediatrician to discuss options such as behavioral therapy, medication, and weight loss surgery. This information is critical for educators to know because many of their students may struggle with obesity. Even though teachers are not qualified to treat or diagnose children, they can provide helpful resources to parents. Also, teachers can implement this knowledge in the classroom by teaching students about the health problems that accompany obesity, and being a role model for making healthy choices.

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Children and adolescents should be proactively evaluated and treated for obesity, according to new guidelines from the American Academy of Pediatrics around childhood obesity.

The guidelines note that treatments, including medications and weight loss surgery, can be effective and can help reduce the risk of developing other health conditions.

The AAP also said childhood obesity is a disease with genetic, social and environmental factors - not something caused by individual choices - and that it shouldn't be stigmatized by health care providers.

"Weight is a sensitive topic for most of us, and children and teens are especially aware of the harsh and unfair stigma that comes with being affected by it," Dr. Sarah Hampl, a lead author of the guidelines and pediatrician and weight management specialist at Children's Mercy of Kansas City, said in a statement. "Our kids need the medical support, understanding and resources we can provide within a treatment plan that involves the whole family."

One in 5 U.S. children and teens are living with obesity, according to the Centers for Disease Control and Prevention. Obesity is a serious condition that, if left untreated, can lead to long-term health problems.

Overweight and obesity are diagnosed after a doctor uses height and weight to calculate body mass index, or BMI. The tool compares a child's weight and height to other children of the same age and sex. Overweight means having BMI 85% greater than others their age and gender, while obese children are at or above 95%. BMI is an imperfect tool, but can still help doctors identify concerns for patients, experts said.

Children with obesity are at a higher risk for diseases such as type 2 diabetes, heart disease, obstructive sleep apnea, and depression.

Doctor examining an overweight boy

Elena Bessonova/Getty Images/iStockphoto, FILE

Pediatricians should screen children with obesity for those and other conditions at routine checkups, the AAP said in the new guidelines.

Reducing BMI with treatment can help prevent those other health problems, according to the AAP.

Previous AAP guidelines, released in 2007, recommended a "watchful waiting" approach to childhood obesity. But evidence collected over the past decade showed that there's no benefit to delays, and that weight loss treatments are effective for children and adolescents. The new guidelines recommend they be used for all children over the age of 2 with overweight and obesity.

Children 6 years and older can receive monthly behavioral therapy to help them make long-lasting health changes, according to the new guidelines. Teens may be eligible for weight loss medications, along with continued diet and exercise. And for teens with severe obesity, weight loss surgery is a safe and effective option.

The AAP recommends treating overweight and obesity like a chronic condition. For effective treatment, parents and children may need to see their doctor on a regular basis.

All services for children and teens should also be carried out in a way that is mindful of patients' culture and language preference, the guidelines say. By working with families to identify personal beliefs, risk factors, and challenges, pediatricians can provide a personalized plan for treatment.

Parents should talk to their child's pediatrician to make any additional health and lifestyle changes, but can model and encourage healthy eating and physical activity for their children, the AAP said.

Cooking with children can make them excited about healthy eating. Preparing meals with vegetables, fruits, and grains can provide a balanced diet. Children should be encouraged to stay active daily or get involved in sports.

While childhood obesity is common, the AAP said many children, teens and parents face weight-based stigma - even though many factors contributing to obesity, like genetics and structural racism, are outside of individual control. The new AAP guidelines call on pediatricians and other health care providers to avoid stigmatizing language when discussing weight with patients.

The organization is also calling for policy changes that could help reduce racial disparities in childhood obesity, including improving access to healthy foods and treatments for groups at greatest risk.
Karra Maniér, MD is a member of the ABC News Medical Unit and a resident physician at Los Angeles County + University of Southern California Medical Center.
Nicole McLean MD, MPH, is a member of the ABC News Medical Unit and a resident physician in pediatrics at Columbia University/New York-Presbyterian.

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Children with obesity should get proactive treatment: American Academy of Pediatrics guidelines

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Children and adolescents should be proactively evaluated and treated for obesity, according to new guidelines from the American Academy of Pediatrics around childhood obesity. The guidelines note that treatments, including medications and weight loss surgery, can be effective and can help reduce the risk of developing other health conditions.

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This article on social and emotional learning from CNN, discusses the social and emotional impacts that the Covid-19 pandemic had on children in the U.S. These impacts include anxiety, depression, and struggles to interact with other people. However, many schools have taken it upon themselves to explicitly implement social and emotional learning in school. This has helped many children regain their social and emotional skills, as well as confidence. This article also outlines what parents and caregivers can do to support their children in learning these skills. This information is critical for educators to know, as they are the ones who are helping students grow throughout every school day. Teachers can implement this knowledge in the classroom by making sure that students are receiving explicit social and emotional learning instruction.

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Editor's Note: This story is the first in a series looking at ways we can help our children restore, with patience and love, some of what the pandemic has taken away.

I used to be a bit cynical about social and emotional learning programs, or SEL as they are known in educational circles.

My 9-year-old's previous school tried to teach him skills such as self-regulation and empathy, but in practice the whole thing felt like just another item on his busy teacher's daily checklist. The kids would rush through an eight-minute breathing exercise, only to be rushed off to their 10-minute lunch and 10-minute recess. I suspected they would learn more, socially and emotionally speaking, from extra time spent eating and playing - and by skipping the mini-meditation.

