Trauma Sensitive & Culturally Responsive

Social Emotional Learning (SEL)

School wide approaches/strategies to teaching SEL

Tricia Schinkel RP, MC:AT School Counsellor

August 2021: Edvance Bootcamp

Outline:1. Introduce these three considerations when teaching

SEL:- Impact of Virtual learning- Impact of Trauma - Trauma informed /Trauma

Sensitive lens- Impact of Culture - Social-Political-Racial

lens/Culturally Responsive lens 2. Practical ways to implement SEL strategies with trauma

informed and culturally responsive lens - the Zones of Regulation concepts - Calming spaces in classrooms

CHECK IN

Why Social Emotional learning is important

How are you already supporting SEL in your classroom?

Impact of Virtual Learning on SEL

● Amplified mental health challenges (parents and students)○ Youth are in crisis○ Suicide attempt rates increased○ Eating disorders increased○ Use of Kids Help phone increased○ Rise in substance use/abuse○ Apathy, depression, low motivation, isolation○ Increased anxiety, heightened fear, health related anxiety○ School absences unrelated to COVID

● Lack of social connection● Intensified stress levels - Less ability to self regulate● Learning loss & achievement gaps● Equity issues surfaced ● Problematic internet addiction issues/screen

addition/pornography use

The other side of COVID-19: Mental health challenges prevalent in youth - Hamilton Health Sciences

Panorama's Research Team (splashthat.com)

Trauma Sensitive/Trauma Informed lens

Trauma = An experience that overwhelms the capacity to regulate

emotions and cope

Trauma informed/Trauma sensitive = being aware of the impact of traumatic

stress

Children's reactions to trauma and stress can interfere considerably with learning and behavior at

school. Schools serve as a critical system of support for children who have experienced trauma.

Creating Trauma-Informed Systems | The National Child Traumatic Stress Network (nctsn.org)

Not everyone who experiences traumatic events will be traumatized - absence of protective factors (safety, stability, nurturing relationships)

Trauma refers to toxic stress - as not all stress is harmful but it is about resiliency and the ability to cope with stress that causes trauma

STRESS & TRAUMA

Trauma Symptoms that you might observe in the classroom:• Anxiety, fear, and worry about safety of self and others (more clingy with teacher or parent)

• Changes in behavior: Increase in activity level; Decreased attention and/or concentration; Withdrawal from others or activities ; Angry outbursts and/or aggression; Absenteeism

• A change in ability to interpret and respond appropriately to social cues

• Increased somatic complaints (e.g., headaches, stomachaches, overreaction to minor bumps and bruises)

• Changes in school performance

• Over- or under-reacting to bells, physical contact, doors slamming, sirens, lighting, sudden movements

• Statements and questions about death and dying

• Difficulty with authority, redirection, or criticism

• Hyperarousal (e.g., sleep disturbance, tendency to be easily startled)

• Avoidance behaviors (e.g., resisting going to places that remind them of the event)

• Emotional numbing (e.g., seeming to have no feeling about the event)

Trauma informed Schools

What are the three pillars of trauma-informed care?

o Safety (predictability, routine, structure, rituals, transitions, physical needs met)

o Connection

o Coping (regulation)(external regulation, co-regulation, self-regulation)

What does it mean to shift to a trauma lens?

o To see the need behind the behavior - Chase the WHY

Maslow’s Hierarchy of Basic Human Emotional Needs

“Addressing the academic skills gap remains an important objective; however, students will not be ready to engage in formal learning until they feel physically and psychologically safe. Establishing that sense of safety may take weeks or even months, depending on the evolving context in individual communities and a range of

factors unique to each individual. Even within school community, individual students and staff may be continuing to experience different stressors that could affect their personal sense of safety” - ASCA

Why All SEL Must Be Trauma-Informed As We Reopen Schools (panoramaed.com)

Culturally Responsive Lens

● Do your own personal learning● Professional development opportunities as school ● Look for ways to embrace and teach the importance of racial

identity (just as important for white students)● Participate in diversity curriculum reviews ● Stock your walls and libraries with diverse images and books

- see themselves represented in their classroom (books, images)

● Use inclusive language & examples● Celebrate awareness days ● Hire/recruit diverse staff● Work more closely with international families● Avoid tokenism (using images to make school look diverse)

Culturally Sensitive = acknowledging, respecting, and integrating children and families cultural values, beliefs, and practices.

“Teaching them [white children] to be aware of their racial identity would allow them to better understand the privileges that accompany that identity,

and to see how those privileges shape their lives and relationships. And if they were taught how the concept of “whiteness” was created, they could be on the lookout for ways to disrupt and dismantle the toxic racism that robs

us all of our full humanity.” - Kamilah Drummond-Forrester

The Role Social-Emotional Learning Plays in Teaching White Children About Race | EdSurge News

As Christian Educators, we need to seek out Biblical justice and reconciliation: being peacemakers and reconcilers, bringing each of our schools closer to Revelation 7:9.

