Abstract

Though the COVID-19 pandemic interrupted the education of all students worldwide, opportunity gaps that already existed only widened. Conducted at a school serving economically-challenged students, this qualitative study examined the challenges families faced during the pandemic as well as ways in which the focal school took a trauma-informed approach to support them. Content analysis revealed physical, academic, and social-emotional challenges related to accessing learning, developmentally-unfriendly pedagogy, and lack of socialization. Taking a trauma-informed approach that cultivates relationships, shared agency, structure, self-regulation, and social-emotional learning, the focal school took steps to reduce isolation, build community, and strengthen resilience moving forward.

摘要

尽管 COVID-19 大流行中断了全球所有学生的教育，但已经存在的机会差距只会扩大。这项定性研究在一所服务于经济困难学生的学校进行，调查了家庭在大流行期间面临的挑战，以及重点学校采取创伤知情方法来支持他们的方式。内容分析揭示了与获取学习、不利于发展的教学法和缺乏社会化相关的身体、学术和社会情感挑战。采取创伤知情的方法，培养关系、共享代理、结构、自我调节和社会情感学习，重点学校采取措施减少孤立、建立社区和加强未来的复原力。