Trauma-sensitive educators told us that no matter how the remote learning is taking place across the district, (from direct instruction online as a class group, to remote learning with no face-to-face contact with a teacher or peers, etc.), having a regular time several times a week set aside for students to talk with their teachers—whether it be face to face, on a device or voice only on a phone— is critically important to buffer the traumatic impact of the current situation. Being able to access the constancy and stability that this important relationship provides to students, reinforcing their sense of connection with their teacher and their role as a member of the classroom community, is so critically important. At the same time, trauma-sensitive educators emphasized the importance of developing their plans for virtual learning with both predictability and flexibility in mind. School staff recognized from the beginning that not every family is available to supervise learning at home during school day. Some students may have to wait for help from parents until they get home from work in the evening or are watching their younger siblings during the day. Other families are wary of the internet and prefer to use written materials. Trauma-sensitive educators seek to understand and find solutions for the many reasons that may underlie a student’s ability to engage with remote learning.
To read more of the Trauma and Learning Policy Initiative's article, please click here.
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