Supporting Children’s Mental Wellbeing
Trauma and Resilience
A Curated Collection From Childhood Education Innovations and the Journal of Research in Childhood Education.
Supporting children’s mental wellbeing is essential, especially in a world where they face increasing stressors such as various traumas, societal pressures, and the ongoing impact of global crises. Educators and caregivers play a pivotal role in supporting young children’s mental wellbeing by creating safe and supportive environments that foster emotional intelligence and self-regulation skills.
This collection compiled by Childhood Education International explores trauma-informed practices as crucial for recognizing and addressing children’s emotional and psychological wounds, resilience-building frameworks that support not only children but also their educators, and integrated approaches to emotional intelligence and social-emotional learning, stressing the need for a holistic strategy that prioritizes children’s mental wellbeing to help them thrive despite adversity.
The articles in this specially curated collection are available with free access until January 31, 2025. The articles included in the collection are:
From Childhood Education Innovations:
Healing the Phoenix: Trauma-informed practice at the ground level
By Tomás Galguera & Melinda Bellone
Building Resilience Capacity in Young Children: Practical Insights for Early Childhood Educators
By Michelle M. Neumann
Courage in the Time of COVID: The Power of the Performing Arts to Nurture Well-Being
By Peter C. Scales
Creative Learning and Mental Health: Working With Youth in The Clubhouse Network
By René C. Milet & Gail Breslow
Thriving Despite Adversity: Positive Youth Development in Violent Contexts
By Betsabé Vásquez
The Resilience Cascade: The best way to promote resilience in children is to foster resilient teachers
By Susan Damico
From the Journal of Research in Childhood Education:
Improving School Readiness for a Social Emotional Learning Curriculum: Case Study of a School-Mental Health Agency Partnership
By Karen Thierry, Rhonda Vincent, Karen Norris & Oatanisha Dawson
Schoolchildren’s Experience of Engaging in A Lust for Life Schools Programme
By Emma Hoctor, Eddie Murphy, Leda Connaughton, Martin O’Connor, Louise McHugh, Heidi McCarron, Julie Breen & Gary O’Reilly
Promoting Inhibitory Control in Preschool Children Through Music-Movement Activities in the Classroom
By Warabud Suppalarkbunlue, Nuanchan Chutabhakdikul, Kanda Lertladaluck & Yusuke Moriguchi
Emotional Intelligence and Social and Emotional Learning: (Mis)Interpretation of Theory and Its Influence on Practice
By Peter Wood
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