DisruptED TV Magazine

A recent article in Edutopia, entitled Supporting Students with Chronic Trauma, discussed the traumatic experiences of children who live in urban environments in which there is inescapable crime, violence, and tremendous poverty (Micere Keels, 2018). The discussion of disrupting poverty coupled with supporting the Social Emotional Learning (SEL) needs of students, has made its way into educational literature, policies, and states’ learning standards. As a Licensed Clinical Social Worker and School Administrator, I am elated that these two constructs are now married together because I believe that this is one the most effective ways to support and educate children in poverty. I appreciate and commend the works of Christopher Emdin, Kathleen M. Budge, and William H. Parrett because they provide research-based theories and authentic personal experiences with regards to their work in teaching impoverished youth SEL skills. These experts underscored the importance of developing students’ self-awareness, social awareness, self-management, responsible decision-making skills, and relationship building abilities, in order to develop the whole child. For as long as I can remember, I have been a champion for promoting education within lower socioeconomic environments to improve the lives and future of youth. In fact, my life’s work of infusing counseling, supportive resources, and reflective discipline has served my work with students better than punitive measures. Taking this approach in working with students from impoverished conditions guides their development of self-awareness, builds confidence, and improves their decision making and self-control. Traumatized and disadvantaged children who come from toxic stressful environments often have difficulty expressing their emotions and need caring teachers and adults to guide and support their social emotional growth.

Recently, one of my students was brought to my office for discipline and during our meeting he described experiencing multiple stressors in his life; drug addicted and neglectful parents, an incarcerated father, various forms of abuse, and homelessness. While sharing his struggles the student experienced a mental…

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