The rapid move to virtual learning in response to the COVID-19 pandemic has caused many challenges for our education system. Educators and students alike had to quickly adjust to virtual learning, which brought many challenges of its own. But one unexpected side effect of the move to remote learning was its effect on teachers of students with learning disabilities and the students themselves.
Students with learning disorders or learning disabilities such as attention deficit hyperactivity disorder and dyslexia, who already had a hard time focusing in school, are now having even more trouble focusing while being completely removed from the classroom environment.
Isaac Richert, who has ADHD and dyslexia, was a senior in high school when the switch to remote learning first took place. He told MinnPost that in-person learning helped motivate him to keep up with his assignments. “Since school’s been online, it’s been really easy for me to look at my laptop across the room, not pick it up and decide that I want to go outside instead,” he said. “It’s easier to get stuff done at school because you are in a working environment.”
According to EducationWeek, Special education has emerged as one of the most significant concerns for families and schools during the global pandemic, with much of the focus on the plight of students who are separated from the teachers and specialists that ensure they have equal opportunities to learn.
And this doesn’t only affect students with known learning disabilities. In an interview with MinnPost, Martha Moriarty, executive director of the Learning Disabilities Association of Minnesota, explained that kids without diagnosed learning disabilities could also be struggling in school at the moment due to being under stress. She noted that when stressed, your executive functions are taxed and that those executive functions can include those that tell the brain how to plan and organize tasks. She also mentioned that the classic stress response often looks like ADHD.
So how do we create a virtual learning environment that not only encourages learning and eliminates unnecessary stress but also simulates the in-person feel of the classroom environment? One option with promise is incorporating social-emotional learning (SEL).
According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), SEL is “the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”
“The short-term goals of SEL programs are to (1) promote students’ self-awareness, self-management, social-awareness, relationship, and responsible decision-making skills; and (2) improve student attitudes and beliefs about self, others, and school. These, in turn, provide a foundation for better adjustment and academic performance as reflected in more positive social behaviors and peer relationships, fewer conduct problems, less emotional distress, and improved grades and test scores.”
Leading with social and emotional learning is essential not only because students need social and emotional support as they, like the adults around them, navigate the unprecedented challenges of virtual learning, but because SEL helps students access academic content through building essential self-management skills, resilience, and connections. Connections being key. Building a sense of community and connection through virtual platforms is critical to student success. Research shows that positive teacher-student relationships improve student learning — especially during stressful times. This is also true for online learning.
Scheduling regular check-ins with students is a great way to build that positive teacher-student relationship, and it allows teachers to build a relationship with their students’ parents as well. Deneen Day, a parent of a child with multiple disabilities, including dyslexia, dysgraphia, and ADHD, told us that her son has benefited greatly from the SEL programs that his school provides. “His school has been awesome,” she said. “They have a huge emotional wellness component (which includes) check-ins, adjusted curriculum, and school calendar adjustment.” These regular check-ins also give the students the chance to reflect on their thoughts and feelings. Which, in turn, promotes student self-awareness and improves student attitudes and beliefs about self, others, and school. All goals of SEL programs.
But the first step in achieving these goals as quickly as possible would be to take an SEL assessment.
The data gathered from the SEL assessment would provide important insight into a students’ social and emotional needs, giving teachers a clearer understanding of their students.
Teachers having a clearer understanding of a student’s strengths and needs will also lead to improved outcomes for the student due to the teachers knowing where to focus their efforts the most. Research on students with disabilities shows that SEL contributes to higher grades and improved behavior. Students and teachers alike benefit from improved relationships and more productive learning environments. Students increase trust in their teachers, and educators are better equipped to create the supportive environments needed for students to thrive.
This is a major benefit of implementing social-emotional learning. SEL assessments like our SELC (Social-Emotional Learning Competence) Report help educators tailor their teaching style to each student. Ensuring that students’ needs are being met even through remote learning. When teachers have an assessment that they can look back at that gives them a detailed understanding of their students, both parties benefit greatly. To learn more about our SELC report or the science behind it, click here, and if you have any more questions, you can reach out to us through our Contact us page.
