Minkos Marlena L, Gelbar Nicholas W
LEARN Old Lyme Connecticut USA.
University of Connecticut Mansfield Connecticut USA.
Psychol Sch. 2021 Feb;58(2):416-426. doi: 10.1002/pits.22454. Epub 2020 Nov 20.
COVID-19 has presented a period of unprecedented challenge for schools in the United States. Thousands of school buildings across the country were closed in the spring of 2020 through the end of the school year to slow the spread of the global pandemic. Plans to reopen schools in many states remain uncertain as the virus continues to spread across communities. Current and future challenges are complex, with significant impacts on the global economy, health care system, and overall well-being. When schools reopen, students will present with a wide variety of academic and social-emotional needs, and schools will need to mindfully adjust systems and practices to meet the needs of their unique student population. This paper provides educators with suggestions on how to adapt existing multitiered systems of support using a trauma-informed lens to support students during this unusual time.
对美国的学校而言，新冠疫情带来了一段前所未有的挑战时期。2020年春季直至学年结束，全国数千所学校关闭，以减缓全球大流行病的传播。随着病毒在社区持续传播，许多州重新开学的计划仍不确定。当前和未来的挑战错综复杂，对全球经济、医疗保健系统和整体福祉都有重大影响。学校重新开学时，学生将呈现出各种各样的学业和社会情感需求，学校需要审慎调整制度和做法，以满足其独特学生群体的需求。本文为教育工作者提供了一些建议，介绍如何以一种创伤知情的视角来调整现有的多层次支持系统，以便在这个特殊时期为学生提供支持。
