Publication Date: January 8, 2021
It is essential for all schools to integrate trauma-informed care into practice as children, parents, and teachers live with the threat of COVID-19. In her new book, Lesley Koplow explores the Emotionally Responsive Practice (ERP) approach designed to support children and teachers’ emotional well-being in the public-school setting. ERP encourages school staff to look at children through the lens of child development, as well as through the lens of their life experiences, in order to help them resolve foundational social and emotional milestones. Unlike many SEL programs, ERP asks adults to consider the ways that educational philosophy and school climate impact emotional, social, and cognitive outcomes for young children. This timely resource offers teachers, school leaders, and school-based clinicians a vision and blueprint for engaging in relationship-based, trauma-informed practice in early childhood and elementary school grades.
Lesley Koplow, LCSW, is the director of the Center for Emotionally Responsive Practice at Bank Street College in New York City. Her books include Unsmiling Faces: How Preschools Can Heal, Second Edition, Creating Schools That Heal: Real-Life Solutions, and Bears, Bears Everywhere! Supporting Children’s Emotional Health in the Classroom.
“Lesley Koplow’s book reminds us of the most basic premise of education: that children, teachers, and school leaders are humans working to make sense of a complicated world alongside one another. She offers not a prescriptive program but a series of creative, productive road maps for bringing adults and children closer together, and for making space for children to use school as a place to work through questions, feelings, and visceral reactions to the strange and often painful conditions they have inherited.”
—Clio Stearns, assistant professor of education, Massachusetts College of Liberal Arts