Tag: Compassionate Schools

Social Emotional Learning, Part 3: Tools for Regulation and Resiliency

Posted on by Nicol Walsh

A Brief Overview

  • Children who are taught self-regulation are more resilient and learn better in academics and more. This article describes a few practical tools and techniques that are aspects of Social Emotional Learning (SEL).
  • “Kids do well if they can,” says Ross W. Greene, a child psychologist and author. In a short YouTube video, Greene says, “The biggest favor you can do a challenging kid is to finally, at long last, be the person who figures out what’s getting in his way.”
  • PAVE provides additional articles about Social Emotional Learning.
  • Washington’s Office of Superintendent of Public Instruction (OSPI) provides SEL learning activities for families and educators. OSPI also provides free online SEL training, links to information about SEL state learning standards, and more on the Social and Emotional Learning page of its website: k12.wa.us.

Full Article

When children act out at school, what does the teacher do? The answer depends on the discipline policies of the school, but research indicates that suspending and expelling students is ineffective for improving behavior and can cause harm (NIH.gov).

Social Emotional Learning (SEL) in schools marks a shift toward education that promotes self-regulation, resiliency, problem-solving skills, and more. “Kids do well if they can,” says Ross W. Greene, who explains his statement in a short YouTube video. Greene is a clinical child psychologist and author of the books The Explosive Child, Lost at School, Lost & Found, and Raising Human Beings.

By accepting the logic that kids do well if they can, adults shift away from believing that kids behave only if they “want to” and allows for problem-solving, Greene says: “The biggest favor you can do a challenging kid is to finally, at long last, be the person who figures out what’s getting in the way [of doing well].”

Behavior is communication: “Get curious, not furious”

Adults can consider behavior as a form of communication and seek to understand the function of the behavior. One educator refers to this approach as “Getting Curious (Not Furious) With Students.” In the article, posted to Edutopia.org June 29, 2016, Rebecca Alber says, “When teachers get curious instead of furious, they don’t take the student’s behavior personally, and they don’t act on anger. They respond to student behaviors rather than react to them.”

Alber lists the primary benefits to schools when they promote SEL and trauma-informed approaches to discipline:

  • Improved student academic achievement
  • Less student absences, detentions, and suspensions
  • Reduction of stress for staff and students and less bullying and harassment
  • Improved teacher sense of job satisfaction and safety

Tip: Request a Functional Behavior Assessment

A Functional Behavioral Assessment (FBA) may be necessary in circumstances where behavior consistently impedes learning. Schools can use FBA data to build an individualized Behavior Intervention Plan (BIP). A BIP may support an Individualized Education Program (IEP) or could be a stand-alone plan for any student.

When using positive behavior support strategies, adults can avoid judging behavior with labels such as bad, non-compliant, defiant, uncooperative, etc. Researchers have found that those labels often refer to adult perception and frustration about what is happening more than they explain what a child may be trying to express.

Family caregivers might read through a student’s Individualized Education Program (IEP), a behavior plan, disciplinary referrals, or other notes from the school to notice what type of language is being used to describe what’s happening. Requesting a meeting to discuss an FBA and/or strategy for SEL skill-building is an option.

Raw moments are opportunities to teach from the heart

Heather T. Forbes, author of Help for Billy, is among professionals designing new ways to help children cope and learn. Emotional instruction is crucial, argues Forbes, whose website, Beyond Consequences, shares Trauma-Informed Solutions for parents, schools, and other professionals.

“It is in the moments when your child or student is most ‘raw’ and the most dysregulated [out of control],” Forbes writes, “that you are being presented with an opportunity to create change and healing. It takes interacting from not just a new perspective but from an entirely new paradigm centered in the heart.”

In an article, Teaching Trauma in the Classroom, Forbes concludes: “These children’s issues are not behavioral. They are regulatory. Working at the level of regulation, relationship, and emotional safety addresses more deeply critical forces within these children that go far beyond the exchanges of language, choices, stars and sticker charts.”

Regulation starts in the brain

SEL supports are informed by brain science. OSPI provides a free downloadable handbook, The Heart of Learning and Teaching: Compassion, Resiliency, and Academic Success. Included in Chapter One is a list of the brain regions affected by trauma. Understanding the amygdala as a center for fear, for example, can be critical for designing strategies to manage meltdowns. “Overstimulation of the amygdala…activates fear centers in the brain and results in behaviors consistent with anxiety, hyperarousal and hypervigilance,” the page informs.

Writing for Edutopia, Rebecca Alber recommends that teachers learn to understand and recognize impacts of trauma and to understand that apparent refusal to comply might actually be a trauma-based response.

“When we ask students to do high-level tasks, such as problem solving or design thinking,” Alber says, “it’s nearly impossible if they are in a triggered state of fight, flight, or freeze. This trauma state may look like defiance or anger, and we may perceive this refusal as choice, but it is not necessarily so.”

Use Your Words

Some teachers are turning directly to scientists for advice. Dan Siegel, a well-known neurobiologist and author, offers tips through his agency, Mindsight. Mindsight teaches how to “name and tame” emotions to keep from getting overwhelmed. For example, Siegel suggests learning the difference between these two sentences:

  1. I am sad.
  2. I feel sad.

The first statement “is a kind of limited self-definition,” Siegel argues, while the second statement “suggests the ability to recognize and acknowledge a feeling, without being consumed by it.”

