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TRAUMA & CONDITIONS FOR LEARNING AND WELLBEING
David Osher, Ph.D. Vice President & Institute Fellow
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Agenda and Main Points
Conditions for
Learning & Equity
Implications of, SoLD
Trauma How & Where to Intervene
Implementing
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Conditions for Robust Equity– Equity With Wellbeing and Excellence
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My Grounding
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A Grounding Example : North Lawndale College Preparatory School, Chicago
• Strong academic press; strong social support
• Supports academic risk taking: “teachers are like another set of parents”
• Fellow students “like brothers, sisters, cousins”
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Returning to our Grounding Example: North Lawndale College Preparatory School, Chicago
• “This is not about graduating from high school; it is about graduating from college”
• Money for counselors, not metal detectors and security staff
• One counselor stays with same students grades 9-13; another one follows up 14-16
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Importance of Both Competencies and Conditions to Learning
Teaching Learning
Improved Capacity
Com
pete
ncie
s
Conditions
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Social & Emotional
Organizational
Pedagogical
Safety Connection Support Care & Respect Challenge
Appropriate Pedagogies & Curricula Differentiated Instruction & Support Personalization
Student Support Environments Opportunities To Learn Cultural Competence Organizational Efficacy Leadership Relational Trust
Conditions for Learning
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Social Emotional Conditions for Learning & Engagement
Students are safe
Physically safe Emotionally and socially safe Treated fairly and equitably School is safe and orderly
Students are supported
Meaningful connection to adults Strong bonds to school
Positive peer relationships Effective and available support
Students are challenged
High expectations Strong personal motivation
School is connected to life goals Rigorous academic opportunities
Students are socially capable
Emotionally intelligent and culturally competent
Responsible and persistent Cooperative team players
Avoid risky behaviors Contribute to school and community
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Cognitive Emotion Social
Skills/Competencies
E.g., managing & shifting attention, controlling
impulses, planning & goal setting, critical thinking.
E.g., emotion knowledge and expression, emotion & behavioral regulation,
empathy
E.g., understanding social cues, social perspective
taking, prosocial behavior, conflict resolution, social
problem solving
Social and Emotional Skills/Competencies
Slides by Stephanie Jones
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Cognitive Emotion Social
Beliefs/ Knowledge
of Self & Identity
Character/Values Personality
Skills/Competencies Belief Ecology (attitudes, habits of mind)
E.g., self-efficacy, growth mindset, agency, self-
esteem, self-knowledge, purpose
E.g., ethical, performance, intellectual, and civic
values
E.g., optimism, gratitude, openness, enthusiasm/
zest
Social and Emotional Dispositions
Adapted from slide by Stephanie Jones
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Social & Emotional Competencies Can Be Developed: Evidence of Success with SEL
• 23% increase in social and emotional skills • 9% improvement in attitudes about self,
others, and school
• 9% improvement in prosocial behavior • 9% reduction in problem behaviors • 10% reduction in emotional distress • 11% increase in standardized achievement test scores (in math and
reading)
Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions, Child Development, 82, 405-432.
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Thriving Not Just Surviving
The Implications of the Science of Learning and Development
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Science of Learning & Development: Some Takeaways: Malleability and Plasticity
• Genetics are not destiny; epigenetics matter. • Malleability and neural plasticity are core to human
development. • Social and emotional competencies can be developed. • Resilience and thriving are possible. • Address the interconnectivity of children’s cognitive,
social, and emotional development
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Science of Learning and Development: Some Takeaways: Mechanisms
• Experiences and their processing drive, growth and change. • Context matters: contextual influence and ecology cannot be ignored. • Relational context is particularly salient.
• Adversity can affect development, mental and physical health, and learning.
• The ability of adults to attune with children, buffer stress, and support their cognitive, social, and emotional development is key to the personalization of learning and healthy development.
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Experiences and their processing drive, growth and • Context matters: contextual influence and ecology c • Relational context is particularly salient.• Adversity can affect development, mental and physi
learning.• The ability of adults to attune with children, buffer s
their cognitive, social, and emotional development i personalization of learning and healthy developmen
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The Science of Learning and Development: Relationships
• The human relationship is the primary process through which biological and and contextual factors mutually reinforce each other.
