The Journal of Applied Instructional Design: "Trauma-informed"
Related Chapters
This study examined how seven math and science secondary teachers addressed social justice teaching during the COVID-19 pandemic and how their instructional practices mapped onto their pedagogical intentions. Guided by trauma-informed teaching practi…
This special issue of JAID begins to bridge the gap between the theories of social emotional learning/trauma informed learning with instructional design offering specific cases of design and development projects that illustrate the confluence of thes…
At least one in four children in the United States has experienced one or more traumatic events (National Child Traumatic Stress Network Schools Committee [NCTSN], 2008). Children exposed to trauma bring a host of psychological and physical stressors…
This design case documents how a K-12 district took steps to systemically support virtual student wellness and belonging. Plans for course design to support social-emotional-academic learning (SEAL) competencies, increase perception of belonging, and…
Social emotional learning (SEL) has shown significant positive effect on self-management and self-awareness; however, teachers have been skeptical of implementation due to the amount of extra time and resources. This article presents a case study of …
In Spring 2022, we (faculty member and undergraduate student) co-facilitated an undergraduate education course. To support and affirm all participants as whole beings who were both navigating trauma and developing as learners and people, we co-create…
Most instructional design practices are founded on relatively systematic, linear models which tend toward pseudoscientific determination of learning goals, measurable objectives and outcomes. However, this special issue’s contributors reveal de…