Encourage rather than simply praise

Word choice can be critical in trauma-informed instruction. Jody McVittie, a pediatrician who started Sound Discipline, based in Seattle, gives workshops for parents and teachers. She talks about the difference between praise and encouragement in a training called Building Resiliency. Instead of saying “Great Job,” which can trigger an emotional response but may not reinforce learning, a teacher or parent might say instead:

  • “I noticed that you wrote all of the letters of your name on the line and it was really easy to read.”
  • “I appreciate that you asked some insightful questions during our discussion about the Constitution today.”
  • “I know you can write a creative description of the book you read.”

The more specific the encouragement, McVittie says, the more the student will be encouraged to keep working on that expected behavior. Another of McVittie’s key concepts is “connection before correction” to help teachers create helpful relationships with students. An example she uses in her trainings:

A teenaged student tossed a soda can from across the room during class. A trauma-trained teacher pointed to the hallway, and the boy joined her there. Instead of directing him to the office, the teacher explained that she really enjoyed having him in class. She said that he contributed valuable questions. Then she asked why he thought he was in the hallway. He said it was because he threw the soda can. She asked, “What’s your plan?” His answer included apologies and decision-making about how to avoid the mistake again.

This story certainly could have ended differently, and McVittie encourages educators and parents to avoid a “Dignity Double-Bind,” where children experience shame instead of problem-solving:

“Make the child think,” she says, “by showing respect instead of giving orders to obey.”

A Self-Regulation Strategy for Right Now

Sometimes grace starts with self-care. Following is a breathing practice you can use right now to help your nervous system regulate. If you prefer, you can watch a short video from PAVE that demonstrates this technique: Stop and Settle with Five-Fingers Breath.

You will be breathing evenly as you trace the outline of your hand, giving your eyes and your mind something to focus on while you control your breath.

  • Hold up one hand, with your palm facing you.
  • Place the first finger of your other hand onto the bottom of your thumb.
  • As you breathe in, slide your finger up to the top of your thumb.
  • Breathing out, slide your finger into the valley between your thumb and first finger.
  • Breathing in, slide up your first finger. Breathing out, slide down the other side.
  • Continue following your breath up and down all your fingers.
  • When you breathe out down the outside edge of your pinkie, continue to exhale until you reach your elbow.
  • Notice how you feel. Allow your breath to find a natural pattern.

Now that you’ve learned this technique, you can share it with other family members!

Social Emotional Learning, Part 2: Trauma-Informed Instruction

Posted on by Nicol Walsh

A Brief Overview

  • Understanding trauma and providing consistent skill building in Social Emotional Learning (SEL) can improve outcomes in education and elsewhere.
  • Washington’s Office of Superintendent of Public Instruction provides free SEL training materials for educators and families on its website: k12.wa.us.
  • Trauma-informed adults can use specific strategies to help children understand their emotions, describe what is happening, and make skillful decisions about what to do next. Read on for ideas about what works.
  • Family caregivers can ask school staff what they know about trauma-informed instruction and how their own knowledge and training in SEL informs their strategies when teaching a class or a specific student.

Full Article

“Being at school in a traumatized state is like playing chess in a hurricane.” This statement, from Mount Vernon high-school teacher Kenneth Fox, provides a vivid reminder that learning is not just about academics. Effective social interactions and emotional regulation are critical lifelong skills.

Fox’s quote is highlighted in a free guidebook offered by Washington’s Office of Superintendent of Public Instruction (OSPI): The Heart of Learning and Teaching: Compassion, Resiliency, and Academic Success.

OSPI also provides SEL learning activities for families and educators. OSPI addresses family caregivers directly to describe the resource: “SEL provides skills to do things like cope with feelings, set goals, and get along with others. You can help your kids work on these skills at home and have some fun along the way. It’s important to discuss the SEL skill that will be addressed in the activity (e.g., kindness, empathy, self-exploration, decision-making) to make the activity more focused and targeted on that skill.”

Statewide SEL initiatives have been boosted by a sequence of legislative actions. The 2015 legislature directed OSPI to convene an SEL Benchmarks workgroup, and subsequent bills supported development of SEL learning standards. Information about the history of the work is available through OSPI’s website: k12.wa.us. PAVE provides an article with an overview of the SEL standards and more: State Standards Guide Social Emotional Learning for all Ages and Abilities

Trauma-Informed instruction starts with SEL support for educators

Movement toward Social Emotional Learning (SEL) has grown from knowledge that trauma profoundly impacts educational outcomes. In the 1990s, the Centers for Disease Control and Prevention released findings about Adverse Childhood Experiences (ACEs), which leave children less resilient and less able to manage their behavior.

Dr. Vincent Felitti, then CDC chief of preventive medicine, boldly proclaimed childhood trauma a national health crisis. The report led to development of an ACEs survey, which scores a person’s likelihood of suffering lifelong physical and mental health impairments resulting from trauma. An ACEs score of 4, the study found, makes a child 32 times more likely to have behavior problems at school.

As data from the ACEs study began to circulate, educators sought new ways to help children cope at school. The Collaborative for Academic, Social, and Emotional Learning (CASEL) formed in 1994 with the goal of establishing evidence based SEL as an essential part of education.

In 1997, CASEL and the Association for Supervision and Curriculum Development (ASCD) partnered on Promoting Social and Emotional Learning: Guidelines for Educators, with strategies for SEL programming from preschool through grade 12. “This was the first book of its kind,” CASEL states, “and it laid the foundation for the country to begin addressing the ‘missing piece’ in education.”

CASEL helped fund a February 2017 report about SEL training for teachers. To Reach the Students, Teach the Teachers examines SEL as an aspect of teacher certification and concludes that higher education has more work to do to make sure teachers are prepared:

“The implications for good teaching, and for the implementation of SEL in particular, make it clear there’s serious work to be done. If teachers are not aware of their own social and emotional development and are not taught effective instructional practices for SEL, they are less likely to educate students who thrive in school, careers, and life.”

