Education

Supporting Social-Emotional Learning During the Pandemic

One of the most important ways to assist students during the pandemic is to work with them in learning how to manage their emotions.

Published

4 years ago

April 29, 2021

Mia Lane

Most students have been learning virtually for over a year now, due to COVID-19. It’s probably fair to assume that most students have adjusted favorably to the expectations of online learning whether they wanted to or not. With caring and well-prepared teachers, most students are being exposed to grade-level lessons and activities.

However, even though students appear to be more familiar with educational platforms, learning apps and are more tech-savvy than ever before, we can’t assume that they are still not being affected by the pandemic and all the things they have given up since it began. Students now sit for long periods and movement between and during class is minimum and if they get too fidgety or distracted, they could be called out for it. Recess is a thing of the past and Physical Education is reduced to what can be done in front of the screen.

As parents and teachers try to juggle their children’s lives in front of the camera as well as behind the camera, we also have to take into consideration their social-emotional development, even more so, now that we are in a pandemic.

According to CASEL (Collaborative for Academic, Social and Emotional Learning), the leader in the field of Social Emotional Learning (SEL), 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.” Helping students learn how to manage Social Emotional Learning will help them to better process and navigate through the current health plight, as well as how to succeed in school and life, long after the pandemic is finally behind us.

One of the most important ways to assist students during the pandemic is to work with them in learning how to manage their emotions. Even though many students have been attending school online for over a year now and many have become quite adjusted to learning virtually, we still have to check in with them often and gauge how they are feeling. We have to notice any change in their behavior and allow them to move periodically after sitting during their online classes or to take movement breaks on purpose.

Other ways to help students manage their emotions during this time, is to help them in identifying and labeling their emotions. We could be of great assistance to them if we help them to recognize how they are feeling and commend them for taking responsibility for those emotions.

For example, “I am feeling grumpy today because I didn’t get enough rest last night.” For those feelings of fear, anger, and/or sadness we can guide them in finding strategies that could make them feel better or practice ways to calm them down by journaling, soothing exercises, mindfulness meditation, and deep breathing.

Another great way to support our children’s Social Emotional Learning especially during this Pandemic is to help them to continue developing their self-esteem. According to an article in ‘very well mind’ an online developmental psychology website, “The concept of self-esteem plays an important role in psychologist Abraham Maslow’s hierarchy of needs, which depicts esteem as one of the basic human motivations.” The article goes on to say that, “Maslow suggested that individuals need both appreciation from other people and inner self-respect to build esteem. Both of these needs must be fulfilled for an individual to grow as a person and reach self-actualization.”

So, as we think of ways to develop self-esteem within our children, they can feel good about accomplishing tasks, as well as feeling good about the accolades that could result in carrying them out.

For example, giving children more responsibilities around the house, no matter how big or how small, is a productive way to help them in feeling good about themselves.

Allowing them to make age-appropriate choices will also make them feel like a respected contributing member of the family, as well. It is also beneficial to teach them how to think through their decisions and to come up with options that they have decided upon on their own. Most importantly, when they can make choices and fulfill their responsibilities around the house, it is equally important for us to show our appreciation towards them for helping out and for the effort they display.

Another way to support our children by developing their Social Emotional Learning is by working with them in building empathy.

This is not always easy to do, since it’s all a child can do to think about how they are feeling, let alone think about how someone else may be feeling.

So, when we continue to openly discuss the pandemic and how it can affect others, we can then begin to have our children think about how it could feel to walk in someone else’s shoes. If the person is someone the child knows then we could brainstorm ways in which they could help them or offer a word of kindness by phone, text, email, social media, etc. We could even teach them the skill of “active listening” and let them understand the value of being supportive in our silence. This type of life skill is something that can be used throughout their lives, for the rest of their lives and can be applied to numerous everyday situations.

Another valuable strategy that we can model and share with our children is the use of “self-talk.” Some may call it “talking out loud” and back in the day, it could have been referred to as “talking to yourself.” According to the media organization Psychology Today,“ Many people are conscious of an inner voice that provides a running monologue on their lives throughout the day.

This inner voice, our self-talk, combining conscious thoughts and unconscious beliefs and biases, provides a way for the brain to interpret and process daily experiences.” Today we have come to realize the benefits of it, and it teaches our children how to better associate their words with their feelings. For example, when you are in heavy traffic you could model by saying, “This traffic is so backed up, and I’m going to be late. I’m feeling angry that we can’t move faster, so I’m going to take a deep breath and turn on the music to calm myself down.”

This quick commentary will help in teaching our children words that can be associated with their feelings, as well as possible strategies that can help in calming them down, like deep breathing and listening to music. Practicing “self-talk” often with our children, by modeling and by allowing them to practice so that it will become a useful tool that can be used to regulate their emotions when needed, will be invaluable.

Helping our children learn to manage their Social Emotional Learning has benefits that can take them far beyond the pandemic, but while we are still in it, we must help them to understand and handle those emotions so that they can have less emotional stress, make responsible choices and decisions, feel better and show empathy for others and most of all so that they can work successfully towards academic achievement.

