[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-578264-105":3,"detail-sidebar-cat-0-en-105":74,"doc-detail-578264-en":124},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":67,"head_meta":69,"extra_data":71,"updated_unix":73},105,"en","teacher-perceptions-of-supporting-students-placed-at-risk-socially-and-emotionally-through-a-virtual-writing-camp","Teacher Perceptions of Supporting Students Placed At Risk Socially and Emotionally Through a Virtual Writing Camp","","Examining how teachers view social and emotional support for students placed at risk, this article focuses on beliefs about impacts on well-being and educational outcomes. It situates the work in the COVID-19 shift from in-person to virtual instruction and the resulting disconnection from school, teachers, and peers. Using the Improving the Blank Page (IBP) writing program’s Summer 2020 virtual writing camp, the study reports findings such as virtual community building, self-reflection, and confidence growth, plus recommendations for supporting at-risk students’ social and emotional needs.",{"@graph":14,"@context":66},[15,34,49],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teacher-perceptions-of-supporting-students-placed-at-risk-socially-and-emotionally-through-a-virtual-writing-camp/578264/",4,{"url":32,"name":10,"@type":35,"author":36,"headline":10,"publisher":39,"fileFormat":42,"inLanguage":8,"description":12,"dateModified":43,"datePublished":43,"encodingFormat":42,"isAccessibleForFree":44,"interactionStatistic":45},"DigitalDocument",{"name":37,"@type":38},"Ivy","Person",{"url":19,"name":40,"@type":41},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":46,"interactionType":47,"userInteractionCount":4},"InteractionCounter",{"@type":48},"ViewAction",{"@type":50,"mainEntity":51},"FAQPage",[52,58,62],{"name":53,"@type":54,"acceptedAnswer":55},"Why is students’ social and emotional well-being important for academic outcomes?","Question",{"text":56,"@type":57},"The article explains that social and emotional well-being can influence academic performance, college planning and transition, and even college retention. Barriers to well-being are linked to poorer educational outcomes.","Answer",{"name":59,"@type":54,"acceptedAnswer":60},"What challenges did students face after instruction shifted to virtual settings in March 2020?",{"text":61,"@type":57},"Students across the world became disconnected from school, teachers, and friends. The text also notes increased isolation and concerns such as learning loss and reduced access to physical, mental, and emotional supports.",{"name":63,"@type":54,"acceptedAnswer":64},"What did the Improving the Blank Page (IBP) virtual writing camp add for participating students?",{"text":65,"@type":57},"Findings detailed in the article include establishing a virtual writing community and creating opportunities for self-reflection and confidence building. Recommendations are provided for supporting social and emotional needs of students placed at risk.","https://schema.org",{"og:url":32,"og:type":68,"og:title":10,"og:site_name":40,"og:description":12},"article",{"robots":70,"canonical":32},"index,follow",{"doc_id":72,"site_id":7},578264,1792033402,{"code":4,"msg":75,"data":76},"success",[77,81,85,89,94,99,103,108,113,116,120],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":78,"show_sort_weight":79,"slug":80},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":82,"show_sort_weight":83,"slug":84},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":86,"show_sort_weight":87,"slug":88},"Exam",70,"exam",{"id":90,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},5,"Comic",60,"comic",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},6,"Technology",50,"technology",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":101,"slug":102},7,40,"healthcare",{"id":104,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},8,"Research & Report",30,"research-report",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},9,"Religion & Spirituality",20,"religion-spirituality",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":111,"slug":115},"World Cup","world-cup",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":117,"slug":119},10,"Lifestyle","lifestyle",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":122,"show_sort_weight":90,"slug":123},19,"General","general",{"code":4,"msg":75,"data":125},{"doc_id":72,"user_id":126,"nickname":37,"user_avatar":127,"doc_module":4,"category_id":100,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":133,"language":134,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":135,"faqs":136,"seo_title":137,"seo_description":12,"update_tm":73,"read_time":106},549758252649,"https://ap-avatar.wpscdn.com/avatar/8000253669c5317157?