SEL with Students Learning English

Social emotional needs have come to the attention of many educators during this year of pandemic learning. Educators who regularly work with students learning English are often aware of the trauma that can accompany the relocation experience of these students and their families.

In this newsletter we begin by sharing some foundational resources in case you are beginning your knowledge journey on the topic of the social emotional needs of students who have experienced trauma. We know that within our population of students learning English there is a wide range of traumatic experiences possible, and we never want to minimize how difficult the process may be in relocating to a new country and beginning a new life.

We also offer some resources that provide the opportunity to learn about the immigrant experiences of different people. If you have not yet discovered the organization, “Reimagining Migration” their website offers a multitude of resources on the migration experience of families who have made their new home in the United States.

Finally, it’s important to be aware of your own social emotional health and needs during this difficult school year. We hear stories of educators who have found joy in discovering new skills, and those who are finding they have deep levels of endurance, patience, and creativity, all of which they were not formerly aware. We celebrate those discoveries, and also remember that self-care is always important and for the 20-21 school year it is absolutely crucial.

As we begin the month of December, we wish you peace, strength, calm for your school week, and soothing weekends of rest and revitalization!

If you are new to learning about how trauma impacts students in our classrooms and schools, you may want to first read some articles that discuss how trauma looks across all student populations. As we work with students learning English, we can begin to identify additional factors that impact immigrant and/or refugee students.

New Immigrant and Refugee Visions (NIRV) is a collection of ten documentary films by and about new immigrants and refugees. The films were made during a training provided by Community Supported Film. The stories produced provide a unique insider perspective on the integration challenges faced by immigrants and the contributions they make to our culture, economy and social fabric.

Host a screening and discussion in your community virtually or in-person: The filmmakers made these short films to engage communities in dialogue about immigrants and immigration.

One of the resources on the Colorin' Colorado page is a document that offers tips on how to talk to children about violence. The document is available in the languages shown below.

Click here to access this document in multiple languages.

Other here to access the main page on Colorin' Colorado's website that addresses Social and Emotional Support for English Learners and Immigrant Children.

This video project showcases the ways in which Michigan's Dearborn Public School District is helping its immigrant students succeed, featuring Salina Elementary School and Salina Intermediate School in the South End of Dearborne.

Colorin' Colorado. (2019, June 11). You are Welcome Here: Supporting the Social and Emotional Health of Newcomer Immigrant Students. [Video] YouTube. https://youtu.be/9wAVhTXf5aQ

Many educators who work with immigrant origin students do not feel well-prepared or adequately trained to work with this rapidly changing student population.The purpose of this guide is to help bridge research from the academy to classrooms, with the recognition that only by learning from and with each other, can we help our immigrant-origin and English Learning students reach their full potential.

Click here to be directed to the full document

Throughout the COVID-19 pandemic, teachers, school counselors, and school employees have remained acutely focused on supporting their students and continuing to do their jobs at this time.

This webpage shares a few tips of how to take of yourself as an educator during pandemic learning.

• Multicultural Texts Dec/Jan 19-20

• Assessment and English Learners Feb/March 19-20
• The Finish Line April/May 19-20
• Equity and Language Sept/Oct 2020