Toxic stress results from untreated trauma

A 2016 film, Resilience, by KPJR Films, looks at an aspect of trauma called “toxic stress,” which results from exposure to strong, frequent, and/or prolonged adversity—such as physical or emotional abuse, chronic neglect, caregiver substance abuse or mental illness, violence, economic hardship, etc.

According to the film’s website, “Toxic stress can trigger hormones that wreak havoc on the brains and bodies of children, putting them at a greater risk for disease, homelessness, prison time, and early death. While the broader impacts of poverty worsen the risk, no segment of society is immune.

“Resilience, however, also chronicles the dawn of a movement that is determined to fight back. Trailblazers in pediatrics, education, and social welfare are using cutting-edge science and field-tested therapies to protect children from the insidious effects of toxic stress—and the dark legacy of a childhood that no child would choose.”

Tip: Ask about a teacher’s experience and training in SEL

Family caregivers can ask school staff what they know about trauma-informed instruction and how their own knowledge and training in SEL informs their strategies when teaching a class or a specific student.

Collaborate with the teacher to consider whether an approach at home might match what’s being used in the educational setting. Common responses and phrases will reinforce a child’s emerging SEL skills and provide predictability, which is evidence-based to comfort and calm children.

What does trauma-informed instruction mean?

Generally, trauma-informed instructional techniques help children understand their emotions, describe what is happening, and make skillful decisions about what to do next.

An agency called Edutopia provides an article that lists some common misunderstanding about trauma-informed instruction. One is that children with trauma in their past need to be “fixed.”

“Our kids are not broken, but our systems are,” the article by elementary principal Mathew Portell states. “Operating in a trauma-informed way does not fix children; it is aimed at fixing broken and unjust systems and structures that alienate and discard students who are marginalized.”

Portell, whose Nashville, Tenn., school has been spotlighted as a leader in trauma-informed strategies, points out also that staff are not acting as therapists. “Our part in helping students with trauma is focusing on relationships, just as we do with all of our students. The strong, stable, and nurturing relationships that we build with our students and families can serve as a conduit for healing.”

A trauma-informed instructor might use a specific tool to help the child label an episode of dysregulation, such as the Zones of Regulation, which encourage self-observation and emotional awareness. Another good example is the “brain-hand model” described by Dan Siegel, a well-known neurobiologist and author who has helped lead a movement toward science-informed practices. PAVE provides a video demonstrating the technique to avoid “flipping your lid.”

Here’s how to make and use a hand model of the brain:

  • Hold up your hand. The base of your open palm represents the brain stem, where basic functions like digestion and breathing are regulated.
  • Cross your thumb over your palm. This represents the central brain (amygdala), where emotions process.
  • Fold your four fingers down over your thumb. They represent your frontal cortex, where problem-solving and learning happen.
  • Imagine something emotional triggers you and begin to flutter or lift your fingers.
  • When you “flip your lid,” the fingers pop up all the way while emotions based in the amygdala rule. Problem behaviors may become probable as you try to cope with fight/flight instincts based in the autonomic nervous system.
  • Practice even, steady breathing to regulate the nervous system, and slowly settle the fingers back over the thumb.
  • As your fingers fold down, consider what the mind feels like when problem-solving is accessible versus how it feels when emotions disrupt clear thinking.
  • Consider how this hand model might help you or someone else recognize and manage an emotional moment.

SEL builds resilience and reduces need for discipline

A Washington agency that teaches self-awareness and resiliency is Sound Discipline, a non-profit based in Seattle. Begun by pediatrician Jody McVittie, Sound Discipline trains about 5,000 educators and parents each year, estimating to impact more than 100,000 children annually.

Like similar programs, Sound Discipline describes “problem” behaviors as coping mechanisms. Acting out is a child’s attempt to manage stress or confusing emotions, and stern punishments can re-ignite the trauma, making the behavior worse instead of better.

A principal goal is to train professionals and parents to collaborate with students in problem solving. Helping a student repair damage from a behavior incident, for example, teaches resilience and develops mental agility. “Children don’t want to be inappropriate,” McVittie emphasizes. “They are doing the best they can in the moment.”

Educational outcomes improve dramatically when students can manage themselves socially and emotionally. A measure of the impact is a reduction in suspensions and expulsions. A 2016 report from the Child Mind Institute shows that proactively teaching restorative discipline reduces school suspensions and drop-out rates:

“Restorative Discipline/Justice includes strategies to both prevent children from breaking the rules and intervene after an infraction has occurred. Some elements are focused on reducing the likelihood of student rule breaking (proactive circles where students and teachers talk about their feelings and expectations) and others on intervening afterwards (e.g., restorative conferences where the parties talk about what happened). In all cases the focus is on avoiding punishment for the sake of punishment.”

Trauma toolkits for educators and families

As part of its materials for school staff and families, OSPI provides a handout that focuses on culturally responsive SEL approaches. The handout states, “Culturally responsive practices are intentional in critically examining power and privilege, implicit biases, and institutional racism, which serve as barriers to realizing the full potential of transformative social emotional learning (SEL) practices.”

The National Child Traumatic Stress Network (NCTSN.org) provides articles about evidence-based practices for adults supporting children with a wide range of circumstances. The website includes links specifically for military families, for example, and includes content related to early learning, homeless youth, and for families and educators supporting children with intellectual and developmental disabilities who also have experienced trauma (I/DD Toolkit).

Adults need self-care and their own SEL to support children

Family caregivers play an important role in furthering trauma-informed approaches by learning about and healing their own trauma experiences, applying trauma-informed principles in their parenting and by learning how to talk about these approaches with schools.

