Supporting Student Resilience and Well-Being with Trauma-Informed Care: Educator Self-Assessment & Planning Tool
Educators are increasingly aware of the high rates of student exposure to childhood adversity and trauma and the effects on learning. Experiences related to the COVID-19 crisis add an additional layer of stressors for students and families. In the face of this collective trauma, teachers are addressing the disruptions and challenges and navigating this new terrain, as they work to take care of themselves and support student well-being. Disrupted routines, isolation, grief, disconnection from teachers, peers, and other friends and family and the additional strain on family well-being takes its toll on students. This handout includes an educator self-assessment for supporting student well-being that includes an array of trauma-informed strategies for fostering student well-being and resilience during these unprecedented times. The strategies outlined in this document are intended to be used to support all students. It is also important to identify those students who require support that is usually provided through more targeted and intensive mental health interventions. Note: Educator self-care is critical for supporting student well-being. GTL also created an educator self-care self-assessment from part 1 of this three-part webinar series to consider how you are taking care of yourself at this time.