There is a movement to bring tools, practices and curricula into U.S. schools to reduce trauma and stress among students in the interest of improving classroom learning and student well-being. These methods include mindfulness training, restorative justice practices, trauma-informed approaches and social-emotional learning skills, known as SEL. The challenge for policymakers relates to gathering and accessing high-quality, unbiased data that show the effectiveness of these strategies, how they support student learning in the classroom and whether they can work across different student populations.
Join POLITICO on Thursday, May 2, for a high-level conversation exploring how this trend in education seeks to transform the learning environment in schools.
Featured Speakers:Â
Elizabeth R. Albro, Ph.D., Commissioner, National Center for Education Research, Institute of Education Sciences, U.S. Department of Education
Melissa Kim, EdD, Deputy Chancellor of Social, Emotional, and Academic Development, DC Public Schools
Robert Pondiscio, Senior Fellow and Vice President for External Affairs, Thomas B. Fordham Institute
Rep. Tim Ryan (D-Ohio)