Department(s)

Graduate School of Education and Psychology

Document Type

Article

Version Deposited

Published version

Publication Date

12-1-2022

Keywords

Online learning, Pandemic, Social emotional learning, Teacher perceptions, Teacher student relationships, Trauma

Abstract

Mental health conditions related to trauma among American children are a concern, particularly because of the impacts of the COVID-19 pandemic. Children, as students, carry the trauma they encounter with them into the classroom. Students impacted by trauma learn differently due to effects on the brain that relate to several impairments, causing them to perform poorly in school. However, teachers may not always understand this issue. This case study shows how certain dynamics within the EST layers impacted one school during the pandemic. The purpose of this study was to examine how teachers at the school experienced a trauma-informed online PD and SEL program intended to improve student outcomes, teacher perceptions, and teacher–student relationships. The six participants included teachers in a K-8 low-income, minority population charter school. The assessment tools used were the Teacher–Student Relationship Scale, Teacher Perception Scale, and Student Outcomes Survey. The teachers’ outlook on SEL improved, particularly online. This improvement helped the teachers implement community circles and SEL infused with mindfulness in their online classrooms, which may have helped them maintain their relationships with the students and may have helped the students with academic and stress outcomes. During unprecedented times, the maintenance, rather than the deterioration, of student outcomes and teacher–student relationships is an accomplishment and an area that necessitates further research.

Publication Title

BMC Psychology

E-ISSN

20507283

Volume

10

Issue

1

DOI

10.1186/s40359-022-00848-y

PubMed ID

35642046

Comments

Publication can be accessed at this link: https://doi.org/10.1186/s40359-022-00848-y

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