Critics and supporters have expressed concern that social-emotional learning (SEL) has not been adapted to children suffering from trauma. While SEL has been identified as a mechanism through which trauma-informed schools can be created, this does not make SEL implementation, in and of itself, trauma-informed. Erica Pawlo, Ava Lorenzo, Brian Eichert, and Maurice J. Elias explain why calls for trauma-informed SEL are, in fact, calls for all SEL to be trauma-informed. They discuss how a trauma-informed approach to SEL is related to SEL’s emphasis on school climate, the need to build infrastructure for SEL learning, and the role of emotions in SEL instruction.
All Science Journal Classification (ASJC) codes
- change management
- mental health
- school climate