According to Lee Collyer, OSPI’s program supervisor for special education and student support, adults may need to consider their own escalation cycles and develop a personal plan for self-control to support children. Collyer helped develop a three-part video training series for parents, especially while children are learning from home during the COVID-19 pandemic. PAVE provides a short article describing the video series, with links to each section: Webinars offer Parent Training to Support Behavior during Continuous Learning.

In Spring 2020, PAVE launched a series of mindfulness videos with short practices for all ages and abilities and an article with self-care strategies: Stay-Home Help: Get Organized, Feel Big Feelings, Breathe.

A Brief Overview

  • Understanding trauma and providing consistent skill building in Social Emotional Learning (SEL) can improve outcomes in education and elsewhere.
  • Washington’s Office of Superintendent of Public Instruction provides free SEL training materials for educators and families on its website: k12.wa.us.
  • Trauma-informed adults can use specific strategies to help children understand their emotions, describe what is happening, and make skillful decisions about what to do next. Read on for ideas about what works.
  • Family caregivers can ask school staff what they know about trauma-informed instruction and how their own knowledge and training in SEL informs their strategies when teaching a class or a specific student.

Full Article

“Being at school in a traumatized state is like playing chess in a hurricane.” This statement, from Mount Vernon high-school teacher Kenneth Fox, provides a vivid reminder that learning is not just about academics. Effective social interactions and emotional regulation are critical lifelong skills.

Fox’s quote is highlighted in a free guidebook offered by Washington’s Office of Superintendent of Public Instruction (OSPI): The Heart of Learning and Teaching: Compassion, Resiliency, and Academic Success.

OSPI also provides SEL learning activities for families and educators. OSPI addresses family caregivers directly to describe the resource: “SEL provides skills to do things like cope with feelings, set goals, and get along with others. You can help your kids work on these skills at home and have some fun along the way. It’s important to discuss the SEL skill that will be addressed in the activity (e.g., kindness, empathy, self-exploration, decision-making) to make the activity more focused and targeted on that skill.”

Statewide SEL initiatives have been boosted by a sequence of legislative actions. The 2015 legislature directed OSPI to convene an SEL Benchmarks workgroup, and subsequent bills supported development of SEL learning standards. Information about the history of the work is available through OSPI’s website: k12.wa.us. PAVE provides an article with an overview of the SEL standards and more: State Standards Guide Social Emotional Learning for all Ages and Abilities

Trauma-Informed instruction starts with SEL support for educators

Movement toward Social Emotional Learning (SEL) has grown from knowledge that trauma profoundly impacts educational outcomes. In the 1990s, the Centers for Disease Control and Prevention released findings about Adverse Childhood Experiences (ACEs), which leave children less resilient and less able to manage their behavior.

Dr. Vincent Felitti, then CDC chief of preventive medicine, boldly proclaimed childhood trauma a national health crisis. The report led to development of an ACEs survey, which scores a person’s likelihood of suffering lifelong physical and mental health impairments resulting from trauma. An ACEs score of 4, the study found, makes a child 32 times more likely to have behavior problems at school.

As data from the ACEs study began to circulate, educators sought new ways to help children cope at school. The Collaborative for Academic, Social, and Emotional Learning (CASEL) formed in 1994 with the goal of establishing evidence based SEL as an essential part of education.

In 1997, CASEL and the Association for Supervision and Curriculum Development (ASCD) partnered on Promoting Social and Emotional Learning: Guidelines for Educators, with strategies for SEL programming from preschool through grade 12. “This was the first book of its kind,” CASEL states, “and it laid the foundation for the country to begin addressing the ‘missing piece’ in education.”

CASEL helped fund a February 2017 report about SEL training for teachers. To Reach the Students, Teach the Teachers examines SEL as an aspect of teacher certification and concludes that higher education has more work to do to make sure teachers are prepared:

“The implications for good teaching, and for the implementation of SEL in particular, make it clear there’s serious work to be done. If teachers are not aware of their own social and emotional development and are not taught effective instructional practices for SEL, they are less likely to educate students who thrive in school, careers, and life.”

Toxic stress results from untreated trauma

A 2016 film, Resilience, by KPJR Films, looks at an aspect of trauma called “toxic stress,” which results from exposure to strong, frequent, and/or prolonged adversity—such as physical or emotional abuse, chronic neglect, caregiver substance abuse or mental illness, violence, economic hardship, etc.

According to the film’s website, “Toxic stress can trigger hormones that wreak havoc on the brains and bodies of children, putting them at a greater risk for disease, homelessness, prison time, and early death. While the broader impacts of poverty worsen the risk, no segment of society is immune.

“Resilience, however, also chronicles the dawn of a movement that is determined to fight back. Trailblazers in pediatrics, education, and social welfare are using cutting-edge science and field-tested therapies to protect children from the insidious effects of toxic stress—and the dark legacy of a childhood that no child would choose.”

Tip: Ask about a teacher’s experience and training in SEL

Family caregivers can ask school staff what they know about trauma-informed instruction and how their own knowledge and training in SEL informs their strategies when teaching a class or a specific student.

Collaborate with the teacher to consider whether an approach at home might match what’s being used in the educational setting. Common responses and phrases will reinforce a child’s emerging SEL skills and provide predictability, which is evidence-based to comfort and calm children.

What does trauma-informed instruction mean?

Generally, trauma-informed instructional techniques help children understand their emotions, describe what is happening, and make skillful decisions about what to do next.

An agency called Edutopia provides an article that lists some common misunderstanding about trauma-informed instruction. One is that children with trauma in their past need to be “fixed.”

