Educators across the United States recognize the traumatic times our students are enduring as they navigate an evolving impact of the COVID-19 global pandemic. With every new update comes a level of uncertainty surrounding the many facets that affect a district’s ability to devise a plan serving the children of its community.
The most daunting task educators will most likely face will be the gravity of overcoming the trauma endured by America’s youth.
THE TRUE IMPACT OF COVID-19 WILL NOT BE KNOWN FOR YEARS TO COME, BUT WE DO KNOW THAT THIS PANDEMIC HAS CAUSED CONCERN FOR WIDESPREAD TRAUMA IN THE LIVES OF CHILDREN.
The pressures of this global pandemic and its impact on social-emotional learning (SEL) are creating an additional complex phenomenon compounded by school closures. Many students will be found in a psychological predicament perplexed by grief, anxiety, and confusion while searching for a sense of normalcy. This is coupled with preexisting disparities and inequities while trying to establish ways to succeed in a different and, to some, strange way of learning.
As schools anticipate the numbers of students needing additional support will increase, SEL must become a priority and must lead to a well communicated plan that bridges between the central office and campus level educators.