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Abstract

With students having experienced dramatic changes to their lives and perhaps personally experiencing serious illness and death within their immediate or extended families due to the COVID-19 pandemic, schools may have to examine how to broadly implement the use of trauma-informed care in schools. This article examines why experiences related to the pandemic are considered traumas and what supportive practices have been identified in the research that educators can use to help students.

Keywords

trauma trauma-informed care multitiered systems of support

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Trauma-Informed Care in Schools: A Necessity in the Time of COVID-19

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