“Is the pandemic a teachable moment?” asks Alex Shevrin Venet, an education professor who focuses on trauma-informed practices, in a post on her site Unconditional Learning. It’s a vexing question that doesn’t have a simple, straightforward answer, but Venet shares a framework for thinking through how to find a balance between ignoring trauma entirely and focusing on it in a harmful way.
“Ignoring hard topics and pretending they do not belong in the classroom is to ignore our students’ (and our) life experiences,” she writes. Venet offers four guiding questions teachers can use to navigate the decision-making process.
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