“Our kids are not broken, but our systems are,” the article by elementary principal Mathew Portell states. “Operating in a trauma-informed way does not fix children; it is aimed at fixing broken and unjust systems and structures that alienate and discard students who are marginalized.”

Portell, whose Nashville, Tenn., school has been spotlighted as a leader in trauma-informed strategies, points out also that staff are not acting as therapists. “Our part in helping students with trauma is focusing on relationships, just as we do with all of our students. The strong, stable, and nurturing relationships that we build with our students and families can serve as a conduit for healing.”

A trauma-informed instructor might use a specific tool to help the child label an episode of dysregulation, such as the Zones of Regulation, which encourage self-observation and emotional awareness. Another good example is the “brain-hand model” described by Dan Siegel, a well-known neurobiologist and author who has helped lead a movement toward science-informed practices. PAVE provides a video demonstrating the technique to avoid “flipping your lid.”

Here’s how to make and use a hand model of the brain:

  • Hold up your hand. The base of your open palm represents the brain stem, where basic functions like digestion and breathing are regulated.
  • Cross your thumb over your palm. This represents the central brain (amygdala), where emotions process.
  • Fold your four fingers down over your thumb. They represent your frontal cortex, where problem-solving and learning happen.
  • Imagine something emotional triggers you and begin to flutter or lift your fingers.
  • When you “flip your lid,” the fingers pop up all the way while emotions based in the amygdala rule. Problem behaviors may become probable as you try to cope with fight/flight instincts based in the autonomic nervous system.
  • Practice even, steady breathing to regulate the nervous system, and slowly settle the fingers back over the thumb.
  • As your fingers fold down, consider what the mind feels like when problem-solving is accessible versus how it feels when emotions disrupt clear thinking.
  • Consider how this hand model might help you or someone else recognize and manage an emotional moment.

SEL builds resilience and reduces need for discipline

A Washington agency that teaches self-awareness and resiliency is Sound Discipline, a non-profit based in Seattle. Begun by pediatrician Jody McVittie, Sound Discipline trains about 5,000 educators and parents each year, estimating to impact more than 100,000 children annually.

Like similar programs, Sound Discipline describes “problem” behaviors as coping mechanisms. Acting out is a child’s attempt to manage stress or confusing emotions, and stern punishments can re-ignite the trauma, making the behavior worse instead of better.

A principal goal is to train professionals and parents to collaborate with students in problem solving. Helping a student repair damage from a behavior incident, for example, teaches resilience and develops mental agility. “Children don’t want to be inappropriate,” McVittie emphasizes. “They are doing the best they can in the moment.”

Educational outcomes improve dramatically when students can manage themselves socially and emotionally. A measure of the impact is a reduction in suspensions and expulsions. A 2016 report from the Child Mind Institute shows that proactively teaching restorative discipline reduces school suspensions and drop-out rates:

“Restorative Discipline/Justice includes strategies to both prevent children from breaking the rules and intervene after an infraction has occurred. Some elements are focused on reducing the likelihood of student rule breaking (proactive circles where students and teachers talk about their feelings and expectations) and others on intervening afterwards (e.g., restorative conferences where the parties talk about what happened). In all cases the focus is on avoiding punishment for the sake of punishment.”

Trauma toolkits for educators and families

As part of its materials for school staff and families, OSPI provides a handout that focuses on culturally responsive SEL approaches. The handout states, “Culturally responsive practices are intentional in critically examining power and privilege, implicit biases, and institutional racism, which serve as barriers to realizing the full potential of transformative social emotional learning (SEL) practices.”

The National Child Traumatic Stress Network (NCTSN.org) provides articles about evidence-based practices for adults supporting children with a wide range of circumstances. The website includes links specifically for military families, for example, and includes content related to early learning, homeless youth, and for families and educators supporting children with intellectual and developmental disabilities who also have experienced trauma (I/DD Toolkit).

Adults need self-care and their own SEL to support children

Family caregivers play an important role in furthering trauma-informed approaches by learning about and healing their own trauma experiences, applying trauma-informed principles in their parenting and by learning how to talk about these approaches with schools.

According to Lee Collyer, OSPI’s program supervisor for special education and student support, adults may need to consider their own escalation cycles and develop a personal plan for self-control to support children. Collyer helped develop a three-part video training series for parents, especially while children are learning from home during the COVID-19 pandemic. PAVE provides a short article describing the video series, with links to each section: Webinars offer Parent Training to Support Behavior during Continuous Learning.

In Spring 2020, PAVE launched a series of mindfulness videos with short practices for all ages and abilities and an article with self-care strategies: Stay-Home Help: Get Organized, Feel Big Feelings, Breathe.

PAVE provides a list of resource links to specifically support families during the coronavirus pandemic, including this one: Washington Listens is a program to support anyone in Washington State experiencing stress due to the COVID-19 pandemic. For anonymous support, call 1-833-681-0211, Mon.– Fri., 9 a.m. to 9 p.m. and weekends 9 a.m. to 6 p.m. TTY and language access services are available.

A Brief Overview

  • Understanding trauma and providing consistent skill building in Social Emotional Learning (SEL) can improve outcomes in education and elsewhere.
  • Washington’s Office of Superintendent of Public Instruction provides free SEL training materials for educators and families on its website: k12.wa.us.
  • Trauma-informed adults can use specific strategies to help children understand their emotions, describe what is happening, and make skillful decisions about what to do next. Read on for ideas about what works.
  • Family caregivers can ask school staff what they know about trauma-informed instruction and how their own knowledge and training in SEL informs their strategies when teaching a class or a specific student.

