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Issue 43: Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs
Get PDFSocial, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been difficult. Programs such as social emotional learning (SEL) frameworks and trauma-informed practices (TIP) are not only popular, they are deemed “essential” in almost every corner of the social services sector
Trauma by Numbers: Warnings Against the Use of ACE Scores in Trauma-Informed Schools
Get PDFThe school trauma-informed movement is grounded in Adverse Childhood Experiences (ACE) research, which has informed professional development, philosophies, understandings of students’ lives, and school interventions. In recent years, there has been growing advocacy for ACE screenings and the use of “ACE score” data to inform individual and school interventions. This application of the ACE framework raises a number of ethical concerns for K-12 school professionals, particularly since high ACE scores are associated with dismal life trajectories for students who are not “resilient” enough to overcome their hardships. This article challenges the frequent claim that the trauma-informed frameworks move school professional views of students away from a perspective that ‘there is something wrong with them’ to a more compassionate, ‘something happened to them.’ It demonstrates how the broader narrative of the ACE framework more accurately sends educators and students the message that there is something wrong with them because something happened to them. It provides an overview of the ACE movement, its role in education, and aims to open a critical dialogue about its dangerous applications in schools
Creating Classroom Community to Welcome Children Experiencing Trauma
Get PDFHow elementary and early childhood classrooms engage with socio-emotional learning is deeply connected to creating a classroom community. Yet, much of socio-emotional learning curricula focuses on the individual child, rather than on the everyday interactions that build and sustain community. During the Civic Action and Young Children study, we spent a year in a Head Start preschool in Texas, where we noticed that although many children in the class struggled with varied difficult circumstances including poverty, homelessness, discrimination and threat of deportation, the teachers did not label them as homeless, illegal immigrants or poor. Additionally, children seemed to help one another more than we saw in other preschool classrooms. This paper focuses on Ms. Luz and Ms. Louisa’s classroom of 17 preschool students and how they created a community that supported a young Latino boy, Luis, who experienced housing insecurity during his year in the classroom. Luis’s story highlights how the collective idea of civicness, i.e., acting with and on behalf of the community created authentic opportunities for creating and sustaining community. Rather than working with a child experiencing trauma through an individualized and decontextualized curricula, focusing on the community created opportunities for all children to practice authentic care and for Luis to experience inclusion in the community. We offer five implications and recommendations to create classroom communities that both welcome children experiencing trauma and create authentic opportunities for children to enact civicness
A Transformative Opportunity for New York State
Get PDFFunded, yearlong teacher residencies save money and improve schools. To fund every new teacher in New York at a rate of 440,000. Within 5-7 years, teacher turnover would reduce by two-thirds. Resource reallocation plus cost savings from retention would pay for most or all of the state\u27s future needed teacher pool.https://educate.bankstreet.edu/pt/1000/thumbnail.jp
Co-Designing Teacher Residencies: Sharing Leadership, Finding New Opportunities
Get PDFThis report focuses on how a group of university teacher educators at Western Washington University’s Elementary Education program and district administrators at Ferndale School District reconsidered their approach to teacher preparation. Instead of viewing preparation as primarily the University’s responsibility, the partnership placed the needs of P-12 students and the district at the forefront of considerations, while also honoring a parallel goal enhancing the preparation experience.
The report describes the successful outcomes of the work, including revisions to the residency like work opportunities, a revised placement process, a district “on-boarding” process, and responsive professional development throughout the residency. Finally, you can find the “ingredients” that enabled the district and teacher preparation program to identify needs and priorities while uncovering opportunities to work differently together.
Throughout, the words of participants help tell the story of the partnership and highlight aspects of the work. These words come from structured interviews with school district personnel, university faculty, university administrators, cooperating teachers, and residents.https://educate.bankstreet.edu/pt/1006/thumbnail.jp
Capture the Flag: An Original Picture Book and Study of Disability and Illness in Middle Childhood
No full textThis project aims to expand representation in children’s literature and provide comfort, visibility, and connection for young readers affected by illness
Let Them Get Mad: Using the Psychoanalytic Frame to Rethink SEL and Trauma Infomed Practice
Get PDFThis article draws on the concept of the psychoanalytic frame to argue that SEL and trauma-informed practices, as codified constructs, might be excessively rigid when it comes to making sense of children\u27s and teacher\u27s emotional worlds. Drawing on vignettes from observations in a third-grade classroom where there is not yet a mandate for SEL, the author shows how sometimes, the very absence of a codified approach to children\u27s difficult behaviors and emotions can lead to an increase in their sense that they are seen and heard by their teacher and by one another
The High Lonesome Sound in Little Voices: The Use of Appalachian Balladry in the Early Childhood Classroom
Get PDFAlthough both music and poetry are thoroughly-integrated into the Early Childhood classroom, the ballad, their intersection, has not been studied. Appalachian music features a prominent tradition of balladry, a synthesis of several different music traditions. With the increased interest in Appalachian Studies after the 2016 U.S. presidential election, the study of Appalachian custom has become increasingly relevant. From a critical-historical perspective, the ballads, their collection, and their analysis have been used to perpetuate the oppressive structures that have come under increased scrutiny since 2016. This study is a hypothetical curriculum for integrating the study of Appalachian ballads into the Early Childhood classroom, with a focus on second grade students. It is meant as a reaffirmation of a rich historical tradition and a reclamation of this tradition from its misuse
Sustainable Strategies for Funding Teacher Residencies: Lessons From California
Get PDFWith significant state investment, teacher residencies are spreading throughout California To sustain these efforts after the initial state investment programs are using creative funding strategies. To learn about how teacher residencies across the state are funding their work, the Learning Policy Institute and Prepared To Teach at Bank Street College of Education partnered to examine the current state of practice around residency sustainability. The report highlights California teacher residencies with known financial sustainability efforts in which partners are leveraging local resources to support residents and mentor teachers. These concrete examples of creative residency funding strategies are meant to help California’s new investments in teacher residencies become sustainable over time. They also offer valuable lessons for residencies in any community context.https://educate.bankstreet.edu/pt/1004/thumbnail.jp
Choosing Difficult, Choosing Important in Fifth-Grade Read-Aloud
Get PDFIn this essay, I share my critical reflections and pedagogical choices (some more successful than others) while using a whole-class chapter book read-aloud to engage my students in conversation about complex topics, including racism and gender, which we might not have discussed otherwise. It is my hope to model one small way I as a White teacher have tried to disrupt Whiteness in my classroom as part of a larger commitment to anti-racist teaching, and help teachers feel more prepared to undertake similar work in their own settings