Reconceptualizing learning loss: the need for trauma-informed and responsive care in K-12 education

Abstract

Globally, the Coronavirus (COVID-19) pandemic immediately and drastically changed the norms of the K-12 education system when schools were forced to close to mitigate the spread of COVID-19. School closures forced educational collaborators to shift from in-person learning to a virtual platform. As a result, the sudden change to a different modality of teaching and learning contributed to the widening of the opportunity gap for students – particularly students from low socioeconomic statuses, English language learners, students with disabilities, and students whose academic and non-academic needs became inaccessible. With the opportunity gap continuing to expand, collaborators must consider the need for a different approach to address the academic and non-academic needs of students, as students and educators returned to in-person learning. This paper discusses how the pandemic contributed to global discussions on student learning loss and how there needs to be a reconceptualization of learning loss to understand how K-12 education can adapt to a new norm. School districts should consider the need for trauma-informed and responsive care to support students in re-engaging with their school community. The implementation of this level of care will allow students to heal while developing new social, emotional, and academic skills that they were unable to build upon as a result of the pandemic.