Full Article

“Being at school in a traumatized state is like playing chess in a hurricane.” This statement, from Mount Vernon high-school teacher Kenneth Fox, provides a vivid reminder that learning is not just about academics. Effective social interactions and emotional regulation are critical lifelong skills.

Fox’s quote is highlighted in a free guidebook offered by Washington’s Office of Superintendent of Public Instruction (OSPI): The Heart of Learning and Teaching: Compassion, Resiliency, and Academic Success.

OSPI also provides SEL learning activities for families and educators. OSPI addresses family caregivers directly to describe the resource: “SEL provides skills to do things like cope with feelings, set goals, and get along with others. You can help your kids work on these skills at home and have some fun along the way. It’s important to discuss the SEL skill that will be addressed in the activity (e.g., kindness, empathy, self-exploration, decision-making) to make the activity more focused and targeted on that skill.”

Statewide SEL initiatives have been boosted by a sequence of legislative actions. The 2015 legislature directed OSPI to convene an SEL Benchmarks workgroup, and subsequent bills supported development of SEL learning standards. Information about the history of the work is available through OSPI’s website: k12.wa.us. PAVE provides an article with an overview of the SEL standards and more: State Standards Guide Social Emotional Learning for all Ages and Abilities

Trauma-Informed instruction starts with SEL support for educators

Movement toward Social Emotional Learning (SEL) has grown from knowledge that trauma profoundly impacts educational outcomes. In the 1990s, the Centers for Disease Control and Prevention released findings about Adverse Childhood Experiences (ACEs), which leave children less resilient and less able to manage their behavior.

Dr. Vincent Felitti, then CDC chief of preventive medicine, boldly proclaimed childhood trauma a national health crisis. The report led to development of an ACEs survey, which scores a person’s likelihood of suffering lifelong physical and mental health impairments resulting from trauma. An ACEs score of 4, the study found, makes a child 32 times more likely to have behavior problems at school.

As data from the ACEs study began to circulate, educators sought new ways to help children cope at school. The Collaborative for Academic, Social, and Emotional Learning (CASEL) formed in 1994 with the goal of establishing evidence based SEL as an essential part of education.

In 1997, CASEL and the Association for Supervision and Curriculum Development (ASCD) partnered on Promoting Social and Emotional Learning: Guidelines for Educators, with strategies for SEL programming from preschool through grade 12. “This was the first book of its kind,” CASEL states, “and it laid the foundation for the country to begin addressing the ‘missing piece’ in education.”

CASEL helped fund a February 2017 report about SEL training for teachers. To Reach the Students, Teach the Teachers examines SEL as an aspect of teacher certification and concludes that higher education has more work to do to make sure teachers are prepared:

“The implications for good teaching, and for the implementation of SEL in particular, make it clear there’s serious work to be done. If teachers are not aware of their own social and emotional development and are not taught effective instructional practices for SEL, they are less likely to educate students who thrive in school, careers, and life.”

Toxic stress results from untreated trauma

A 2016 film, Resilience, by KPJR Films, looks at an aspect of trauma called “toxic stress,” which results from exposure to strong, frequent, and/or prolonged adversity—such as physical or emotional abuse, chronic neglect, caregiver substance abuse or mental illness, violence, economic hardship, etc.

According to the film’s website, “Toxic stress can trigger hormones that wreak havoc on the brains and bodies of children, putting them at a greater risk for disease, homelessness, prison time, and early death. While the broader impacts of poverty worsen the risk, no segment of society is immune.

“Resilience, however, also chronicles the dawn of a movement that is determined to fight back. Trailblazers in pediatrics, education, and social welfare are using cutting-edge science and field-tested therapies to protect children from the insidious effects of toxic stress—and the dark legacy of a childhood that no child would choose.”

Tip: Ask about a teacher’s experience and training in SEL

Family caregivers can ask school staff what they know about trauma-informed instruction and how their own knowledge and training in SEL informs their strategies when teaching a class or a specific student.

Collaborate with the teacher to consider whether an approach at home might match what’s being used in the educational setting. Common responses and phrases will reinforce a child’s emerging SEL skills and provide predictability, which is evidence-based to comfort and calm children.

What does trauma-informed instruction mean?

Generally, trauma-informed instructional techniques help children understand their emotions, describe what is happening, and make skillful decisions about what to do next.

An agency called Edutopia provides an article that lists some common misunderstanding about trauma-informed instruction. One is that children with trauma in their past need to be “fixed.”

“Our kids are not broken, but our systems are,” the article by elementary principal Mathew Portell states. “Operating in a trauma-informed way does not fix children; it is aimed at fixing broken and unjust systems and structures that alienate and discard students who are marginalized.”

Portell, whose Nashville, Tenn., school has been spotlighted as a leader in trauma-informed strategies, points out also that staff are not acting as therapists. “Our part in helping students with trauma is focusing on relationships, just as we do with all of our students. The strong, stable, and nurturing relationships that we build with our students and families can serve as a conduit for healing.”

A trauma-informed instructor might use a specific tool to help the child label an episode of dysregulation, such as the Zones of Regulation, which encourage self-observation and emotional awareness. Another good example is the “brain-hand model” described by Dan Siegel, a well-known neurobiologist and author who has helped lead a movement toward science-informed practices. PAVE provides a video demonstrating the technique to avoid “flipping your lid.”

