Inclusive Education in Times of Crisis

Autor/in	De La Fuente, Danielle
Titel	Inclusive Education in Times of Crisis
Quelle	In: Childhood Education, 98 (2022) 2, S.6-15 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2022.2053437
Schlagwörter	Inclusion; Social Emotional Learning; Change Agents; Natural Disasters; Mental Health; COVID-19; Pandemics; Trauma; Violence; Stress Variables; Crisis Management; Child Development; Health Services; Resilience (Psychology); Nonprofit Organizations; Interpersonal Competence; Disadvantaged; Emergency Programs; Refugees; Foreign Countries; Equal Education; Access to Education; Metacognition; Disabilities; Well Being; Distance Education; Physiology; Program Implementation; Dialects; Ethnic Groups; Muslims; Bangladesh + Suchen Sie Ihr Suchwort? Inklusion; Natural disaster; Naturkatastrophe; Psychohygiene; Gewalt; Krisenmanagement; Kindesentwicklung; Health service; Gesundheitsdienst; Gesundheitswesen; Nonprofit-Organisation; Interpersonale Kompetenz; Hilfsprogramm; Flüchtling; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Handicap; Behinderung; Well-being; Wellness; Wohlbefinden; Distance study; Distance learning; Fernunterricht; Physiologie; Dialect; Dialekt; Ethnie; Muslim; Muslimin; Bangladesch
Abstract	Children are powerful agents of change when given the chance to succeed. However, due to protracted crises and natural disasters, an estimated 33 million children have been forcibly displaced worldwide and denied their childhoods and an opportunity to reach their full potential. Psychosocial support is key to bridging the learning gap that displaced and out-of-school children face. Introducing this support through social emotional learning (SEL) allows children to build the resilience they need to thrive. The lack of psychosocial support and the impact of forced displacement on the mental health of children is an ongoing problem that has been further exacerbated by the COVID-19 pandemic. Working to address the effects of toxic stress and adverse experiences in childhood, can mitigate the vicious cycle of trauma and violence and reduce the rippling effect on future generations. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01