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Creating classroom community to welcome children experiencing trauma

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Description:
We offer one experience and story of Luis, his peers, and his teachers as evidence of how attending to civicness reframes social emotional learning as a more collective endeavor. We consider how Luis's teachers and classmates approached his social learning, inclusive of his experience with trauma, from the point of view of civicness, incorporating social-emotional learning into community building work in authentically caring ways (Valenzuela, 1999). (author abstract)
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