Moving Forward as a Resilient Community

Social Emotional Health and Wellness

A new approach to Professional Learning

These concise micro lessons will provide opportunity for deeper learning and reflection to support the professional development and practice of all school district staff. We hope you, the audience, will feel a greater sense of accomplishment with each lesson as they will have a narrow focus and take 5-30 minutes to complete. The lessons will be grounded in the 4 pillars of trauma informed care described below and offer a chance for personal reflection and application. By the end of this 3-week series, we hope you will have built on your understanding of why and how Social Emotional Learning will help us all prepare to move forward (academically, socially, and emotionally) as a resilient community.

Linked here is a short video explaining why this website is important right now, the components of the site, and how to interact with the content.

Part 1 Micro-Lessons

Dr. Omar Reda, Providence Psychiatrist, shares foundational information on how to cope with and heal from the psycho-social impact of the pandemic. He explains the importance of tending to our trauma and stress to avoid chronic conditions and burn-out.
Mandy Davis, Director of Trauma Informed Oregon, highlights the need for protective and safe relationships as the foundation of well being and regulation. She explains the neuroscientific fact that safe relationships foster regulated states for learning.
Mila Rodriguez-Adair, Portland Public Schools Qualified Mental Health Professional, emphasizes the need for fundamental shifts in what educators do--a shift that puts racial equity at the forefront of all of our actions and decisions, especially during a pandemic when systematic oppression and inequities are amplified.
David Streight, Psychologist, describes powerful strategies adults can use to help students build resilience against trauma. Students can build a sense of agency and control through choice, voice, and empowerment.

Part 2 Micro-Lessons

Alfonso Ramirez, Trauma Informed Schools Coordinator--Tigard HS, describes how to help children build resilience through predictable, moderate and controlled stressors in the classroom. He emphasizes the importance of regulating our own stress levels in order to be present and supportive for our students.
Deena Nakata, DLI Teacher--North Clackamas School District, shares how she prioritizes forming trusting relationships with her students to create an environment for optimal learning. She shares the importances of trust, student voice, and unconditional love in the classroom.
Erika Kohn, 2nd Grade Teacher--Portland Public Schools, explains that the practice of Culturally Responsive teaching as a means to interrupt the traditionally racist system of education through the filters of Relationship, Rigor, Relevance, and Realness. She explains that teachers must examine their own knowledge and skills to provide Culturally Responsive instruction.
Hilary Benoit, Kindergarten Teacher--Portland Public Schools, describes the Three Spheres of Control and how to determine if our worries, thoughts, and feelings are within our control, our sphere of influence, or out of our control. She shares an example of something within her influence and how she was able to take action to provide support to her students and their families.

Part 3 Micro-Lessons

Dr. Reda, Providence Psychiatrist, explains that we heal from trauma on a continuum. Teachers need to listen and show compassion. Collectively, we need to harness our resilience by showing acts of kindness to ourselves and our loved ones.
Mandy Davis, Director of Trauma Informed Oregon, encourages us to explore strategies to build trusting relationships with our students and cultivate the relationships we need in order to be present for our students. She asks us to reflect on what is needed to foster relationships during this time.
Maurice Davis, Student Assistant Coordinator, explains that student/family engagement is best when there are multiple means and opportunities for communication. It is vital to understand who our communities are in order to best support their needs and build trusting relationships. The systemic oppression and racism many families experience is amplified by the pandemic.
Alfonso Ramirez, Trauma Informed Schools Coordinator--Tigard HS, describes the power of co-regulation. The teacher is the most powerful co-regulator in their classroom, therefore, whatever regulation strategies work best for the teacher will benefit the entire class.

Additional Micro-Lessons ~ Check back often for new lessons.