As local, state, national, and international leaders work to curb the spread of the COVID-19 virus, many communities across the country are experiencing a heightened level of fear, anxiety, and worry during these uncertain times. Parents, educators, youth development professionals, childcare providers, and others are looking for ways to help young people reduce, manage, and cope with the fears, worries and anxieties that might be provoked by this health crisis and continue to develop the social and emotional skills they will need for managing and coping with future life challenges. We’ve compiled a list of resources to support these efforts. Check back periodically, as we will be updating the list.
REBUILDING SEL SKILLS IN THE AGE OF COVID-19
As schools return, educators will be facing a host of psychological issues in students, from social disconnection to anxiety.
Neuroscience and psychology researchers have found that stress, trauma, and social isolation can inhibit the brain’s ability to learn, but by supporting social and emotional development and building safe relationships, educators can raise resilience and self-regulation, improve behavior and belonging, and help students learn.
This live virtual conference will show how all learning is social and emotional for the brain and provides practical strategies to raise resilience, restore trust and relationships, and rebuild self-regulation and social emotional learning. Discover ways to manage misbehavior; to recreate calm, attached classrooms; to reduce stress; and to heal from trauma so that all students in our racially diverse schools can learn and thrive — whether in classrooms, online, or in hybrid environments.
Several hundred well-designed studies have documented that well-planned and well-implemented SEL programming can positively affect a broad range of student social, health, behavioral and academic outcomes. This conference is designed to provide quality professional development opportunities for school administrators, teachers, school psychologists, school counselors, social workers, afterschool providers, youth development workers, early childhood professionals, student support specialists, staff who serve on SAP teams, alternative education teachers, homeless liaisons, foster care points of contact and other professionals who work on behalf of children and youth.
Teachers are calling for schools to prioritize integrating SEL learning practices and strategies.
Principals say SEL is essential, but want more guidance, training and support to teach these skills effectively.
On average, for every $1 invested in SEL programming, there is a return of $11.