Emotionally Responsive Practice Model

In understanding the core of non-traditional schools, a major focus must be considered. That is the need to address the whole child in the classroom. Compared to a traditional classroom that would push it aside to focus scores, a non-traditional classroom makes it a critical objective to understand the child.

An example of a non-traditional school that aims to address social and emotional learning is an Emotionally Responsive Practice school. Developed at Bank Street College of Education, the Emotionally Responsive Practice school is developed with an understanding of child development and healthy interactions.

In her book outlining the core of Emotionally Responsive Practice, Bank Street College of Education Director Lesley Koplow emphasizes how the model aims to validate the trauma students might be bringing into the classroom. If that trauma is not addressed, it can be a blocker to keep the child from learning (Koplow, 2008).

There’s an important reason to address this trauma, not just in the short term for learning. In the research journal Home visiting and the biology of toxic stress: Opportunities to address early childhood adversity, researchers found that toxic stress during early childhood left unchecked can lead to health issues later on in life. That’s is why it’s best to address these stressors early on rather than leave them to fester (Garner, 2013).

For Heidi Barker, Lead Social Worker and Climate Coach and New Beginnings Family Academy, the goal of the Emotionally Responsive Practice program is to address the social-emotional needs of students.

“It is understanding that child development matters and that we care deeply about the life experiences that student’s bring to school,” said Barker.

Previously working in a traditional school, Barker notes how there is more of a focus put on understanding the whole child and what they are bringing into the classroom.

“I love how here at NBFA we not only focus on teaching students to increase their SEL competency, we also focus on teacher behavior — how teachers can implement ERP practices when interacting with students,” said Barker. “I have never worked in a district that cared about the student and family’s “story” and how it impacts students’ ability to feel safe in school and access their education.”

As students come into the classroom with trauma and stress, there are more opportunities to meet these demands through social and emotional learning. A research review from The Pennsylvania State University found that social and emotional learning programs can help promote academic achievement and healthy, positive behaviors. At the same time, the programs can also reduce conduct problems, substance abuse, and emotional distress (Dusenbury, Weissberg, 2019).

Story gathering is a technique implemented in the Emotionally Responsive Practice program where teachers take time to understand the emotions of the students and what they are feeling that day. From there, the teacher can incorporate the learning from the story gathering into the classroom learning.

Barker feels that while more schools are understanding that social and emotional learning, there is a balance that still needs to be met for students.

“Traditional public schools, as we are still struggling to do as well, need to find the balance of the emphasis on academics and addressing the social-emotional needs of children,” said Barker. “I also love the focus we put on the developmental state of our students and how we partner with parents to understand the whole child and their story.”

Focusing on social and emotional learning not only has a benefit in the short term, but also in the continued development of the child as they become an adult. In one study from the American Journal of Psychiatry, a trial was conducted to test the efficacy of the early intervention on children and what outcomes that had for them as adults. The study found that there was a 10% decrease in psychopathology, substance abuse, and criminal conviction from those that took part in the program compared to the students that did not. In setting students up for success in the future, their well-being must be taken to account at an early age (Dodge et al., 2015).

One method the Emotionally Responsive Practice model implements in the classroom is the Cozy Corner program. When a student is feeling overwhelmed in the classroom, they can go into a Cozy Corner, where they can read or just take a few breaths. Stuffed bears are also available for students to connect with to help address emotional issues.

As more schools shift towards understanding social and emotional learning, the Emotionally Responsive Practice model takes a broader step towards addressing childhood stressors and trauma. This is not just to make students able to learn to pass tests, but more importantly in the long term.

“Most importantly we are teaching the whole child through Emotionally Responsive Practice and teaching our students the skills needed to foster relationships, self-regulate, and address conflict,” said Barker. “These skills will be necessary for our students to be healthy productive members of society.”

A major focus of non-traditional school models is emphasizing teaching the whole child. While the non-traditional model does not have time due to a rush to teach course material, the Emotionally Responsive Practice model takes the time to validate the experiences of the students and respond to the coursework accordingly.

Given that the model is still relatively new compared to other models. As social and emotional learning comes to the forefront in education, Emotionally Responsive Practice is standing out as a non-traditional model making strives to support students.

Sources:

Koplow, L. (2008). Bears, bears everywhere!: Supporting children’s Emotional Health in the classroom. Teachers College Press.

Koplow, L. (2021). Emotionally responsive practice: A path for schools that heal, infancy-grade

Garner, A. S. (2013). Home visiting and the biology of toxic stress: Opportunities to address early childhood adversity. PEDIATRICS, 132(Supplement). https://doi.org/10.1542/peds.2013–1021d

Dusenbury, L., & Weissberg, R. P. (2019, July 26). Social Emotional Learning in elementary school. RWJF. Retrieved December 19, 2021, from https://www.rwjf.org/en/library/research/2017/04/social-emotional-learning-in-elementary-school.html

Dodge, K. A., Bierman, K. L., Coie, J. D., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. E. (2015, January 1). Impact of early intervention on psychopathology, crime, and well-being at age 25. American Journal of Psychiatry. Retrieved December 19, 2021, from https://ajp.psychiatryonline.org/doi/full/10.1176/appi.ajp.2014.13060786