Abstract
This study examines the application of strategies to foster elementary students’ emotional literacy to heal from traumas. Drawing from theories on colonialism, grief, and mindfulness, curriculum was developed to support students in navigating and processing grief and anger in the classroom. Blending autoethnography, portraiture, and decolonizing methods, a self- portrait was created to present the findings from the 2013-2014 study. Findings highlight the use of mindfulness strategies to develop curriculum to support students in processing grief and anger.
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