The gap in the research this study sought to fill was concerned with elementary education teachers' experiences teaching students with trauma to learn how to hope using children's literature. It provided a needed opportunity for elementary teachers to reflect and to describe their social and emotional learning goals for those students as…

The purpose of this qualitative case study was to investigate the use of mindfulness strategies by four teachers in four separate public school settings in Oklahoma. Data were collected through interviews of each participant to better understand their experiences with implementing mindfulness strategies in their classroom. The Collaborative for…

This chapter provides actionable strategies through the description of a crosswalk model explicitly connecting Universal Design for Learning, Culturally Responsive Pedagogy, and Mindset. The influences of Social Emotional Learning and Trauma Informed Practices are explored.

A mixed methods study was conducted to create pedagogical practices to help teachers identify ways of better accommodating students who have been impacted with trauma. Findings suggest that both veteran, as well as entry leveled teachers had insufficient training when it came to trauma informed care, social-emotional learning, and knowledge of the…

Trauma, including abandonment, neglect, poverty, or abuse, affects students. Because of this, a classroom community is vulnerable to the sheer unpredictability of behaviors. Students who have experienced trauma need support in order to create a classroom community where they can thrive and learn. This study examines a Whole-Child Approach…

Among the lessons that emerged after the recent presidential election is a recognition that teachers are generally not prepared to address the intersections of healing, politics, and emotion in classrooms. Now, more than ever, English educators must address trauma in classrooms, while also recognizing how individuals and groups are positioned…