Student absenteeism is a prevailing issue for schools, impacting academic performance and social-emotional development. This article explores the definitions, rates, and causes of absenteeism. Through analysis of existing literature, it proposes a comprehensive approach to address the problem. Drawing on concepts of trauma-informed education and…

Educators and students have encountered significant challenges, including illness and loss within their families due to events such as the COVID-19 pandemic. Traumatic events, like disasters, can greatly disrupt a community's functioning, resulting in widespread losses that surpass the community's ability to cope. Trauma-informed care (TIC)…

Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A…

Schools have become increasingly interested in social-emotional learning (SEL) over the past decade, and that interest has grown due to concern about student well-being resulting from the COVID-19 pandemic. However, there is confusion around SEL. Christi Bergin, Christina Cipriano, Tia Barnes, Shannon B. Wanless, researchers who have studied and…

Disasters, natural and human-made, occur within children's lives and often have traumatic effects on their well-being. Early childhood educators must be prepared to support children's social-emotional learning related to disasters. When teachers use quality picturebooks for interactive read-alouds, they can promote opportunities for children to…

The authors together with the Center for Professional Learning and the Ukrainian Institute for Educational Development created free, open educational courses to support the well-being and development of teachers experiencing war and displacement in Ukraine. These courses provide knowledge and skills in the topics of mental health, trauma-informed…

Mental health and well-being significantly impact students' academic performance, social interactions, and school engagement. Partnering with communities can enhance the effectiveness and reach of mental health initiatives and supports within educational settings. By collaborating with community organizations and agencies, schools can augment…

Children living in poverty face numerous challenges that negatively affect their wellbeing and thus their ability to learn. The consequences of poverty that interfere with students' learning include inattentiveness, demotivation, and feelings of powerlessness, shame, and anger. To reach these children, with the goal of helping them become healthy,…

Trauma-informed schools are deeply responsive to the trauma experiences of students and address their primary need for safety and connection as a foundation for emotional, social, and cognitive wellbeing. Trauma-informed schools have systems in place that provide trauma awareness, knowledge, and skills as part of their school culture, practices,…

As global challenges such as armed conflicts, forced migration, climate-related crises, pandemics, and widespread socioeconomic instability increasingly affect children and adolescents, schools must evolve beyond conventional academic mandates to promote both cognitive growth and psychosocial well-being. This special topic offers a global,…

Trauma-informed care is a relatively new construct in K-12 education, and districts across the United States are seeking avenues to meet the needs of their students. The COVID-19 pandemic elevated the need for districts to develop appropriate supports to address student and adult trauma. Traumatic events can affect a child's mental, physical,…

Aims: In response to the Coronavirus pandemic (COVID-19) and the changing needs of educational establishments, pupils and families, Renfrewshire Educational Psychology Service (REPS) enhanced the existing Renfrewshire's Nurturing Relationships Approach (RNRA) with digital adaptations. This paper outlines the process. Rationale: In 2016 REPS…

In the 1960s, educational psychologist Marjorie Boxall developed Nurture Groups (NGs) in response to the growing number of children who were deprived of healthy nurturance in early life and who, as a result, were failing to cope with the demands of school. To date, research on this intervention model has consistently shown that students who attend…

For the past 2 1/2 years, the current population of undergraduate preservice teachers have persisted in their education programs despite unimaginable obstacles. As students, they moved in and out of remote instruction, often taking practicum and student teaching courses without access to in-person K-12 classrooms. At the start of the 2021 academic…