• The ability of adults to attune with children, buffer stress, and support their cognitive, social, and emotional development is key to learning and healthy development.
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We Maximize Individual Benefits When We Personalize
• We all walk different roads but can realize common outcomes. • Coinfluences of individual and
environmental factors • Jaggedness of Learning • Individual Pathways • Equifinality
• See Todd Rose, The End of Average, The End of Average
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Pathways and Equifinality: A Heuristic Example
Midpoint Outcomes Realized
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The Science of Learning & Development: How We Make Meaning
• Experience • Moderating lenses
• Culture • Language • Visibility & Observability (What can and can’t be seen by
whom ) • Perceptions as moderated by attitudes • Social networks and reference groups • Mindsets
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BODY-BRAIN-MIND LOOP
Brain & Mind
Body
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When School Hurts, Learning is Compromised
• “Know what embarrasses me and don’t do it”
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Brain, Mind, Body, and Relational Contexts Interact in a coinfluential manner
• Complex dynamic feedback loop between the brain, mind and body
• Effects on: • Cognition • Appraisal • Motivation • Behavior • Memory
• “We feel, therefore we learn.” (Immordino-Yang & Damaiso, 2007)
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Fear
• Narrow Focus (tunneling)
• Fight, Freeze or Flight
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Stress
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Anxiety and Toxic Stress
• Compromised working memory
• Less attention • Limits to creativity
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Anxiety and Toxic Stress
• Compromised working memory
• Less attention • Limits to creativity
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More Oxytocin, Less Cortisol
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• Teacher Stress and Avoidance of Counter Aggression • Importance of Adult Mindfulness and Grit • Executive Function and Stress Management as Conditions for Reflective
Practice • Cultural Competence, Responsiveness, and Humility • Modeling Social and Emotional Competence
Importance of Teacher & Administrator SEL
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The Importance of Cultural Competence and Responsiveness
• Disparities Across Systems and School Outcomes
• Impacts of: • Implicit Bias, • Fixed Mindsets • Microaggressions • Discrimination • The Experience of Marginalization
• The Importance of both Cultural Competence and Cultural Responsiveness
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Trauma
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Expanded ACEs
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Historical Trauma:
• Relived historical experiences of traumatizing events and experiences • The past can be present
• Marginalization • Cultural Disrespect & Prejudice • Microaggression • Segregation and Wealth Accumulation
• Language as an example • Boarding Schools for Native Americans and Native Alaskans • ”Know my name and pronounce it right” • Stress and 2nd Language Learning in South Africa
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Impact Of Trauma On Students
! Physical symptoms (headaches, stomachaches, and decline in self-care).
! Intense feelings of fear, anxiety, and concern for safety.
! Difficulty identifying and controlling feelings while at school.
! Angry or aggressive outbursts in the classroom or other school spaces.
! Desire to withdraw from peers and teachers.
! Difficulty paying attention and learning.
! Trouble building positive relationships with peers and school staff.
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Impact Of Trauma On Student Achievement
! Increase in student absences
! More suspensions or expulsions
! Higher referral rates to special education
! Poor test scores and an increased risk of failing a grade
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Resilience: A positive, adaptive response to significant adversity.
• Adaptable, caring, and supportive relationship with an adult
• A sense of mastery over life circumstances • Strong executive function and self-regulation skills • Affirming faith or cultural traditions • Safe and supportive environments (schools and
communities)
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Building Conditions for Learning and Enhancing Social, Emotional, and Academic Competencies
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! Connection ! Attachment
! Trust ! Care
! Respect
Social Emotional Learning & Support
Positive Behavioral Approaches & Supports
Learning Supports ! Effective Pedagogy
! Engagement ! Motivation
Supporting Conditions for Learning
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Community
School Community Setting
Family Teachers Friends
Classroom
Child Youth
Where to Intervene?
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Provide Individualized Intensive Supports Provide coordinated, intensive, sustained, culturally appropriate, child and family focused services and supports.
Intervene Early and Provide Focused Youth Development Activities Implement strategies and provide supports that address risk factors and build protective factors for students at risk for severe academic or behavioral difficulties.
