Education Week - November 18, 2020 - 17

building relationships with
students and families that validate
interdependence. Educators without
well-stocked cultural toolkits often
believe that families simply need to
adapt to the school's expectations.
We have worked to not only
expand educators' toolkits but also
implement culturally inclusive
educational practices and policies,
such as mission statements that
validate both independent and
interdependent values, instructional
approaches that leverage cultural
differences, and communication
from teachers to families that
expresses respect in culturally
relevant ways. We survey students,
teachers, and parents to understand
the impact of such changes on
relationships, learning, and equity.
The Forest Grove district has
invested in critical self-reflection
and made systemic inclusionfocused changes. Schools
emphasized the importance of
relationships with students and
families. When the district shifted
to distance learning, educators
continued engaging families in
culturally inclusive ways. They
delivered computers, hot spots,
school supplies, and meals to
all families in need and asked
about families' well-being, both
academically and personally.
Educators understandably
often focus on curriculum, but
relationship-driven extracurricular
actions are crucial. These actions
show families that educators care
about and see potential in their
children, and they allow students
to feel welcome and connected at
school.
As districts strive for equity in
distance learning, the question
isn't how to fix the familydisengagement " problem. " The
question is how to provide Latino,
Black, Native, and low-income
families with the resources and
relationships that fulfill their desire
to engage. „

ABOUT THIS SERIES

More than three years ago, the
then-superintendent of the Forest
Grove, Ore., district asked researcher
Stephanie Fryberg to work with district
leaders on inclusion and equity issues.
Yvonne Curtis, the superintendent,
was concerned that a growing number
of Latino students were experiencing
opportunity and achievement gaps.
In response, researchers created
a curriculum to help school staff
understand cultural differences and
use cultural knowledge to improve
instruction and interactions with
families and students.
In three essays for Education Week,
the team led by Fryberg will talk about
what it has learned.

DrAfter123/DigitalVision Vectors

The Election Was Traumatizing
For Many Students (and Educators)
3 trauma-informed
practices for the
weeks ahead

sidestep conversations about the election
altogether. Many of us have nightmares of
hosting an antagonistic class shouting match
on Zoom in these weeks after the election. This
outcome is counterproductive, risks polarizing
our classrooms to an even greater degree, and
doesn't help us come to a new perspective
s our collective anxieties
together. Yet retreating to the syllabus or lesson
grow after the chaotic
plan as if our classroom is hermetically sealed
and drawn-out election
from the social and political world risks making
season, many of us in
our teaching irrelevant. Moreover, sidestepping
the United States are
this discussion risks silencing the voices and
wondering: What will we
perspectives of those vulnerable populations
do when we enter our
who may face the consequences of this election
classrooms during the transition of power to Joe
the most directly.
Biden and Kamala Harris' administration in the
We need to encourage our students to selfmonths ahead?
reflect and take ownership of their positions
Let's name the situation for what it is: Many
rather than get caught in projections about those
of our students are experiencing this period as
they politically oppose. We also need to provide
a traumatic time. Amid the triple upheavals of
resources that address both the discomfort
the pandemic, the movements against structural
that arises when students confront positions
anti-Black violence, and the
divergent from their own and the
By Anita Chari
election, we are collectively
fear that many students have right
overwhelmed in a way that
now in the midst of this chaotic
& Angelica Singh
makes it challenging for us to
and antagonistic election season.
CHARI is an associate
actually listen to one another at
Here are three simple but
professor of political science
a deep level without reactivity
effective practices that can help
at the University of Oregon.
and projection. This polarization
us work with election-related fear
SINGH is a seasoned trauma
and conflict call for a traumaand polarization in the classroom
therapist and somatic
informed approach in our
(in person or online), recognizing
educator who has taught at
classrooms.
that stress is held in the body and
the UCLA Medical Center.
No matter who you supported They are co-founders of the
nervous system. These practices
for the presidency, the fact
are especially effective for
online program Embodying
remains that our classrooms
students from grades 6-12 through
Your Curriculum.
and our society are bitterly
college, though the first two
divided over what democracy means. This
practices can also be used with younger students.
divide makes it hard to learn from and to trust
Even if you don't feel ready to use these practices
one another. And against the backdrop of the
with your students, using them by yourself
political and social turmoil of 2020, the idea
before you enter the classroom to regulate your
of walking into class amid further uncertainty
own nervous system can be a powerful way to
about this time of transition is an overwhelming
begin class from a stable place emotionally.
thought. How do we maintain our neutrality
1. Slow it down. It can be difficult to take
in a classroom where there may be intense
in new information and to learn when our
political polarization and disagreement? Do we
nervous systems are cycling so quickly. It is also
even want to maintain neutrality? How do we
easy for conversations to become conflictual or
support ourselves, let alone our students, while
disengaged if many participants are in a sped-up
we reckon with an election result and backlash
state. Moreover, trauma itself is a result of
to it that could have lasting implications for
experiences that are either too much or too fast
many, including immigrant students, students
for the nervous system to process. The purpose
of color, and LGBTQ students? How do we
of slowing down is to bring the nervous system
support and acknowledge all our students, even
to a healthier pace to allow it to regulate itself.
those whose valid political positions contrast
Slowing down can be practiced at the beginning
sharply with our own?
of the class, as well as at any time during the
To be sure, some educators may feel that
class that you notice that there is dysregulation
the safest way to navigate the moment is to

A

or a sped-up quality among students. You can
do this simply by slowing down the pace of your
speaking or relaxing the speed of transitions
between activities. Just taking the time to notice
the pace of one's nervous system itself begins to
slow things down.
2. Feel the ground. Often when we are
activated or " triggered, " we tend to orient to the
upper parts of our bodies or disconnect from
our bodies altogether. We can help slow down
the nervous system further by sensing the lower
parts of the body, such as the sit bones and the
feet, which allows the nervous system to settle
and regulate itself. You can take a few moments
at the beginning of class for this practice or
you can use it to help ground students during
a discussion, perhaps when you notice that
tensions are rising. Students can then begin to
perceive what is happening in the room through
the lens of regulation, rather than through the
more limited lens of a survival response.
3. Engage in an inquiry practice.
Inquiry is a way of strengthening our capacity
for self-reflection. Instead of focusing on the
question of " what is wrong with them, " we can
shift our attention to what is arising for ourselves,
including painful or charged memories from our
personal or intergenerational history. An inquiry
practice gives students (and ourselves) the space
to make contact with their own experience and
feelings around the election before engaging in
a potentially activating conversation with others
on the topic.
In a trauma-informed approach to inquiry,
you give students questions that help them to
delve into the specifics of their own experience,
such as: Journal about your experience as it
relates to the election outcome. What emotions,
impressions, and bodily sensations are you
noticing as you reflect on the election? What are
some things that feel supportive for you just now
as you reflect on the elections? These kinds of
inquiry questions allow us to find agency even
as we sit with seemingly hopeless or challenging
circumstances.
These are just three simple practices that can
be easily incorporated into your plans for the
weeks and months after the election. They can
be adapted for any discipline and grade level and
they will help you and your students feel more
regulated and connected during these precarious
times. „

EDUCATION WEEK | November 18, 2020 | www.edweek.org/go/opinion | 17


http://www.edweek.org/go/opinion

Education Week - November 18, 2020

Table of Contents for the Digital Edition of Education Week - November 18, 2020

Education Week - November 18, 2020
Did COVID-19 Really Drive Teachers to Quit?
As Election 2020 Grinds On, Young Voters Stay Hooked
Getting Schools Open: A No-Win Decision as Virus Cases Surge
‘Schools Need to Be Bolder’ About Reopening, Public Health Expert Says
What to Watch as Biden Administration Charts Its Own Path on Education Policy
Who Could End Up Heading Top Senate Panel on Education Issues
Families Not Engaging Remotely? Rethink the Problem
The Election Was Traumatizing For Many Students (and Educators)
The New Face of Teacher Demoralization
Briefly Stated
What the Research Says
Letters to the Editor
Education Week - November 18, 2020 - Education Week - November 18, 2020
Education Week - November 18, 2020 - CW2
Education Week - November 18, 2020 - 1
Education Week - November 18, 2020 - Briefly Stated
Education Week - November 18, 2020 - 3
Education Week - November 18, 2020 - What the Research Says
Education Week - November 18, 2020 - 5
Education Week - November 18, 2020 - Did COVID-19 Really Drive Teachers to Quit?
Education Week - November 18, 2020 - 7
Education Week - November 18, 2020 - Getting Schools Open: A No-Win Decision as Virus Cases Surge
Education Week - November 18, 2020 - ‘Schools Need to Be Bolder’ About Reopening, Public Health Expert Says
Education Week - November 18, 2020 - 10
Education Week - November 18, 2020 - 11
Education Week - November 18, 2020 - What to Watch as Biden Administration Charts Its Own Path on Education Policy
Education Week - November 18, 2020 - 13
Education Week - November 18, 2020 - Who Could End Up Heading Top Senate Panel on Education Issues
Education Week - November 18, 2020 - 15
Education Week - November 18, 2020 - Families Not Engaging Remotely? Rethink the Problem
Education Week - November 18, 2020 - The Election Was Traumatizing For Many Students (and Educators)
Education Week - November 18, 2020 - Letters to the Editor
Education Week - November 18, 2020 - 19
Education Week - November 18, 2020 - The New Face of Teacher Demoralization
Education Week - November 18, 2020 - CW3
Education Week - November 18, 2020 - CW4
Education Week - November 18, 2020 - SC1
Education Week - November 18, 2020 - SC2
Education Week - November 18, 2020 - S1
Education Week - November 18, 2020 - S2
Education Week - November 18, 2020 - S3
Education Week - November 18, 2020 - S4
Education Week - November 18, 2020 - S5
Education Week - November 18, 2020 - S6
Education Week - November 18, 2020 - S7
Education Week - November 18, 2020 - S8
Education Week - November 18, 2020 - S9
Education Week - November 18, 2020 - S10
Education Week - November 18, 2020 - S11
Education Week - November 18, 2020 - S12
Education Week - November 18, 2020 - S13
Education Week - November 18, 2020 - S14
Education Week - November 18, 2020 - S15
Education Week - November 18, 2020 - S16
Education Week - November 18, 2020 - SC3
Education Week - November 18, 2020 - SC4
http://ew.edweek.org/nxtbooks/epe/ew_11252020
http://ew.edweek.org/nxtbooks/epe/ew_11182020
http://ew.edweek.org/nxtbooks/epe/ew_11042020
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http://ew.edweek.org/nxtbooks/epe/ew_10162019
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http://ew.edweek.org/nxtbooks/epe/ew_01092019
http://ew.edweek.org/nxtbooks/epe/ew_12122018
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http://ew.edweek.org/nxtbooks/epe/ew_11282018
http://ew.edweek.org/nxtbooks/epe/ew_11142018
http://ew.edweek.org/nxtbooks/epe/ew_11072018
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http://ew.edweek.org/nxtbooks/epe/ew_10242018
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http://ew.edweek.org/nxtbooks/epe/ew_08222018
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http://ew.edweek.org/nxtbooks/epe/ew_05232018
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http://ew.edweek.org/nxtbooks/epe/ew_11152017
http://ew.edweek.org/nxtbooks/epe/ew_11082017
http://ew.edweek.org/nxtbooks/epe/ew_11012017
http://ew.edweek.org/nxtbooks/epe/ew_10252017
http://ew.edweek.org/nxtbooks/epe/ew_10182017
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http://ew.edweek.org/nxtbooks/epe/ew_10042017
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http://ew.edweek.org/nxtbooks/epe/ew_04262017specialreport
http://ew.edweek.org/nxtbooks/epe/ew_04262017
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http://ew.edweek.org/nxtbooks/epe/ew_03222017
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http://ew.edweek.org/nxtbooks/epe/ew_02152017
http://ew.edweek.org/nxtbooks/epe/ew_02082017
http://ew.edweek.org/nxtbooks/epe/ew_01252017
http://ew.edweek.org/nxtbooks/epe/ew_01252017specialreport
http://ew.edweek.org/nxtbooks/epe/ew_01182017
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http://ew.edweek.org/nxtbooks/epe/ew_12142016
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http://ew.edweek.org/nxtbooks/epe/ew_09072016
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http://ew.edweek.org/nxtbooks/epe/ew_sr_01132016
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