The Social Emotional Health of Paraeducators Early in the COVID-19 Pandemic

• In Event: How Did Social and Emotional Learning Support Educators of Students With Learning Differences During the 2020–2021 School Year?

Abstract

Objectives. Preliminary research accounting for educators’ experiences at the onset of the pandemic (Authors, IP; Authors, 2020), does not account for the experiences of paraprofessionals—the educators who work most proximally with sLDs prior to the pandemic. The objective of this presentation is to disseminate key information for promoting the mental health and well-being of all professionals across the school ecosystem, and draw attention to the need for greater resources that build resilience by harnessing emotions to cope in healthy and productive ways. Perspective(s). Promotion of paraprofessionals' SE health and well-being is vital for students and the broader school community. For example, education support professionals who feel more connected to the school community are also more likely to report intervening when they witness bullying (Bradshaw et al., 2011). Furthermore, successful implementation of school-wide change, such as for social and emotional learning (SEL), requires all community stakeholders to become agents of change (Brackett et al., 2019). This presentation examines the unique lived experiences of paraprofessionals to understand how they were feeling during the onset of the pandemic. Methods. This study employed a convergent parallel (QUAN+QUAL) mixed methods research design to capture paraprofessionals’ affective experiences and use of social and emotional learning (SEL) early in the pandemic. Evidence. Data were collected in partnership with the National Education Association across four weeks from mid-July through mid-August 2020 using a questionnaire that included both open and closed-end questions. A total of 175 participants responded to at least one question in the survey. Results and Conclusions. The most frequently reported emotions were frustration, happiness, joy, and anxiety. Participants’ top sources of stress and frustration were attributed to a lack of communication, a lack of resources, an unwelcoming school community, and a mismanaged work environment. At the same time, participants’ top sources of joy and inspiration were attributed to interacting with students and colleagues, and cultivating new skills. When asked what schools could do better to promote their health and well-being, paraprofessionals emphasized increased communication, professional respect and recognition, and greater support attending to their physical, social, and emotional health needs. Significance. The disabling impact of the pandemic on our school systems point to the need for sustainable supports and resources for educators of sLDs. Given the critical role paraprofessionals play in their schools and students’ lives, systems can support the social, emotional, and professional experiences of paraprofessionals in the transition to a new school year and beyond. Further, we explore how these findings can inform inclusive practices and decision-making processes, with paraprofessionals being well-positioned to contribute unique expertise toward reimagining what a safe and supportive education community should look like, and co-developing the blueprint for sustainable community-building in a post-pandemic school environment.

Authors

• Lauren Hunter Naples, Yale University

• Christina Cipriano, Yale University

• Abigail Eveleigh, The Urban Assembly

• Melissa Stoffers, University of Delaware

• Tia Navelene Barnes, University of Delaware