This article talks about the rise in interest in Social-Emotional Learning and the importance of cultural responsiveness on the part of teachers as they work with students of culturally diverse backgrounds and those experiencing trauma and ACEs.Source:
Liz Kleinrock, EdSurge, December 19, 2018Description:
"With an increased interest in social-emotional learning, comes the need for teachers, administrators, and staff to be trained in culturally responsive practices. When schools discuss the importance of teaching students to “self manage” their emotions, are we taking student trauma into account? Is it reasonable and empathetic to expect students who are living in heightened states of stress every day to “self regulate” their emotions as consistently as students who live in neighborhoods and households free from physical and emotional violence and trauma? Do we take student cultures, backgrounds, and experiences into account when defining what respect looks like? Are we identifying students with high SEL development as children who are truly showing signs of high emotional intelligence, or are they merely compliant?"Read the full article here!