Here’s how to make and use a hand model of the brain:

  • Hold up your hand. The base of your open palm represents the brain stem, where basic functions like digestion and breathing are regulated.
  • Cross your thumb over your palm. This represents the central brain (amygdala), where emotions process.
  • Fold your four fingers down over your thumb. They represent your frontal cortex, where problem-solving and learning happen.
  • Imagine something emotional triggers you and begin to flutter or lift your fingers.
  • When you “flip your lid,” the fingers pop up all the way while emotions based in the amygdala rule. Problem behaviors may become probable as you try to cope with fight/flight instincts based in the autonomic nervous system.
  • Practice even, steady breathing to regulate the nervous system, and slowly settle the fingers back over the thumb.
  • As your fingers fold down, consider what the mind feels like when problem-solving is accessible versus how it feels when emotions disrupt clear thinking.
  • Consider how this hand model might help you or someone else recognize and manage an emotional moment.

SEL builds resilience and reduces need for discipline

A Washington agency that teaches self-awareness and resiliency is Sound Discipline, a non-profit based in Seattle. Begun by pediatrician Jody McVittie, Sound Discipline trains about 5,000 educators and parents each year, estimating to impact more than 100,000 children annually.

Like similar programs, Sound Discipline describes “problem” behaviors as coping mechanisms. Acting out is a child’s attempt to manage stress or confusing emotions, and stern punishments can re-ignite the trauma, making the behavior worse instead of better.

A principal goal is to train professionals and parents to collaborate with students in problem solving. Helping a student repair damage from a behavior incident, for example, teaches resilience and develops mental agility. “Children don’t want to be inappropriate,” McVittie emphasizes. “They are doing the best they can in the moment.”

Educational outcomes improve dramatically when students can manage themselves socially and emotionally. A measure of the impact is a reduction in suspensions and expulsions. A 2016 report from the Child Mind Institute shows that proactively teaching restorative discipline reduces school suspensions and drop-out rates:

“Restorative Discipline/Justice includes strategies to both prevent children from breaking the rules and intervene after an infraction has occurred. Some elements are focused on reducing the likelihood of student rule breaking (proactive circles where students and teachers talk about their feelings and expectations) and others on intervening afterwards (e.g., restorative conferences where the parties talk about what happened). In all cases the focus is on avoiding punishment for the sake of punishment.”

Trauma toolkits for educators and families

As part of its materials for school staff and families, OSPI provides a handout that focuses on culturally responsive SEL approaches. The handout states, “Culturally responsive practices are intentional in critically examining power and privilege, implicit biases, and institutional racism, which serve as barriers to realizing the full potential of transformative social emotional learning (SEL) practices.”

The National Child Traumatic Stress Network (NCTSN.org) provides articles about evidence-based practices for adults supporting children with a wide range of circumstances. The website includes links specifically for military families, for example, and includes content related to early learning, homeless youth, and for families and educators supporting children with intellectual and developmental disabilities who also have experienced trauma (I/DD Toolkit).

Adults need self-care and their own SEL to support children

Family caregivers play an important role in furthering trauma-informed approaches by learning about and healing their own trauma experiences, applying trauma-informed principles in their parenting and by learning how to talk about these approaches with schools.

According to Lee Collyer, OSPI’s program supervisor for special education and student support, adults may need to consider their own escalation cycles and develop a personal plan for self-control to support children. Collyer helped develop a three-part video training series for parents, especially while children are learning from home during the COVID-19 pandemic. PAVE provides a short article describing the video series, with links to each section: Webinars offer Parent Training to Support Behavior during Continuous Learning.

In Spring 2020, PAVE launched a series of mindfulness videos with short practices for all ages and abilities and an article with self-care strategies: Stay-Home Help: Get Organized, Feel Big Feelings, Breathe.

PAVE provides a list of resource links to specifically support families during the coronavirus pandemic, including this one: Washington Listens is a program to support anyone in Washington State experiencing stress due to the COVID-19 pandemic. For anonymous support, call 1-833-681-0211, Mon.– Fri., 9 a.m. to 9 p.m. and weekends 9 a.m. to 6 p.m. TTY and language access services are available.

Children with trauma backgrounds can be more ready to learn when adults take time to cultivate feelings of safety and connection first. Neuroscientist Bruce Perry provides a “3 Rs” approach to intervention: Regulate, Relate, and Reason. The Center to Improve Social and Emotional Learning and School Safety provides specific guidance.

PAVE provides a list of resource links to specifically support families during the coronavirus pandemic, including this one: Washington Listens is a program to support anyone in Washington State experiencing stress due to the COVID-19 pandemic. For anonymous support, call 1-833-681-0211, Mon.– Fri., 9 a.m. to 9 p.m. and weekends 9 a.m. to 6 p.m. TTY and language access services are available.

Social Emotional Learning, Part 1: The Importance of Compassionate Schools

Posted on by Nicol Walsh

A Brief Overview:

  • The Office of Superintendent of Public Instruction (OSPI) provides a training program for school staff focused on Social-Emotional Learning. The SEL Online Education Modules are designed for educators, administrators, school staff, others professionals, and parents.
  • Moments of trouble can provide insight about unmet needs. Meeting those moments with compassion helps children learn better in all areas.
  • High social-emotional scores correspond to better attendance, higher graduation rates, fewer suspensions, and improved academic scores.
  • Family caregivers can learn the vocabulary and key principles of SEL and compassionate schools to collaborate with schools.  A list of terms is included at the end of this article.

Full Article

Educators and communities have a new vocabulary for discussing what schools and families might do when children are stressed out and struggling. Self-awareness, emotional management, goal setting, responsible decision-making, and relationship skills are taking their place alongside academic subjects.

These life skills are part of a growing area of education called Social Emotional Learning (SEL). The Office of Superintendent of Public Instruction (OSPI) provides a training program for school staff focused on Social-Emotional Learning. The SEL Online Education Modules are designed for educators, administrators, school staff, others professionals, and parents.

