A Whole New World: Reimagining Student Achievement Through Addressing Post-Traumatic Growth in the Classroom

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Social and Emotional Learning and Student Achievement (Table 14)

Abstract

This longitudinal study examines a course designed to increase academic and social achievement for students who “failed” a previous semester(s) and how post-traumatic growth contributes to achievement, retention and self-worth. Student quantitative and qualitative data are reviewed to reflect how persistence and self-reflection leads to positive academic and individual growth. Specifically, three social-emotional theories are discussed; Mindset (Dweck, 2006), Interdependence (Markus & Conner, 2013) and Grit (Duckworth et al. 2007). However, the overarching framework most salient to student’s achievement is Post-traumatic growth (McGonigal, 2013). The traumas students confront in this tense racial and post-Covid climate are varied. Whatever individual trauma(s) that contributed to students previously being unsuccessful are discussed. Once students begin this process, their academic and self-worth improves.

Author

• Stuart Rhoden, Arizona State University