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Implementing trauma-informed practices requires appropriate training, tools, and support. Educators will need to commit to self-care to continue to be present for their students and aware of their own emotions and needs. I urge you to commit to your self...

Jennifer De Lapp describes how teachers and candidates can engage in honest self-reflection to increase their efficacy and see the teaching and learning process through a new lens.

Last week, a bipartisan group of U.S. Senators introduced the Assessing Children’s Academic Development and the Emotional and Mental Health Implications of COVID-19 (ACADEMIC) Act.

On Wednesday, the House Education and Labor Subcommittee on Early Childhood, Elementary, and Secondary Education held a hearing to examine the steps needed to help schools implement proven practices that will support students’ academic, social, and...

As teachers in today’s classrooms, we see traumatized students every day. We are not mental health workers or social workers, but there are many strategies and skills we can employ as educators that will allow us to meet the responsibilities of an educator...

This week, the Collaborative for Academic, Social, and Emotional Learning (CASEL), a non-profit specializing in social and emotional learning (SEL), published a report sharing insights from their Collaborating Districts Initiative (CDI) on sustaining SEL...

The U.S. Department of Education’s Office of Special Education and Rehabilitative Services released a new resource, "Supporting Child and Student Social, Emotional, Behavioral, and Mental Health Needs." Citing a rise in mental health challenges for...

Last week, the Center for American Progress published a report about providing social and emotional learning (SEL) supports to teachers during and after the pandemic.

Last week, the National Center for Learning Disabilities (NCLD) published seven new resources for inclusive social-emotional learning (SEL) practices.

This week, NCLD published a set of resources in conjunction with seven other disability, civil rights, and social-emotional learning organizations on students with disabilities’ emotional and academic development during COVID-19.