NewCAJE13

In returning to in-person learning, students are showing delays in their ability to regulate their emotions, sustain attention to learning, and work and play cooperatively with peers. Teachers themselves experience pressure to make up for lost learning, and difficulties adapting to constantly changing COVID restrictions. How can teachers help students when teachers themselves feel unsupported, scared, and alone? In our presentation, we apply developmental theories of social-emotional learning to our present-day challenges. This experiential workshop will include didactics, practices to promote mutual and self-regulation, and opportunities for group reflection.