Exploring the Compatibility of Social-Emotional Learning and Trauma-Informed Practice for Early Elementary Teachers

• In Event: AERA Research in Progress Roundtable Session One
  In Invited Roundtable: Research-in-Progress RT015 (Wednesday)

Abstract

Early childhood trauma is a widespread issue with long-term effects on children's academic, behavioral, and emotional development. Social-emotional learning (SEL) curricula may complement trauma-informed practices through the explicit teaching of emotional awareness, peer relationships, and executive functioning skills, each of which can be focuses of trauma-informed interventions. This project explores how elementary teachers, who previously implemented a classroom-based SEL intervention, reflect on student behavior and classroom management through a trauma-informed lens. Using a thematic analysis of interview data, this study applies the Substance Abuse and Mental Health Services Administration (SAMHSA) 4Rs framework to examine compatibility between SEL practices and trauma-informed domains. Preliminary findings suggest SEL involvement supports teachers' trauma-informed practices.

Author

• Madzy LaMonica, Pennsylvania State University