Abstract
This project was created to provide accessible interventions and coping strategies for toxic stress centered around the global pandemic, COVID-19. In creating this project, literature around ACEs, toxic stress, the SEL framework and related therapeutic practices were surveyed. The negative impacts of toxic stress and adversity have lasting effects on life outcomes for the ones experiencing it (Felitti et al., 1998; Shonkoff, 2012; Williams-Shanks & Robinson, 2012). As students who attend Title I schools are more susceptible to the negative outcomes associated with toxic stress, there is a need for accessible interventions available to students. As the populations that have been most impacted by COVID-19 are the same that are most likely to experience extended adversity, the need for interventions increases exponentially (Fortuna et al., 2020). The resource guide provided is rooted in the Social-Emotional Learning theoretical framework and is supported with reading and writing interventions as well as restorative practices.