Supporting social emotional health

Full Answer Section

Slide 5: Building a Positive Classroom Community

Content: Strategy: Morning Meetings (Kriete & Bechtel, 2002)

• How it works: Daily 15-minute check-ins where students share feelings and build connections.
• Benefits:
  • Increases sense of belonging.
  • Reduces isolation.
• Example: A teacher in a diverse 3rd-grade class uses a "sharing circle" where students discuss weekend experiences, fostering empathy. Visual: Photo of students in a circle sharing. Presenter Notes:

  "Morning meetings create emotional safety by ensuring every student feels seen and heard. In one study, schools using this practice saw a 30% drop in behavioral issues. It’s a simple but powerful way to build trust."

Reference:

• Kriete, R., & Bechtel, D. (2002). The Morning Meeting Book.

Slide 6: Impact of National Events (e.g., Pandemic)

Content:

• Effects on students:
  • Increased anxiety, grief, or regression (Spinelli et al., 2020).
  • Learning loss due to disruptions.
• Educator’s role:
  • Provide stability through routines.
  • Validate feelings (e.g., "It’s okay to feel scared"). Visual: Split image—child at home vs. in classroom. Presenter Notes:

    "Events like the pandemic can shake students’ sense of security. Many experienced grief or anxiety. Our job is to offer predictability and emotional support, helping them regain a sense of control."

Reference:

• Spinelli, M., et al. (2020). World Psychiatry, 19(3), 323-324.

Slide 7: Trauma-Informed Practice 1: Calm & Predictable Environment

Content:

• Strategy: Clear routines and visual schedules.
• Why it works: Trauma disrupts a child’s sense of safety; predictability restores it.
• Implementation:
  • Use visual timers for transitions.
  • Preview changes in advance. Visual: Example of a visual classroom schedule. Presenter Notes:

Slide 8: Trauma-Informed Practice 2: Self-Regulation Tools

Content:

• Strategy: Teach calming techniques (e.g., deep breathing, mindfulness).

Sample Answer

• ACEs (Adverse Childhood Experiences) disrupt brain development, leading to:
  • Difficulty regulating emotions.
  • Impaired concentration and memory (Shonkoff et al., 2012). Visual: Brain graphic showing stress response vs. calm state. Presenter Notes:

    "Research shows that students with strong social-emotional skills perform better academically. However, ACEs like abuse or neglect can impair brain development, making learning harder. Our role is to mitigate these effects."

Reference:

• Durlak, J. A., et al. (2011). The impact of enhancing students’ social and emotional learning. Child Development, 82(1), 405-432.

Slide 3: How ACEs Affect Learning

Content:

• ACEs include: Abuse, neglect, household dysfunction (e.g., incarceration, substance abuse).
• Effects on learning:
  • Hypervigilance (constant fear response).
  • Difficulty following instructions.
  • Higher absenteeism (Merrick et al., 2019). Visual: Infographic showing ACEs categories and academic impacts. Presenter Notes:

    "ACEs can rewire a child’s stress response, making it hard to focus. A student who’s constantly anxious may struggle with instructions. Recognizing these behaviors as trauma responses—not defiance—is key."

Reference:

• Merrick, M. T., et al. (2019). The National Survey of Children’s Health. JAMA Pediatrics, 173(7), 613-620.

Slide 4: Mental Health Challenges Related to Diversity

Content: Students from marginalized groups face unique stressors:

• Race/Ethnicity: Racial trauma, microaggressions (American Psychological Association, 2021).
• LGBTQI+: Bullying, rejection (Kosciw et al., 2020).
• Disabilities: Stigma, social exclusion.
• Socioeconomic Status: Food/housing insecurity, shame. Impact: These challenges can lead to anxiety, depression, and disengagement. Visual: Icons representing diverse student identities. Presenter Notes: