Social and Emotional Learning during Pandemic-Related Remote and Hybrid Instruction: Teacher Strategies in Response to Trauma

Schools play an important role in fostering student intrapersonal and interpersonal skills development, also known as social emotional learning (SEL). This study examined how K–12 teachers used SEL strategies remote hybrid classroom environments during the COVID-19 pandemic, a time of heightened distress trauma. Survey data were collected from 26 Southern California follow-up semi-structured interviews conducted with 16 teachers. Responses analyzed integrated SEL- trauma-informed perspective. Themes that emerged included focusing on relationships; building routines predictability; creating space to identify share feelings; incorporating movement, mindfulness, play; implementing culturally affirming practices; providing choice leadership; engaging collaborating families. Various challenges associated are discussed, including teacher burnout, being unsure who was listening class conversations, feeling disconnected online environment. Recommendations for practice further research provided.