A case study addressing trauma needs during COVID-19 remote learning from an ecological systems theory framework
Abstract Mental health conditions related to trauma among American children are a concern, particularly because of the impacts of the COVID-19 pandemic. Children, as students, carry the trauma they encounter with them into the classroom. Students impacted by trauma learn differently due to effects o...
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| Format: | Article |
| Language: | English |
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BMC
2022-05-01
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| Series: | BMC Psychology |
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| Online Access: | https://doi.org/10.1186/s40359-022-00848-y |
| _version_ | 1818202859607425024 |
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| author | Sharmeen Mahmud |
| author_facet | Sharmeen Mahmud |
| author_sort | Sharmeen Mahmud |
| collection | DOAJ |
| description | Abstract Mental health conditions related to trauma among American children are a concern, particularly because of the impacts of the COVID-19 pandemic. Children, as students, carry the trauma they encounter with them into the classroom. Students impacted by trauma learn differently due to effects on the brain that relate to several impairments, causing them to perform poorly in school. However, teachers may not always understand this issue. This case study shows how certain dynamics within the EST layers impacted one school during the pandemic. The purpose of this study was to examine how teachers at the school experienced a trauma-informed online PD and SEL program intended to improve student outcomes, teacher perceptions, and teacher–student relationships. The six participants included teachers in a K-8 low-income, minority population charter school. The assessment tools used were the Teacher–Student Relationship Scale, Teacher Perception Scale, and Student Outcomes Survey. The teachers’ outlook on SEL improved, particularly online. This improvement helped the teachers implement community circles and SEL infused with mindfulness in their online classrooms, which may have helped them maintain their relationships with the students and may have helped the students with academic and stress outcomes. During unprecedented times, the maintenance, rather than the deterioration, of student outcomes and teacher–student relationships is an accomplishment and an area that necessitates further research. |
| first_indexed | 2024-12-12T03:16:09Z |
| format | Article |
| id | doaj.art-f0ad55494c414f25baf786d8b39d2f54 |
| institution | Directory Open Access Journal |
| issn | 2050-7283 |
| language | English |
| last_indexed | 2024-12-12T03:16:09Z |
| publishDate | 2022-05-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj.art-f0ad55494c414f25baf786d8b39d2f542022-12-22T00:40:17ZengBMCBMC Psychology2050-72832022-05-0110111410.1186/s40359-022-00848-yA case study addressing trauma needs during COVID-19 remote learning from an ecological systems theory frameworkSharmeen Mahmud0Pepperdine UniversityAbstract Mental health conditions related to trauma among American children are a concern, particularly because of the impacts of the COVID-19 pandemic. Children, as students, carry the trauma they encounter with them into the classroom. Students impacted by trauma learn differently due to effects on the brain that relate to several impairments, causing them to perform poorly in school. However, teachers may not always understand this issue. This case study shows how certain dynamics within the EST layers impacted one school during the pandemic. The purpose of this study was to examine how teachers at the school experienced a trauma-informed online PD and SEL program intended to improve student outcomes, teacher perceptions, and teacher–student relationships. The six participants included teachers in a K-8 low-income, minority population charter school. The assessment tools used were the Teacher–Student Relationship Scale, Teacher Perception Scale, and Student Outcomes Survey. The teachers’ outlook on SEL improved, particularly online. This improvement helped the teachers implement community circles and SEL infused with mindfulness in their online classrooms, which may have helped them maintain their relationships with the students and may have helped the students with academic and stress outcomes. During unprecedented times, the maintenance, rather than the deterioration, of student outcomes and teacher–student relationships is an accomplishment and an area that necessitates further research.https://doi.org/10.1186/s40359-022-00848-yOnline learningSocial emotional learningTraumaTeacher student relationshipsPandemicTeacher perceptions |
| spellingShingle | Sharmeen Mahmud A case study addressing trauma needs during COVID-19 remote learning from an ecological systems theory framework BMC Psychology Online learning Social emotional learning Trauma Teacher student relationships Pandemic Teacher perceptions |
| title | A case study addressing trauma needs during COVID-19 remote learning from an ecological systems theory framework |
| title_full | A case study addressing trauma needs during COVID-19 remote learning from an ecological systems theory framework |
| title_fullStr | A case study addressing trauma needs during COVID-19 remote learning from an ecological systems theory framework |
| title_full_unstemmed | A case study addressing trauma needs during COVID-19 remote learning from an ecological systems theory framework |
| title_short | A case study addressing trauma needs during COVID-19 remote learning from an ecological systems theory framework |
| title_sort | case study addressing trauma needs during covid 19 remote learning from an ecological systems theory framework |
| topic | Online learning Social emotional learning Trauma Teacher student relationships Pandemic Teacher perceptions |
| url | https://doi.org/10.1186/s40359-022-00848-y |
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