Mia Lane

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OPINION: Supreme Court Case Highlights Clash Between Parental Rights and Progressive Indoctrination

At the center of this controversy are some parents from Montgomery County in Maryland, who assert a fundamental principle: the right to shield their children from exposure to sexual content that is inappropriate for their age, while also steering their moral and ethical upbringing in alignment with their faith. The local school board decided to introduce a curriculum that includes LGBTQ+ themes — often embracing controversial discussions of human sexuality and gender identity.

Published

5 days ago

May 19, 2025

Oakland Post

Craig J. DeLuz. Courtesy of Craig J. DeLuz.

By Craig J. DeLuz, Special to California Black Media Partners

In America’s schools, the tension between parental rights and learning curricula has created a contentious battlefield.

In this debate, it is essential to recognize that parents are, first and foremost, their children’s primary educators. When they send their children to school — public or private — they do not surrender their rights or responsibilities. Yet, the education establishment has been increasingly encroaching on this vital paradigm.

A case recently argued before the Supreme Court regarding Maryland parents’ rights to opt out of lessons that infringe upon their religious beliefs epitomizes this growing conflict. This case, Mahmoud v. Taylor, is not simply about retreating from progressive educational mandates. It is fundamentally a defense of First Amendment rights, a defense of parents’ rights to be parents.

At the center of this controversy are some parents from Montgomery County in Maryland, who assert a fundamental principle: the right to shield their children from exposure to sexual content that is inappropriate for their age, while also steering their moral and ethical upbringing in alignment with their faith. The local school board decided to introduce a curriculum that includes LGBTQ+ themes, often embracing controversial discussions of human sexuality and gender identity. The parents argue that the subject matter is age-inappropriate, and the school board does not give parents the option to withdraw their children when those lessons are taught.

This case raises profound questions about the role of public education in a democratic society. In their fervent quest for inclusivity, some educators seem to have overlooked an essential truth: that the promotion of inclusivity should never infringe upon parental rights and the deeply held convictions that guide families of different faith backgrounds.

This matter goes well beyond mere exposure. It veers into indoctrination when children are repeatedly confronted with concepts that clash with their family values.

“I don’t think anybody can read that and say: well, this is just telling children that there are occasions when men marry other men,” noted Justice Samuel Alito. “It has a clear moral message, and it may be a good message. It’s just a message that a lot of religious people disagree with.”

Justice Amy Coney Barrett raised a crucial point, noting that it is one thing to merely expose students to diverse ideas; it is quite another to present certain viewpoints as indisputable truths. By framing an ideology with the certainty of “this is the right view of the world,” educators risk indoctrination rather than enlightenment. This distinction is not merely academic; it speaks to the very essence of cultivating a truly informed citizenry.

Even Justice Elena Kagan expressed concern regarding the exposure of young children to certain materials in Montgomery County.

“I, too, was struck by these young kids’ picture books and, on matters concerning sexuality, I suspect there are a lot of non-religious parents who weren’t all that thrilled about this,” she said.

Justice John Roberts aptly questioned the practicality of expecting young children to compartmentalize their beliefs in the classroom.

“It is unreasonable to expect five-year-olds, still forming their worldviews, to reconcile lessons that conflict fundamentally with the teachings they receive at home,” he said.

As was noted in my previous commentary, “The Hidden Truth In The Battle Over Books In American Schools”, what lies at the heart of these debates is a moral disconnect between the values held by the majority of Americans and those promoted by the educational establishment. While the majority rightly argue that material containing controversial content of a sexual nature should have no place in our children’s classrooms, the education establishment continues to tout the necessity of exposing children to such content under the guise of inclusivity. This disregards the legitimate values held by the wider community.

Highlighted in this case that is before the Supreme Court is a crucial truth: parents must resolutely maintain their right to direct their children’s education, according to their values. This struggle is not simply a skirmish; it reflects a broader movement aimed at reshaping education by privileging a state-sanctioned narrative while marginalizing dissenting voices.

It is imperative that we assert, without hesitation, that parents are — and must remain — the primary educators of their children.

When parents enroll a child in a school, it should in no way be interpreted as a relinquishment of parental authority or the moral guidance essential to their upbringing. We must stand firm in defending parental rights against the encroaching ideologies of the education establishment.

About the Author

Craig J. DeLuz has almost 30 years of experience in public policy and advocacy. He has served as a member of The Robla School District Board of Trustees for over 20 years. He also currently hosts a daily news and commentary show called “The RUNDOWN.” You can follow him on X at @CraigDeLuz.

Oakland Post

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Gov. Newsom and Superintendent Thurmond Announce $618 Million for 458 Community Schools Statewide

The initiative aims to break down barriers to learning by providing essential services such as healthcare, mental health support, and family engagement alongside quality education. This round of funding marks the final phase of the CCSPP grants, which have already provided support for nearly 2,500 community schools statewide.

