By Cecilia Cruse, THE Journal, November 4, 2020
The COVID-19 pandemic has had a profound and wide-reaching effect on students, from the quality and nature of the instruction they have received to their social and emotional well-being. Whether students are attending school in person or continuing with remote learning, K-12 leaders need to plan for how they will address not only students’ academic needs but their social-emotional needs as well.
Many children have been seeing or hearing frightening information about the pandemic on TV or online. Some may have family members or other people they know who have gotten sick or even passed away as a result of the coronavirus. These experiences, and even just the anxiety that comes from not knowing what the future will bring, may result in feelings of grief or trauma.
Students who are experiencing these strong emotional responses may have difficulty focusing on their schoolwork or completing lessons. They may feel hopeless or depressed. They might need opportunities to regain a sense of confidence and personal safety, or they might need help with self-regulation. Trauma-informed care and other trauma-sensitive teaching strategies might help.
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