Build a Schoolwide Foundation Universal prevention and youth development approaches, caring school climate, positive and proactive approach to discipline, personalized instruction, cultural competence, student voice, and strong family involvement.
Work at Three Levels
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Adjust the Foundation to the Level of Need
• Cannot Identify All Who Are At Risk or Who have Experienced Trauma
• Children Affect Each Other • No Stigma • No Self-fulfilling Prophecies • No Homogenous Grouping • Per Child Cost Is Less
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Supporting Readiness For Learning and Wellbeing
Teacher & Student Well-
Being and Awareness
Social, Emotional,
and Cognitive Skill
Development
Effective Conditions for
Learning
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Conditions, Capacities, Behaviors: Teachers
Conditions Capacities Behaviors • Connections, belonging,
caring, and respect • Emotional and physical
safety • Motivation and
engagement • Professional
development • Consultations and
coaching • Support for teaming and
collaborating with families • Organizational efficacy • Relational trust • Instructional leadership • Culturally competent
environment • Manageable class size
• Accept responsibility for student learning and outcomes
• Mastery of the subject matter
• Accommodate individual student needs
• Can control and regulate own emotions
• Collaborate with colleagues and families
• Continuously improve their own practice
• Connect with and attune to students
• Deliver a rigorous and developmentally appropriate curriculum
• Create a collaborative classroom learning community
• Provide constructive feedback to students
• Personalize learning and differentiate instruction
• Create an engaged, respectful, and inclusive learning environment
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Conditions, Capacities, Behaviors: Building & System Administrators
Conditions Capacities Behaviors • Community and
school board support
• Access to coaching
• Authority to manage school budget
• Authority to hire and fire teachers and staff
• Accountable to community, families, teachers, students, and staff
• Safety to experiment (within reasonable limits)
• Sufficient time to realize change
• Believe schools can be successful for all students • Reliability and consistency • Make expectations clear • Lead with vision, focus, and emotional intelligence • Provide positive support • Facilitate collaboration • Establish mutual accountability • Cultural competence • Analytical thinking
• Create a collaborative culture that leaves no child behind
• Provide strategic leadership in the school and community
• Create a “problem solving culture”
• Support professional learning and provide constructive feedback to staff
• Demonstrate empathy and respect for students, staff, and families
• Respect and respond to the cultures of the school and community
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Assess Outputs at an Individual and Contextual Level
Quality of the
Interactions & Support
Individual Contexts
Personal Characteristics
School and Other Environments
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• Evidence and Policy Are Necessary But Not Sufficient • Must Address and Support
• Readiness • At an Organizational and Personal Level • Perceived Need
• Implementation • Systemic • Organizational • Individual
• Context • Setting
• What Else is Happening
Big Themes
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Policy Implementation Takes Place Within Dynamic Systems • Implementation must address
the fact that • Schools are complex systems
• Interventions coinfluence each other
• Students, Teachers, Staff, and Families are effected by relational bioecological factors.
UC Davis Arboretum & Public Garden
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Readiness can be assessed and developed (Dymnicki, Wandersman, Osher, Grigorescu, & Huang, 2014)
R MC2
Readiness = Motivation x General Capacity x Implementation-Specific Capacity
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Support Quality and Improvement
• Continuous Improvement • Common Metrics
• The intersect of the venn document is the sweet spot
• Support for • Individual Change-- CBAM
• Cognitive and Technical • Mastery > Facility + Outcomes > Commitment • Affective
• System Change
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The Change Process
• A process, not an event
• Made by individuals first, then institutions
• A highly personal experience
• Entails developmental growth in feelings and skills
Change is:
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The Change Process
• A process, not an event
• Made by individuals first, then institutions
• A highly personal experience
• Entails developmental growth in feelings and skills
Change is:
• People first • The innovation second
Supportive actions must be related to:
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The Concerns-Based Adoption Model
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Innovation Configuration Map
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Some Resources
• Interagency Working Group on Youth.
https://www.youth.gov
• National Resource Center for Mental Health Promotion and Youth Violence Prevention
http://www.healthysafechildren.org/ • National Center on Safe, Supportive, Learning Environments
http://safesupportivelearning.ed.gov/
• National Clearing House on Supportive School Discipline
https://supportiveschooldiscipline.org
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