This brief explores how schools can implement trauma-informed social-emotional learning (SEL) to address the academic and emotional impacts of COVID-19, especially for the most vulnerable students.
Suggested Citation
Blitz, C. L., Amiel, D. J., & Clough, T. G. (2022, January). Research brief: Social-emotional learning (SEL) in response to COVID-19. New Brunswick, NJ: Rutgers University Center for Effective School Practices. Retrieved from https://cesp.rutgers.edu/.
This research brief from the Rutgers Center for Effective School Practices focuses on the vital role of social-emotional learning (SEL) in helping students recover from the disruptions caused by the COVID-19 pandemic. As educators, families, and communities grapple with the long-term impact of trauma, loss, and prolonged social isolation, SEL has emerged as a powerful tool to foster healing and resilience. The brief draws on guidance from leading organizations like CASEL to define SEL’s core competencies and explain how trauma-informed SEL approaches can be integrated into existing school systems. It pays particular attention to equity concerns, highlighting the disproportionate impact of the pandemic on students from marginalized backgrounds—including those in low-income households, English learners, and students with disabilities.
Incorporating trauma-informed SEL into everyday school practices is essential for addressing the mental health and emotional well-being of students in a post-COVID world. This brief not only outlines practical strategies for implementation across tiers of support but also emphasizes the importance of creating inclusive environments where all students feel safe, seen, and supported. By fostering self-awareness, empathy, and responsible decision-making, SEL can help students rebuild their interpersonal skills, regain academic focus, and re-engage in their education with a renewed sense of purpose. Schools that prioritize SEL—alongside academics—will be better positioned to meet the holistic needs of their students and create a stronger, more equitable foundation for future learning.