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Home » Archives for Jennifer Nakamura

Jennifer Nakamura

SRI Author

  • Jennifer Nakamura

    Researcher, SRI Education

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Education & learning publications May 1, 2021 Tech Report

Early Childhood Throughout the COVID-19 Pandemic: The Experiences of Arkansas Educators

Jennifer Nakamura, Todd A. Grindal, Kirby A Chow, Nancy K Perez May 1, 2021

The COVID-19 pandemic has transformed the experiences of young children and their caregivers over the past year. SRI Education and the National Center on Children in Poverty partnered with the Arkansas Division of Child Care and Early Childhood Education (DCCECE) to examine early care and education programs throughout the COVID-19 pandemic. This brief, which represents the second of two reports, highlights findings from a second sample of Arkansas (AR) educators who completed surveys and focus groups in spring 2021. It includes information similar to the first report and provides additional information related to vaccination, supports for students with disabilities, and educators’ plans for moving forward.
Our representative survey of Arkansas early educators found that:

The AR early educators who participated in the fall 2020 and spring 2021 studies were consistent in reporting high compliance and agreement with COVID-19 pandemic procedures.
Nearly all AR early childhood educators reported that they changed practices in response to COVID & will continue to implement one or more of these changes even after restrictions are lifted.
Some ECE teachers reported concerns related to children’s ability to focus their attention during group activities and engage in cooperative play.
ECE program directors reported the greatest interest in receiving additional information about vaccines to share with children’s families; ECE teachers reported the greatest interest in whether ECE staff will be required to get the COVID-19 vaccine.
Both ECE directors and teachers also indicated that having someone with expert knowledge to discuss their individual concerns would motivate early educators to become vaccinated.

Education & learning publications February 19, 2021 Tech Report

Early Childhood Education During the COVID-19 Pandemic: The Experiences of Arkansas Educators

Todd A. Grindal, Jennifer Nakamura February 19, 2021

The COVID-19 pandemic has disrupted the provision of early childhood education in Arkansas and across the United States. In partnership with the Arkansas Division of Children Care and Early Education (DCCECE), SRI International and the National Center on Children in Poverty collected information on how Arkansas early care and education center-based and home providers are implementing state COVID-19-related guidelines and coping with the challenges related to these guidelines.

Education & learning publications June 2, 2020 Article

Supporting students experiencing trauma during the COVID-19 pandemic

Jenna Rush, Jennifer Nakamura June 2, 2020

For many students, the COVID-19 pandemic is compounding traumatic experiences for diverse reasons, such as potential increased incidents of neglect, abuse, and isolation. At the same time, educators are limited in how they can support their students while school are closed. In the Appalachia region, this new wave of stressors comes on top of the traumatic experiences students are experiencing related to the opioid epidemic. Family and community opioid use has devastating impacts on children and families, especially in this region, with about 170,000 children experiencing a range of stressors and trauma related to parental opioid use, such as losing a parent to an opioid-related death, having an incarcerated parent due to opioid use, or being removed from their home due to an opioid-related issue. 1 REL Appalachia (REL AP) has been working with key stakeholders from the region in state and local education agencies, departments of health, community-based organizations, and universities to identify best practices for addressing student- and educator-related trauma through the Cross-State Collaborative to Support Schools in the Opioid Crisis (CCSSOC). Through this work, the collaborative developed and curated tools and strategies all educators may find useful when supporting students during this time.

Everyday strategies for educators to support students experiencing trauma
In response to education stakeholders’ high-priority needs, the REL AP team and CCSSOC members co-developed the “Common trauma symptoms in students and helpful strategies for educators“ handout.

The handout provides information about the common symptoms of trauma, grouped into five main categories, 2 as well as everyday strategies 3 that educators can implement in the classroom to support students exhibiting symptoms of trauma.
Everyday strategies in virtual settings
In the context of the COVID-19 pandemic, we adapted strategies from the handout to help educators address student’s social-emotional and mental health needs associated with trauma in virtual settings:

Provide structure and routine: Educators can work with parents to ensure that students have proper structure and routine—a critical need for students who experience trauma. One strategy is to work with families to build daily schedules that combine academic enrichment (e.g., reading, practicing math), physical exercise, and entertainment. Educators can also promote structure on a macro-level by organizing remote learning opportunities that follow a consistent and familiar structure for students, such as an abbreviated daily school schedule.
Promote a sense of control: Students’ resiliency increases when we help them increase their locus of control—the extent to which they feel in control of their own lives. To do so, educators can work with students to identify ways they can control their own lives —staying healthy (e.g., maintaining social distance), managing emotions (e.g., practicing mindfulness), and staying connected to others (e.g., connect with friends and relatives by phone).
Be present: In this period of time, perhaps more so than ever before, students who have experienced trauma need to feel the support of trusted adults in their lives—including their educators. Educators can maintain ongoing (e.g., weekly) communication with students through various means: small group video calls, one-on-one phone calls, sending postcards, etc. The primary purpose of these interactions is to convey to each child that they can continue to emotionally lean on their educators even when school buildings are closed. For more information on relationship building, see Virtual Relationship Mapping (source: Harvard Graduate School of Education) which provides strategies and lesson plans for school administrators and staff to make sure that every student has a supportive adult mentor at the school.
Provide emotional check-ins: During virtual interactions, educators should provide students with emotional check-in opportunities (e.g., using the mood meter; source: National Association for the Education of Young Children, NAEYC) and validate students’ feelings. Educators should praise students for using relaxation or coping strategies. In addition, educators can follow up with students who endorse negative emotions, especially if they are noticing that this is becoming a pattern, and discuss appropriate coping responses and strategies to use in such situations.
Strengthen self-regulation skills: Students (and adults) can develop skills to regulate their own emotions. As with any type of skill, self-regulation skills need to be learned, practiced, and then practiced some more to achieve mastery. These skills include mindfulness, breathing exercises, physical exercises, active journaling, and yoga. Educators can guide and practice these skills with students using various games and activities ( source: Stop, Breathe, & Think) during remote learning meetings. Educators can also refer students and families to various apps and games; for example, see this collection from Common Sense. Educators can also help parents and caregivers make an at-home schedule with various activities to practice these skills with their children; see this blog post from the Children’s Hospital of Orange County on how parents can schedule and spend one week focusing on building these skills with their children.

