Educating for a Recovering World: Developing Trauma-Sensitive Teaching Models in Response to COVID-19
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Authors
Hollander, Kai
Issue Date
2021-05-01
Type
thesis_open
Language
Keywords
children , education , trauma , covid-19 , pandemic , trauma-sensitive , Curriculum and Social Inquiry
Educational Methods
Educational Psychology
Alternative Title
Art of Teaching Thesis - Written
Abstract
In recent years, a number of schools and districts across America have begun implementing trauma-sensitive classroom models. However, the current reality of the COVID-19 pandemic, as well as the traumatic stress of the 2020 incidents of police violence and domestic terrorism necessitate further exploration of this work. My inquiry explores the implications of the COVID-19 pandemic on children’s learning and development. Taking a trauma-sensitive lens, I examine how trauma manifests in the elementary classroom, review the literature on COVID-19 collective trauma, and propose a model for trauma-sensitive teaching in pandemic and post-pandemic times. I make an argument for teachers to structure their classrooms and curricula to be trauma-sensitive through a focus on play, relationship-building, and student agency, given the new reality in which we all reside.
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