Christian Educators Diversity Alliance (CEDA)

Trauma Sensitive & Culturally Responsive SEL

IN SUMMARY:

All learning is social and emotional and all learning is mediated by relationships that sit in a sociopolitical, racialized context – for all children, not just those who are black and brown. Social Emotional Learning and Equity — National Equity Project

Mandate as Christian Educators:

ALL these areas are infused together in our identity in Christ. It's important to celebrate biblical diversity and the foundation of our identity is in Christ and is shaped by many things (race, culture, trauma, experiences, education etc.)

1 2 3

Practical Strategies

Zones of Regulation Schoolwide

Calming spaces in classrooms

Embedding SEL in

classroom daily

The Zones of Regulation: School wide vs. Individual Classroom

School wide Initiative

Website has training modules and virtual training for implementing schoolwide

Need leaders to be trained and to help implement (learn together)

Use similar resources/visuals

Individual Classroom strategies

Use visuals

Teach concepts

Identify and express emotions

Use calming tools

Tips when using the Zones:

● Teaches a common language● Emphasize that there are: NO BAD ZONES. All Zones and ALL emotions are ok but not

all actions are ok.● Don’t need to GET BACK TO THE GREEN. ● Don’t point out other people’s zones. Let them own their own zone.● Don’t force students to check in with their zone, especially while elevated.● Understand that people may differ in feelings and behaviours and its ok to have

differing feelings or multiple feelings

Example of a Zones Game: students use colour cards on screen/in person; give scenarios, identify feelings, discuss range of feelings

https://www.zonesofregulation.com/index.html:

Calming Spaces in Classrooms

Regulation Station - Zones language

Calming Corner

Non punitive!

INCLUDE:● Sensory tools● Headphones● choice board● zones visuals● flip chart● timer & time limit● calming box● Privacy● comfort

Calming spaces/havens - Stress management and coping - Faith and Wellness - A Daily Mental Health Resource (smho-smso.ca)

Embedding SEL into classrooms daily

● Morning meetings○ 1st 10 days of Morning Meetings: MM_Gr1_10Days.pdf

(responsiveclassroom.org) ● Physical activity breaks● Brain breaks● Mood Check in: identify emotions under the mask, importance of

checking in, if we can’t see their whole faces, don’t assume you know. create a game, guess feeling, use feelings chart, use zones cards

● Move This World Back-to-School SEL Toolkit | Move This World provides (SEL) with the use of interactive videos, movement, and creative expression to help students and educators develop emotional intelligence skills for long-term wellbeing.

● Engage students; give them choice, leadership, make learning fun’● Get your students to study the impact of virtual learning

Mindfulness Strategies

● Go noodle● Headspace● Settle your glitter● Circle time - pass feather (talking stick)● Ocean breathing

**Effective ways to deescalate after recess and return to learning mode

Take a moment to Breathe...

Be Still and know that I am God...He is with us...He goes before us...

ResourcesWhy All SEL Must Be Trauma-Informed As We Reopen Schools (panoramaed.com)

SEL Practices Middle and High School Teachers Can Use Every Day | Edutopia

Rebuilding Community Workshops - CREATE For Education

SEL for Elementary Schoolers: 6 Everyday Activities for Your Classroom (panoramaed.com)

3 Engaging Activities for Teaching Culturally Responsive SEL (panoramaed.com)

SEL and Racial Equity | Social Emotional Learning Curriculum for Kids (empoweringeducation.org)

Social Emotional Learning and Equity — National Equity Project

Social-Emotional Learning - Educators - School Mental Health Ontario (smho-smso.ca)

Diversity in the Christian School: The Need for Emotional and Social Learning | CACE | The Center for the Advancement of Christian Education

Race, Equity and SEL – SEL4CA

The Role Social-Emotional Learning Plays in Teaching White Children About Race | EdSurge News

ASCA

The other side of COVID-19: Mental health challenges prevalent in youth - Hamilton Health Sciences

Creating Trauma-Informed Systems | The National Child Traumatic Stress Network (nctsn.org)

Child Trauma Toolkit for Educators | The National Child Traumatic Stress Network (nctsn.org)

ALL BELONG https://allbelong.org/resources/ : Based in Grand Rapids, Michigan, they partner with Christ-centered schools and churches to create and maintain inclusive communities for persons of all abilities.

SCHOOL MENTAL HEALTH ONTARIO Everyday Mental Health Practices - Educators - School Mental Health Ontario (smho-smso.ca)

Responsive classroom https://www.responsiveclassroom.org/ 1st 10 days of Morning Meetings: MM_Gr1_10Days.pdf (responsiveclassroom.org) Move This World Back-to-School SEL Toolkit | Move This World provides (SEL) with the use of interactive videos, movement, and creative expression to help students and educators develop emotional intelligence skills for long-term wellbeing.

3 SEL Practices Middle and High School Teachers Can Use Every Day | Edutopia

SEL for Elementary Schoolers: 6 Everyday Activities for Your Classroom (panoramaed.com)

Porndemic? A longitudinal study of pornography use before and during the COVID-19 pandemic in a nationally representative sample of Americans - Abstract - Europe PMC

Panorama's Research Team (splashthat.com)

Dr. Mary Crnobori (splashthat.com)

Internet and Pornography Use During the COVID-19 Pandemic: Presumed Impact and What Can Be Done - PubMed (nih.gov)