Abstract
The COVID-19 pandemic has been a traumatic experience for many. Worldwide lockdowns and a shift to social isolation left people around the globe with a feeling of uncertainty and disconnect. Amongst those affected are children, particularly school-aged youth, who were stripped of their daily routines as schools closed and many transitioned to distance learning. Studies show that periods of social isolation may have lasting impacts on the developing child and that the traumatic stress associated with the pandemic likely negatively altered children's brain plasticity. Additionally, school closures drastically reduced socialization opportunities for school-aged youth, an element of their daily routines that contributed significantly to their social skills development. Research shows that appropriate social skills development predicts positive student outcomes, including on-time graduation, a college degree, and stable employment. Socialization and human connectedness are also highly correlated with one's psychological well-being. Studies show that students experienced increased internalizing and externalizing behaviors during quarantine and after the pandemic. Moreover, children with pre-existing mental health conditions were more likely to be impacted by poor mental health during the pandemic.
Administrators, teachers, and school staff nationwide are noticing a shift in their students post-pandemic. Schools report that students struggle with academic performance, social skills, behavior, and overall mental health. Educators and school staff are now faced with the tall task of responding to the challenges due to the pandemic. This project aims to provide educators with a free and accessible workshop to further their understanding of the social-emotional and behavioral impacts of COVID-19 on school-aged youth. Furthermore, this project will review current research surrounding effective school-based discipline strategies, including Positive Behavioral Interventions and Supports (PBIS) and restorative practices. By the end of the workshop, participants will better understand the impacts of COVID-19 on school-aged youth and how best to support their heightened social-emotional needs post-pandemic. This project contains a literature review on research on social skills development, effects of stress on the young brain, adverse childhood experiences, post-pandemic school-based concerns, and effective school discipline strategies. It was used to develop a workshop aimed at increasing school staff’s understanding of the impacts of COVID-19 on students, as well as encouraging school staff to utilize evidence-based strategies in responding to the heightened needs of their student populations.