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When It Matters Most: A Trauma-Informed, Outdoor Learning Programme to Support Children's Wellbeing during COVID-19 and Beyond
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Mulholland, Michaela; O'Toole, Catriona – Irish Educational Studies, 2021
This paper presents a unique school-based programme that harnesses the benefits of both trauma-informed practice (TIP) and outdoor environments to support children's social and emotional wellbeing throughout the pandemic and beyond. In the opening sections of the paper, we discuss the extant literature and conceptual underpinning of TIP and…
Descriptors: Trauma, Outdoor Education, Social Development, Emotional Development
Teacher and Principal Perspectives on Social and Emotional Learning in America's Schools: Findings from the American Educator Panels -- Appendixes. Research Report. RR-2991-BMGF
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Hamilton, Laura S.; Doss, Christopher Joseph; Steiner, Elizabeth D. – RAND Corporation, 2019
This document contains the appendixes to a report on social and emotional learning in U.S. schools, "Teacher and Principal Perspectives on Social and Emotional Learning in America's Schools: Findings from the American Educator Panels." Three appendixes are included: (1) Technical Appendix and Supplemental Tables; (2) American Teacher…
Descriptors: Social Emotional Learning, Emotional Development, Social Development, Teacher Attitudes
Connecting Arts Integration to Social-Emotional Learning among Special Education Students
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Casciano, Rebecca; Cherfas, Lina; Jobson-Ahmed, Lauren – Journal for Learning through the Arts, 2019
Little is known about the connection between arts-integrated education and social-emotional learning, particularly for students with disabilities. This paper draws on data from a case study of a federally-funded arts integration program called Everyday Arts for Special Education (EASE) to identify the mechanisms by which arts-integrated teaching…
Descriptors: Teaching Methods, Art Education, Social Development, Emotional Development