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It aligns guidance with whole-school principles, reviews SEL literature and research-based strategies, and presents two vignettes—pre-COVID-19 and peri-COVID-19. The work connects SEL strategies to school survey data gathered on student emotional support needs, aiming to enable an “SEL roadmap” to address stress, anxiety, and isolation tied to remote learning.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/identifying-and-responding-to-students-social-emotional-learning-needs-related-to-covid-19/578299/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/identifying-and-responding-to-students-social-emotional-learning-needs-related-to-covid-19/578299.png","ImageObject",300,407,{"name":92,"@type":93},"Ivy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the article’s main goal for teachers during COVID-19?","Question",{"text":111,"@type":112},"To provide practice-oriented tools for teachers to identify and respond to students’ social-emotional learning (SEL) needs during COVID-19 and beyond.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the article connect SEL strategies to whole-school principles?",{"text":116,"@type":112},"It links SEL work to Principles 1, 4, and 6, including creating learning spaces for all, building a caring community, and partnering with families and the community.",{"name":118,"@type":109,"acceptedAnswer":119},"What sources does the article use to support its SEL approach?",{"text":120,"@type":112},"It reviews SEL literature and research-based strategies, references programs such as CASEL (2023) and the Clayton Pilot Model Program (2021), and connects strategies to data from a student SEL-needs survey at the authors’ school.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},578299,1792079812,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},549758252649,"https://ap-avatar.wpscdn.com/avatar/8000253669c5317157?_k=1778319167496531819","ISSN 1710-2146  \nIdentifying and Responding to Students’ Social-emotional Learning Needs  \nrelated to COVID-19  \nMollyAnne Light-Stevenson, PsyD  \nGlassboro Public Schools, New Jersey  \nBrent C. Elder, PhD  \nRowan University, New Jersey  \nAbstract  \nIn this practice-oriented article, the authors aim to provide teachers with tools to identify and respond to students’ social-emotional learning (SEL) during COVID-19 and beyond. Related to the principles of whole schooling, this content connects with Principle 1: Creating Learning Spaces for All, Principle 4: Build a Caring Community, and Principle 6: Partner with Families and the Community. In this article, the authors provide an overview of SEL literature and research-based related strategies, then introduce two vignettes, one pre-COVID-19 and one peri-COVID-19 (i.e., during COVID-19), and conclude with a discussion connecting SEL literature and strategies to the data they received from surveying students’ SEL needs at their school. The authors hope that by sharing how they surveyed students to identify their SEL needs because of the pandemic, that administrators and teachers can recreate a similar “SEL roadmap” that they used to navigate students’ emotional support needs resulting from excessive stress, anxiety, and isolation connected to remote learning and the pandemic at large.  \nKeywords: Social-emotional learning; COVID-19; inclusive education  \nIntroduction  \nThroughout this practice-oriented article, the authors aim to provide teachers with tools to identify and respond to students’ social-emotional learning (SEL) during COVID-19 and beyond. Related to the principles whole schooling, this content connects with the following principles: Principle 1: Creating Learning Spaces for All, Principle 4: Build a Caring Community, and Principle 6: Partner with Families and the Community. This article provides an overview of SEL literature and research-based related strategies, then they introduce two vignettes, one preCOVID-19 and one peri-COVID-19 (i.e., during COVID-19), and conclude with a discussion connecting SEL literature and strategies to the data they received from surveying students’ SEL needs at their school.  \nLiterature Review  \nSocial-emotional learning can be defined in various ways. The Collaborative for Academic, Social, and Emotional Learning (CASEL) (2023), defines SEL as “how children and adults learn to understand and manage emotions, set goals, show empathy for others, establish positive relationships, and make responsible decisions.”(p. 3). Embedding SEL in school practices is important because they can facilitate the development of supportive, caring, cooperative, and safe learning environments. These practices can create a positive school climate, promote high expectations for student learning, and facilitate parental and community involvement (CASEL, 2023; Reicher, 2010) . The authors also view SEL as an integral aspect of inclusive education because education broadly should focus not only academic learning, but also explicitly taught SEL strategies which can provide the foundation for an improved quality of life by student participation in a caring and safe school climate (Cohen, 2006) .  \nSocial-emotional learning is important for all children and adults, but especially critical for those facing a crisis. Social-emotional learning is often referred to as a trauma-sensitive practice. Trauma is the response to a deeply distressing or disturbing event that overwhelms an individual’s ability to cope and often causes feelings of helplessness, diminishes their sense of self and their ability to feel a full range of emotions and experiences. Long term effects of trauma often include unpredictable emotions, flashbacks, and strained relationships, which can lead to toxic stress (American Psychological Association [APA], 2022) .  \nTrauma affects kids’ social-emotional skills, such as their ability to identify, express, and manage emotions (Gulbrandson, 2018). Toxi","cbCaijdraVk6DFNV","https://ap.wps.com/l/cbCaijdraVk6DFNV","pdf",305004,21,"English","# Abstract\n# Introduction\n# Literature Review\n## Defining SEL and its importance\n## Trauma-sensitive practice and toxic stress\n## Curriculum foundations\n# SEL Strategies for Students and Families","[{\"question\":\"What is the article’s main goal for teachers during COVID-19?\",\"answer\":\"To provide practice-oriented tools for teachers to identify and respond to students’ social-emotional learning (SEL) needs during COVID-19 and beyond.\"},{\"question\":\"How does the article connect SEL strategies to whole-school principles?\",\"answer\":\"It links SEL work to Principles 1, 4, and 6, including creating learning spaces for all, building a caring community, and partnering with families and the community.\"},{\"question\":\"What sources does the article use to support its SEL approach?\",\"answer\":\"It reviews SEL literature and research-based strategies, references programs such as CASEL (2023) and the Clayton Pilot Model Program (2021), and connects strategies to data from a student SEL-needs survey at the authors’ school.\"}]","Identifying and Responding to Students’ Social-emotional Learning Needs related to COVID-19 | PDF",1792033468,53]