Trauma-sensitive English teaching and SEL amid war in Ukraine

• Valeriia Sichka ; Janine J. Darragh ^[1] ; Gina Mikel Petrie ^[2]
  1. [1] University of Idaho

     University of Idaho

     Estados Unidos

     
  2. [2] Eastern Washington University

     Eastern Washington University

     Estados Unidos

     
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 80, Nº 2, 2026 (Ejemplar dedicado a: Special Issue: Teachers in Post-Conflict and Crisis-Affected ELT Contexts), págs. 240-250
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The 2022 Russian invasion of Ukraine unleashed a collective trauma that has impacted all within the country, including educators attempting to support their students. This action research explored how an English teacher in Ukraine implemented and evaluated classroom activities founded upon trauma-sensitive teaching, social-emotional learning, and resilience-building. Participants completed individual activity surveys and a final survey. In response to the research question: How do students living and learning in a wartime crisis perceive teaching strategies based in trauma-sensitive teaching, social-emotional learning, and resilience building in the English classroom?, descriptive statistics determined that students rated all activities positively. Qualitative analysis of participant comments found that students: described the activities as engaging and distracting them from their worries; valued the discussions for both connection-building and language development; felt the limits of their English proficiency; and demonstrated the complex responses of those living through ongoing war-related trauma.