Development of the learning modules was authorized by Senate Bill 6620 during the 2016 legislative session: “In order to foster a school climate that promotes safety and security, school district staff should receive proper training in developing students’ social and emotional skills,” the bill states.

The modules are intended for all school staff—from teachers and principals to bus drivers and lunch servers—to understand their roles in promoting students’ self-awareness, self-management, social-awareness, relationships, and responsible decision-making.

Principles for Compassionate Schools

The training modules are an extension of the Compassionate Schools Initiative within Student Engagement and Support at OSPI, which provides resources to schools aspiring to consider a trauma responsive infrastructure. OSPI’s website lists 10 principles for a compassionate school:

  1. Focus on culture and climate in the school and community.
  2. Train and support all staff regarding trauma and learning.
  3. Encourage and sustain open and regular communication for all.
  4. Develop a strengths-based approach in working with students and peers.
  5. Ensure discipline policies are both compassionate and effective (Restorative Practices).
  6. Weave compassionate strategies into school improvement planning.
  7. Provide tiered support for all students based on what they need.
  8. Create flexible accommodations for diverse learners.
  9. Provide access, voice, and ownership for staff, students, and community.
  10. Use data to:
    1. Identify vulnerable students, and
    2. Determine outcomes and strategies for continuous quality improvement.

The Heart of Learning and Teaching

Also available from OSPI is a link to download a free e-book called “The Heart of Learning and Teaching: Compassion, Resiliency, and Academic Success.” The handbook, first published in 2009, was written and compiled by OSPI and Western Washington University staff in response to a growing body of knowledge about Adverse Childhood Experiences (ACEs) and the effects of childhood trauma on learning.

Ron Hertel, Program Supervisor for Social and Emotional Learning/Compassionate Schools at OSPI, in 2017 stated that some schools were providing best practice trainings and resources while others remained in the early stages of SEL programming. “Social emotional learning is the foundation for both life and learning, whether or not a student is impacted by trauma,” Hertel says. “By providing specific guidance on the relevance of SEL skills as well as exploring implementation strategies, we hope to provide a firm platform schools can use to support social emotional development for all students.”

SEL improves learning and keeps kids in class

An important component of SEL is the recognition that problem behaviors offer critical clues about a child’s unmet needs or undeveloped social and emotional skills. These behaviors can be especially pronounced in children with developmental delays, emotional disturbances or other disabilities that qualify them for special education.

By using troubling moments as teachable moments and prioritizing compassion and skill building over punishment, many schools find that children learn better in all areas—including academics—and are less likely to be removed from class because of behaviors.

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) offers tips about teaching “skill fluency” when problem behaviors highlight a child’s untrained attempt to cope or problem-solve: “When children do not know how to identify emotions, handle disappointment or anger, or develop healthy relationships, a teacher’s best response is to teach.”

According to the Collaborative for Academic, Social and Emotional Learning (CASEL), SEL instruction improves graduation rates and academic scores while reducing rates of exclusionary discipline. The CASEL website includes data from a pilot study begun in 2012 in Washoe County School District, Reno, Nevada. According to CASEL’s report, graduation rates are up 20 points and students with higher social emotional scores perform better than students with lower scores. They are:

  • More than twice as likely to stay in school
  • Less likely to be referred for an in-school suspension (3 percent: 8.8 percent)
  • More likely to score well on math assessments (45 percent: 23 percent)
  • More likely to score well on English Language Arts assessments (61 percent: 40 percent)
  • More likely to graduate (89 percent: 73 percent

Poor SEL skills cause problems that start young

Without SEL skills, children clearly struggle. The Child Mind Institute cautions that problems start early and students in special education are at high risk:

  • Expulsions in prekindergarten are 89 percent higher when classrooms do not have regular access to a psychiatrist or psychologist, while only 23 percent of pre-K programs nationwide have on-site psychiatrists/psychologists or scheduled visits.
  • Being at risk for mental health problems in first grade leads to a 5 percent drop in academic performance in just two years.
  • More than 77,000 children in special education receive suspensions or expulsions for more than 10 cumulative days in a year—including children with autism, anxiety, and learning disorders. See PAVE’s article: What Parents Need to Know when Disability Impacts Behavior and Discipline at School.
  • Children suspended or expelled for more than 10 days include 5.7 percent of children with emotional disturbance and 2.6 percent of students with other health impairments (OHI), an IEP disability category that includes such conditions as Attention Deficit Hyperactivity Disorder (ADHD).
  • In one study, the suspension/expulsion rate for students with emotional disturbance as the IEP eligibility category was 64 percent.

Learn the language of SEL to promote Compassionate Schools

Families are a valuable part of the conversation as school staff learn and apply SEL/Compassionate approaches. Family caregivers can help school staff learn key vocabulary. Here are some terms to being with, from OSPI’s Heart of Learning guidebook:

  • Compassion: a feeling of deep empathy and respect and a strong desire to actively help someone stricken by misfortune.
  • Trauma: a state of distress caused by the inability to respond in a healthy way to acute or chronic stress.
  • Resiliency: the ability to withstand and rebound from adversity.
  • Compassionate School: a place where staff and students are aware of the challenges that others face and respond with supports that remove barriers to learning.
  • School-Community Partnership: a relationship that supports a shared goal of providing resources through responsibility and collaboration.

Other principles to consider are restorative discipline, positive behavior supports, collaborative repair, misbehavior versus stress behavior, emotional vocabulary, replacement skills, reframing and social competence.

In its conclusions, OSPI’s Heart of Learning e-book includes this statement: “The education reform movement in the United States has made great strides in transforming curricula and other aspects of the educational system. Social, emotional and behavioral health is the necessary next step for building better schools to nurture healthy brains and happy children.”