A classroom library can provide a wealth of stories for modeling and reflecting on SEL skills and behaviors, building students' Vocabulary and ability to express their own emotions and feelings.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42.
Teachers can also set up math centers where a student teaches, with the classroom teacher's support, a concept to a group of students who are still developing their understanding of the concept.
Barrera, M., Liu, K., Thurlow, M., Shyyan, V., Yan, M., Chamberlain, S. (2006). Math strategy instruction for students with disabilities who are learning English (ELLs with Disabilities Report 16). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
In addition, educators can promote the development of Social Awareness and Relationship Skills by providing ample opportunities to collaborate and engage with peers (especially via play),, as well as by modeling and praising prosocial behaviors.
Marietta City Schools. (2012). Cognitive functioning and psychological processing definitions: Areas of impact, and recommended strategies/accommodations. Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%201-27-17/GoIEP-Cognitive%20Functioning%20and%20Psychological%20Processing.pdf
Barrera, M., Liu, K., Thurlow, M., Shyyan, V., Yan, M., & Chamberlain, S. (2006). Math Strategy Instruction for Students with Disabilities Who Are Learning English. ELLs with Disabilities Report 16. National Center on Educational Outcomes, University of Minnesota.
Educators have an opportunity to offer the Social Supports so critical for students 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.
National Association for the Education of Young Children. (2009). NAEYC Position Statement: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.
Sustained Attention, the ability to maintain focus, is an important component for math success because it can help students attend to classroom instruction and to the material they are working on.
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