One of the most frustrating aspects of many school reforms efforts of the past several decades is the intense focus on test scores with far less attention, if any, on the personal experiences that students bring to the classroom and how those who have suffered chronic stress are affected.
The rise of social-emotional learning in recent years has been seen as a move toward embracing the idea of dealing with the whole child in school, but many SEL programs don’t use trauma-informed instruction.
This post summarizes a new report on how chronic stress affects students, especially African American children and those from low-income families. The report is a joint effort of the Economic Policy Institute, a nonprofit that works to include the needs of low- and middle-income workers in economic policy discussion, and the Opportunity Institute, an education-focused nonprofit that promotes social mobility and equity by improving outcomes from early childhood through early career.
[To read more, please click here.]
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