_k=1778319167496531819","Teacher Perceptions of Supporting Students Placed At Risk Socially and EmotionallyThrough a Virtual Writing Camp  \nH. Michelle Kreamer, Megan Breaux, and Toby Daspit  \nAbstract: Students’ social and emotional well-being can impact academic performance, the college planning process, transition to college life, and college retention. Many students have had their mental health and well-being negatively affected by the ongoing COVID-19 pandemic, especially within the educational setting. When instruction was shifted from in-person to virtual settings during the pandemic’s onset in March 2020, students across the world found themselves disconnected from school, teachers, and friends. Leaders of schools and extracurricular programs sought online alternatives for connecting with others while physically separated. More than a year after the onset of the emergence COVID-19, educational leaders are still working to provide quality academic experiences while implementing safe approaches to instruction. The Improving the Blank Page (IBP) writing program was one such organization that shifted toa remote setting with facilitators hosting the first-ever virtual writing camp in Summer 2020. The researchers examined perspectives of teachers involved in the virtual writing camp about their beliefs regarding social and emotional impacts for participating students, all of whom attended high-needs high schools (Title 1 schools with all students receiving free or reduced lunch) . Findings, including establishing a virtual writing community and opportunities for self-reflection and confidence building, are detailed within this article, along with recommendations for supporting social and emotional needs of students placed at risk. professionals, it is critical that these professionals understand and incorporate the unique perspective of youth in foster care.  \nEducators know schools are more than a place  \nfor academic learning; they are where students  \nexplore new interests, discover passions, form bonds with others, and prepare for their lives beyond the school setting. Additionally, schools are a setting in which students’ social and emotional competencies can be fostered (Lawson et al., 2019). Since students’ social and emotional well-being can influence their academic performance, it is crucial to recognize that schools can serve a vital role when it comes to providing students with needed emotional supports (Masonbrink & Hurley, 2020). The possession of social and emotional learning (SEL) competenciescan influence a student’s academic success; whereas, barriers to social and emotional well-being can lead to poor educational outcomes (Dymnicki et al., 2013). While teachers can and should support all students in SEL skills, they can be particularly impactful for students who are considered “at-risk”(Spiegel, 2017).  \nSome schools have partnered with programs focused on SEL or have implemented SEL-based curricula and researchers have reported positive impacts of SEL programs for students (e.g., Durlak et al., 2011; Zins & Elias, 2006). In a meta-analysis of 213 intervention programs focused on SEL within schools, researchers have cited positive impacts on SEL,“such as emotions recognition, stress-management, empathy, problem-solving, or decision-making skills”(Durlak et al., 2011, p. 417). Furthermore, Durlak and colleagues (2011) noted SEL intervention programs enhanced overall student academic performance. Nurturing SEL competencies can also aid students when it comes to their working  \nmemory, critical thinking, emotion and behavior regulation, and conflict resolution (Jones et al., 2021).  \nWhen COVID-19 spread across the world, many instructional leaders called for a shift from in-person to online instruction. Students found themselves removed from the physical school setting to which they were accustomed (Hamilton et al., 2020; Kennedy, 2020). Researchers predicted children from low socioeconomic status (SES) backgrounds would experience g","cbCaijIyZXAri6Ln","https://ap.wps.com/l/cbCaijIyZXAri6Ln","pdf",326465,12,"English","# Abstract\n## Background: COVID-19 and students at risk\n## Social and emotional learning (SEL) in schools\n## Virtual instruction and isolation\n## Virtual writing camp (IBP) and study focus","[{\"question\":\"Why is students’ social and emotional well-being important for academic outcomes?\",\"answer\":\"The article explains that social and emotional well-being can influence academic performance, college planning and transition, and even college retention. Barriers to well-being are linked to poorer educational outcomes.\"},{\"question\":\"What challenges did students face after instruction shifted to virtual settings in March 2020?\",\"answer\":\"Students across the world became disconnected from school, teachers, and friends. The text also notes increased isolation and concerns such as learning loss and reduced access to physical, mental, and emotional supports.\"},{\"question\":\"What did the Improving the Blank Page (IBP) virtual writing camp add for participating students?\",\"answer\":\"Findings detailed in the article include establishing a virtual writing community and creating opportunities for self-reflection and confidence building. Recommendations are provided for supporting social and emotional needs of students placed at risk.\"}]","Teacher Perceptions of Supporting Students Placed At Risk Socially and Emotionally Through a Virtual Writing Camp | PDF"]