Abstract/Notes: This action research studied the effects of mindfulness, meditation, and simple yoga exercises on children in the aftermath of emotional trauma and isolation due to COVID-19. The research further explored how these strategies interact with Montessori philosophy and whether a public Montessori school’s virtual upper elementary environment can accommodate such practices. The study took place over four weeks. Thirty-one upper elementary students in a public metropolitan Montessori school received daily guidance on mindfulness and mediation via Google Meet and instructional videos. The researcher used online pre- and post-surveys, checklists, and students’ journals to collect data. Over the course of the study students demonstrated increased comfort level when expressing emotions. Further study could examine the impact these interventions have if delivered in the non-virtual Montessori classroom.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: Travis Wright presents an important understanding of trauma that leads to a new perspective of "challenging" behaviors in the classroom. "Trauma is not an event in itself, but is instead the reaction to extremely stressful life circumstances... When children operate in overwhelming states of stress, the stress response system may become the normal mode of functioning." Offering symptoms of trauma and practical tips for use in the classroom, Wright turns the understanding of trauma upside down. He guides the reader to an appreciation for the ways children adapt to their circumstances, until it is understood that children are "fighting to live" as opposed to "failing to thrive." While focusing on the traumatized child, Wright's approach offers the opportunity to rethink the behavior of all students. While it is particularly important with children who have experienced trauma, the foundation of the work with any child is a positive, respectful relationship. [This talk was presented at the NAMTA conference titled "Children on the Edge: Creating a Path for Happy, Healthy Development," January 12-15, 2017 in New Orleans, LA.]

Language: English

ISSN: 1522-9734

Abstract/Notes: The purpose of this phenomenological study was to describe the lived experiences of 12 classroom teachers in different public Montessori schools in four different geographical regions of the United States. The interview was designed to allow the teachers to describe their Montessorian approach regarding areas of safety, social interaction, and respectful classroom environments to support students who may be experiencing the consequences of childhood trauma. The theories that guided this study were Albert Bandura’s (1977) social cognitive theory and the humanistic or person-centered theory of Carl Rogers (Rogers & Kramer, 1995). These theories facilitated the development of an understanding of fundamental concepts in children’s cognitive, social, and emotional learning and how those are related to classroom behavior concerns. Data were collected via a personal writing prompt and interviews, allowing the teachers to explain how they prepare their classrooms to best support the needs of children who may be dealing with the consequences of childhood trauma. Data were organized into themes to inform teacher preparation programs and ongoing professional development.

Language: English

Published: Lynchburg, Virginia, 2024