These strategies, as shown in the Virtual Preventative Strategies infographic below, can be appended to and used together with the “Common trauma symptoms in students and helpful strategies for educators” handout. Download the Virtual Preventative Strategies infographic here.

School-based programs to support students experiencing trauma
District and school administrators may consider implementing school-based programs to address student trauma once students return to school in the fall. The REL AP team and CCSSOC members co-developed two relevant resources to help school and district leaders address the likely overwhelming need for evidence-based or promising interventions that align with their specific needs and contexts:

Selecting the right interventions to support students’ mental health needs: This infographic provides key questions to ask when considering and selecting programs with specific decision-support tools and can be used with the Menu of trauma-informed programs for schools (below) to consider and choose from various programs.

Menu of trauma-informed programs for schools: This handout provides descriptions of trauma-informed programs and available information about their implementation and evaluation/evidence.

Materials
These materials provide preventative and intervention strategies for supporting students affected by trauma. For suggestions on how to use the materials, refer to the relevant sections of this blog post.

Common Trauma Symptoms in Students and Helpful Strategies for Educators
Virtual Preventative Strategies to Support Students’ Social-Emotional and Mental Health Needs Associated With Trauma
Selecting the Right Interventions to Support Students’ Mental Health Needs
Menu of Trauma-Informed Programs for Schools

Additional resources to support students

How can educators and families support students’ mental health and social emotional needs?: The REL Northeast and Islands (REL NEI) put together FAQs to assist schools and districts in supporting students’ mental health and social-emotional needs, sharing ideas from districts across the country, and resources from local and state education agencies.
Distance learning resources for education stakeholders in the northwest: This REL Northwest (REL NW) page compiles a list of distance learning resources for education stakeholders.
Supporting children during Coronavirus (COVID-19): This resource from The National Child Traumatic Stress Network (NCTSN) describes how adults can provide support, help, and guidance to children and youth during the COVID-19 outbreak.
Staying resilient during COVID-19: This page from the Compassion Resilience Toolkit provides various resources on how to stay resilient during COVID-19.
Student Behavior Blog’s COVID-19 resources: This page shares resources to help families and teachers support children and themselves during the COVID-19 crisis.

Education & learning publications May 1, 2020 Tech Report

Virginia Early Childhood Foundation Local Early Childhood Systems Building Strategy Map and Indicators

Kirby A Chow, Todd A. Grindal, Shari Golan, Jennifer Nakamura, Betsy Davies-Mercier May 1, 2020

This document describes the Virginia Early Childhood Foundation’s (VECF) strategy map. The strategy map is intended to serve as a guide for VECF as well as its public and private partner organizations in planning, executing, and tracking progress on their efforts to build equitable and durable early childhood (EC) systems across the Commonwealth of Virginia. The strategy map also communicates VECF’s organizational goals and strategies to build and strengthen local EC systems and the indicators it will use to assess and communicate its progress to policymakers and the public.

Education & learning publications March 6, 2020 Tech Report

What Tools Have States Developed or Adapted to Assess Schools’ Implementation of a Multi-Tiered System of Supports/Response to Intervention Framework?

Kirby A Chow, Jennifer Nakamura March 6, 2020

Most states are using a multi-tiered system of supports (MTSS) or response to intervention (RTI) framework for improving the quality of instruction for all students and addressing the needs of students at risk for poor learning outcomes. Supporting educators in using tools to calibrate their MTSS/RTI implementation to the state’s expected practices is one way states can help districts and schools acquire and use data to improve MTSS/RTI implementation. This report describes the features of 31 tools that 21 states developed or adapted to assess key MTSS/RTI practices that are informed by the research literature. Most tools assessed broad practices for implementing MTSS/RTI, such as whether schools administer assessments for students in need of intervention. Fewer tools assessed more specific practices for implementing MTSS/RTI, such as whether schools are expected to administer universal screening twice a year with all students. The findings can serve as a resource for state education officials who are interested in selecting or adapting a tool to assess MTSS/RTI implementation and in learning how other states support districts and schools in using these tools.

Education & learning publications May 5, 2019

When Helping Students Hurts: Secondary Traumatic Stress (STS)

Michelle W. Woodbridge, Jennifer Nakamura May 5, 2019

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