Providing Virtual Social and Emotional Learning for Elementary Students during the COVID-19 Pandemic

School closures can occur not only during a pandemic, but also during disasters, which can impact students' social and emotional well-being and lead to detrimental behavioral outcomes and trauma-related symptomatology. Such negative impacts can potentially be alleviated by inclusion of effectiv...

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Bibliographic Details
Published in:Communiqué (National Association of School Psychologists) 2023-05, Vol.51 (7), p.1-9-10,12-12
Main Authors: Paik, Jae H, Urias, Graciela, Rodriguez, Rita, Duh, Shinchieh
Format: Article
Language:English
Subjects:
Academic Achievement
Asynchronous Communication
Barriers
Classrooms
Collaboration
COVID-19
Depression (Psychology)
Distance Education
Educational Environment
Elementary Education
Elementary School Students
Elementary School Teachers
Elementary Schools
Emotional Development
Empathy
Epidemics
Grade 1
Grade 12
Health Needs
Health Personnel
High School Students
Instructional Leadership
Kindergarten
Mental health
Mental Health Workers
Meta Analysis
Pandemics
Place Based Education
Principals
Program Descriptions
Program Effectiveness
Programming
Psychology
Resilience (Psychology)
Resistance (Psychology)
School Closing
School Community Relationship
School districts
School Psychologists
School Readiness
Social Emotional Learning
Students
Synchronous Communication
Teachers
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Summary:School closures can occur not only during a pandemic, but also during disasters, which can impact students' social and emotional well-being and lead to detrimental behavioral outcomes and trauma-related symptomatology. Such negative impacts can potentially be alleviated by inclusion of effective virtual or blended SEL programming that supports social and emotional well-being and provides meaningful interactions among peers to foster students' ability to process and navigate through emotions during and after the event has occurred. To this end, the authors strongly argue for the importance of building community partnerships and collaborations early on and applying community-based participatory action approach to implementing and studying social and emotional learning (SEL) programming. This article explores the online delivery of a SEL program (the Global Classroom SEL) based at San Francisco State University that features collaboration between school and university staff, including involvement of undergraduate SEL Coaches. Detailed description of the program and materials may be found on the program's website (https:// globalclassroom.sfsu.edu).
ISSN:0164-775X