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Social Emotional Resources:

COVID-19 Support (Second Step) including back-to-school supports for parents and educators: COVID-19 Support

Common Sense Education Resources for SEL (including resources for Digital Citizenship for Remote/Hybrid Learning): Social Emotional Learning Toolkit

Article: How to Help Elementary Students Get Used to Masks: How to Help Students Get Used to Masks

SEL and Self-Care Resources for Educators, Schools, and Parents Related to Distance Learning and COVID-19 (Panorama Education): SEL and Self Care Resources

PTA: Supporting Children During COVID: Parent Family Resources

Reopening Plan with Regard to SEL:

Schools and districts must prioritize social-emotional well-being - not at the expense of academics, but to create the mental, social, and emotional space for academic learning to occur.

In order to acknowledge the concerns from the spring as well as pay attention to moving forward, recommendations from mental health experts all include allowing time for students and staff to “transition”. There are different ideas about what this means, but the consensus seems to be to allow for some time at the beginning of the school year to address elements of transition rather than just jumping into academics.

Transition planning might include time to process the closure (in some cases, allowing for grades or groups of students to say goodbye), time to talk about how closure had an impact on folks, time to practice/adjust to new normal, as well as for time for us to all have an opportunity to interact with one another in a new way. Time is needed to practice new routines and adjust to our “new normal.”

Data from last year’s SEL survey regarding students and their sense of being connected to an adult in the building drove another focus of our discussion. The SEL Committee was in the midst of identifying ways we could address this concern when the closure interrupted that work. Most of our faculty & staff had experience with an increase in the number of students who “fell off” the radar when we went to remote learning.

Connection and Communication: It is recommended that small group “pods” be established to provide all students with the opportunity to connect with an adult in the building. The SEL Task Force is proposing structured time be built into the academic schedule (not additional duties) to allow for check-ins that are not academic-related. If we are working remotely, it would continue as a non-academic mode of communication and community outreach.

Professional development opportunities that will support our growth and understanding of how the trauma of COVID-19 has possibly had an impact on our students and how we as a community can best attend to the social and emotional needs of children and families-including our own will be offered to faculty and staff.