Fostering Socio-Emotional Development During Global Disruption: A Trauma-Informed Approach for Educators

• In Event: Trauma-Informed Strategies for a Dual Pandemic: Helping Ourselves and Others

Abstract

The precarious circumstances associated with the COVID-19 pandemic have raised important questions concerning the potential impact on child and adolescent development. For instance, how may this disruption influence social and emotional learning (SEL) and adverse childhood experiences (ACEs)? Moreover, what protective practices may be put in place to mitigate risks? The purpose of this narrative review is to engage with these questions. Relevant research published during pandemic contexts is presented. Preliminary evidence has elucidated variables associated with ACEs and SEL concerns during the era of COVID-19. Actionable trauma-informed recommendations for educators are discussed.

Authors

• Jesse Scott, University of Windsor

• Lindsey Jaber, University of Windsor

• Christina Rinaldi, University of Alberta