But when my son switched schools last year, I saw how effective SEL can be. Like most kids, he entered the 2021-22 school year socially and emotionally bruised by the pandemic. His ability to trust educators, the academic process and his peers, and to motivate himself and take responsibility for his actions, had all been wounded.

The new school anticipated these would be issues for many and spent the first two months working on social and emotional skills. Unlike the previous school that focused on learning how to regulate behavior, his new school's SEL curriculum put relationships at the center and wove these lessons into everything they did. Individual pursuits such as self-control and resilience were present but always part of a larger aim to improve personal and communal connections.

It worked. "We feel like we got our son back," my husband would tell people when they asked how he was doing. I felt the same. His ability to focus on academic work returned, as did his willingness to hug relatives.

Still, the pandemic has left its mark on both my older son and my younger one, a rising kindergartner, neither of whom are as sure-footed as they likely would have been should Covid-19 never have happened.

You may see this in your children, too. Experts note that many children, in addition to being behind academically, have also experienced what might be thought of as a social and emotional learning loss. Emerging research suggests the same. For some, it means clinical anxiety and depression. For most, it means small to medium setbacks in kids' ability to do things such as taking on new responsibilities, trying new things or making friends.

What is SEL?

SEL aims to teach kids what CASEL, the Collaborative for Academic, Social and Emotional Learning, calls " core social and emotional competencies." The organization breaks them down into five main areas: self-awareness, self-management, responsible decision-making, social awareness and relationship skills. This type of teaching first emerged in the 1960s and in the past few decades has slowly made its way into most schools.

SEL can take place informally and formally through conversations, exercises and activities. Experts say that no one-size-fits-all program is best for any school or community, but that cramming SEL into one short session during the day should be considered a red flag.

"Schools have increasingly started to understand children's behaviors better," said Anya Kamenetz, an education reporter and author of the upcoming book " The Stolen Year: How COVID Changed Children's Lives, and Where We Go Now."

"With SEL we saw a shift from 'What is this kid doing?' to 'What is this kid experiencing?' That makes all the difference in the world because it isn't about what is wrong with kids, but what is going on with them and what is happening in their lives that is making them behave a certain way."

Research on SEL shows that it can help kids academically as children learn to focus, self-regulate, have better classroom behavior and build positive relationships with their peers and teachers. When children feel cared for at school and believe their teachers and fellow students have their best interests in mind, they are more willing to take on academic challenges. These benefits can last a lifetime as children who have gone through SEL programs, the younger the better, tend to have higher levels of well-being later in life.

Ultimately, none of this approach is new exactly. "Every culture has similar notions. You want your kid to grow up to be a good person," said Maurice J. Elias, professor of psychology at Rutgers University and coauthor of " Emotionally Intelligent Parenting." The difference is taking this impulse to raise good kids and figuring out which skills make that more likely for those from a variety of backgrounds.

Why our kids need it now

Two-plus years into Covid-19 and many of our kids are lonely and exhausted, said Aaliyah A. Samuel, CEO of CASEL. They're "not just exhausted by academics but mentally exhausted," she said. "And they're not feeling connected to school." They need a reset, help finding their way back to a place where being at school energizes them rather than depletes them, according to education experts.

Kamenetz said the teachers and school leaders she's spoken with are also seeing more of what they call "regressed" behaviors, such as kids bringing toys to school at older ages. There are also many reports of kids seeming socially overwhelmed at school and escaping by hiding in the bathroom or behind the screens of their phones.

Teachers and principals may be tempted to ignore such behavior and focus only on catching children up academically, Elias said. But doing so risks children falling even more behind.

"One of my big concerns is that educators will only do the six-minute SEL teaching to increase time on academics, but that is a prescription for disaster. Because if we have learned anything from the pandemic, it is just how important relationships are in every aspect of life," he said. "If we want our kids to get back on track (with) academic learning, we have to do this first."

The reason, he said, is that it is our "emotional brain," rather than our "thinking brain," that allows us to sit down and learn. We can't progress much academically if our emotional brain is unsettled. Only when students feel safe and connected to teachers and peers will they feel ready to get to work, education experts said.

It is also our emotional brains that allow us to handle this uncertain moment, and the many uncertain moments that will follow.

"We are preparing our kids for a future, and we don't know what it is going to look like," Samuel said. "The world is changing fast ... and we need to help our kids be flexible and nimble to handle those changes in the world as they happen. Because change is inevitable."

What can parents and caregivers do?

Parents and caregivers worried about their children's SEL learning loss can start by asking the school and teachers about their program, Kamenetz said. Ideally their approach is an integrated one, woven through the day, with lots of different facets that reach children in different ways.

There might be moments when they learn to label and manage their emotions, when they learn to work together, when they learn to respect other children, including those different from them, and when kindness and empathy are rewarded.

Parents and caregivers can work with teachers to figure out their kids' strengths and weaknesses and try to weave these lessons into the home.

Another possibility: Adults can try to engage in some SEL of our own, which we'd all probably benefit from after the past few years. We could make time to talk about labeling and processing our feelings with our children, the bad and the good, and work on self-regulation and resilience. We could also talk about all the ways our good relationships benefit us and how we struggle to connect due to the pandemic, too.

"Ultimately, this is not about human perfectibility," Kamenetz said, "but the fact that these are skills that we work on throughout our lives."

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Restoring what the pandemic took: Social and emotional learning for kids | CNN

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Editor's Note: This story is the first in a series looking at ways we can help our children restore, with patience and love, some of what the pandemic has taken away. I used to be a bit cynical about social and emotional learning programs, or SEL as they are known in educational circles.