Published

5 days ago

May 19, 2025

Oakland Post

State Superintendent of Public Instruction Tony Thurmond. File photo.

By Bo Tefu, California Black Media

California Governor Gavin Newsom and State Superintendent of Public Instruction Tony Thurmond announced today the approval of over $618 million in funding to support 458 community schools. The funds were unanimously approved during the May meeting of the State Board of Education and are part of the state’s $4.1 billion California Community Schools Partnership Program (CCSPP), the largest of its kind in the nation.

Governor Newsom emphasized the importance of these schools in providing comprehensive resources for families, stating, “California continues to find and support innovative ways to make schools a place where every family and student can succeed.”

Superintendent Thurmond highlighted the positive impact of these community schools, noting, “Our Community Schools continue to serve as exemplars of programs that activate resources across the whole school community to educate the whole child.”

The initiative is part of California’s broader effort to transform public schools, including expanding access to free school meals, universal transitional kindergarten, and comprehensive teacher support. The funds awarded on May 7 will help schools address foundational needs such as early childhood education, mental health services, and family engagement.

The CCSPP was established in 2021 and expanded in 2022. With today’s allocation, the program has provided funding to a total of 2,500 schools, benefiting some of the most underserved communities in the state. The initiative continues to prioritize the health and well-being of students, which research has shown is key to academic success.

To get more information about the California Community Schools Partnership Program, visit the CDE’s community schools’ webpage: www.cde.ca.gov/ci/gs/hs/ccspp.asp.

Oakland Post

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Activism

Childhood Literacy Bill Supported by NAACP and CTA Moves Closer to Becoming California Law

“This legislation is essential, important progress, and it reflects agreement and robust consensus on ways to provide educators the evidence-based tools they need to support California’s diverse students,” Rivas said in an April 30 statement. “We must make sure every child, no matter their background, has the opportunity to become a confident and thriving reader.”

Published

5 days ago

May 19, 2025

Oakland Post

California Teachers Association Legislative Advocate Patricia Rucker, EdVoice CEO Marshall Tuck, Asm. Blanca Rubio (D-Baldwin Park) and Asm. Al Muratsuchi (D-Torrance) listen to public comments at an Assembly Education Committee hearing for AB 1454 on May 1. CBM photo by Antonio Ray Harvey.

By Antonio‌ ‌Ray‌ ‌Harvey‌, ‌California‌ ‌Black‌ ‌Media‌

The Assembly Committee on Education passed previously stalled legislation after an agreement was struck to strengthen early childhood literacy efforts in the state by equipping educators with the necessary tools and training.

Assembly Bill (AB) 1454, authored by Speaker Robert Rivas (D-Hollister), Assemblymember Al Muratsuchi (D-Torrance), and Assemblymember Blanca Rubio (D-Baldwin Park), unanimously passed out of committee with a 9-0 vote.

The evidence-based reading instruction bill, supported by the National Association for the Advancement of Colored People (NAACP) California-Hawaii State Conference, now moves on to the Committee on Appropriations for review.

AB 1454 would require the California Department of Education to identify effective professional development programs for educators primarily focused on teaching reading in transitional kindergarten through fifth grade.

It also requires the State Board of Education to adopt updated English language arts and English language development instructional materials. Additionally, the Commission on Teacher Credentialing would be required to update school administrator standards to include training on how to support effective literacy instruction.

The legislation was authored and introduced by Rubio as AB 2222 last year. She said was designed to implement evidence-based methods, also known as “the science of reading,” a scientifically-based research approach that advises how pupils are taught to read.

The bill stalled in April 2024 when the California Teachers Association (CTA) and other education stakeholders opposed the bill, questioning a mandate that would have required all school districts to standardize instruction and required training.

Rubio reintroduced the bill as AB 1121, but it too failed to advance, prompting Rivas to create AB 1454. After multiple rounds of negotiations, an agreement was made that reading instruction training would be discretionary.

Patricia Rucker, a legislative advocate for the CTA and former State School Board of Education member, said the agreement reached required each party involved to make concessions about implementation.

“Reasonable people can disagree on reasonable things, but we also can show the world how you can disagree and come together,” Rucker said during the hearing held at the State Capitol Swing Space. “We’re committed to continuing the work on this bill to keep the bill moving forward.”

Rubio said she was close to surrendering the fight for the bill, stating that the process “by far, has been the hardest thing that I have ever done in nine years as a legislator.”

“Sometimes I was ready to walk away,” she said, “but for the coalition (of supporters), parents, family members, and of course, our Speaker, for finally sitting us down and saying, ‘Get it done. Get it done.’”

Marshall Tuck, the CEO of EdVoice, told California Black Media that one-third of states have integrated evidence-based reading instruction into their early literacy policies and have done so with measurable success.

“Reading is a civil rights issue, and it demands urgent action,” Tuck said. “There are a lot of challenges that go into reading, but this is a big step forward.”