Educators have an opportunity to offer the Social Supports so critical for children undergoing Adverse Experiences, and can reduce the likelihood of school-based trauma: for example, by avoiding disciplinary policies that disadvantage students of systematically and historically excluded backgrounds and that aren't supportive of the needs of those students who also have ADHD or learning disabilities.
When educators recognize students' intersectional identities, this can build a strong positive culture and play a role in empowering students.
Students with Sensory Integration difficulties can struggle with peer relationships, participating in classroom activities, and getting adequate sleep.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
A classroom library can provide a wealth of stories for modeling and reflecting on SEL skills and behaviors, building students' advanced Vocabulary and ability to express their own emotions and feelings in a more nuanced way.
Learn how these teachers promote Metacognition in their classrooms.
Rittle-Johnson, B., & Jordan, N. C. (2016). Synthesis of IES-Funded Research on Mathematics: 2002-2013 (NCER 2016-2003) Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
Kraus, N. (2016). Music, hearing, and education: From the lab to the classroom. ENT and Audiology News, 25(4), 94-96.
Kraus, N. (2016). Music, hearing, and education: From the lab to the classroom. ENT and Audiology News, 25(4), 94, 96.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
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