Students with high ACEs (adverse childhood experiences) are proven to experience many life threatening conditions later in life, can have a difficult time functioning in a classroom setting, and may have a tough time regulating their emotions. This in turn could mean a difficult time learning in the classroom and students could fall behind their grade level counterparts. Students who engage in Trauma Treatment to help regulate their emotions saw a decrease in behavior problems (Bartlett, et al., 2018). Previous and current researchers have found many of these strategies to be effective when involving the whole family. Only the students will be referenced in this study. Students will be engaging in socio-emotional journaling after watching videos on GoNoodle about growth mindset, meditation, and yoga and writing how they can utilize those strategies in their own lives. Then previous and current District Benchmark Assessment data will be compared to see if there has been any positive effect on testing performance. Positive use of strategies when students are upset in a variety of situations within the classroom will also be observed and noted. Bartlett, J. D., Griffin, J. L., Spinazzola, J., Fraser, J. G., Noroña, C. R., Bodian, R., . . . Barto, B. (2018). The impact of a statewide trauma-informed care initiative in child welfare on the well-being of children and youth with complex trauma. Children and Youth Services Review, 84, 110-117. doi:10.1016/j.childyouth.2017.11.015
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Catie GoldsteinInnovative Learning Master's Student. Teacher. Napper. Dog Petter. Archives
June 2019
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