Make Healing, not Performance, the Goal for K-12 Schools Amid this Global Pandemic


  • Munyi Shea Seattle Pacific University
  • Alexis N. Awdziejczyk Seattle Pacific University



K-12 schools, pandemic, trauma, resilience, connectedness, social justice


The novel coronavirus (COVID-19) has had far reaching implications on every aspect of human life – from where we work, to where we feel safe to grocery shop, to how we greet friends. At the same time, the pandemic has exposed long-standing issues of structural racism, xenophobia, social and economic inequities, precipitating multiple large-scale social justice movements and demonstrations in the United States, culminating in “dual public health emergencies.” As Kindergarten through Grade 12 (K-12) students slowly return to school, educators are grappling with how to support their students amid these overlapping crises. In this paper, we discuss the relevance of trauma-informed pedagogy, with a specific focus on 3Rs – relational connectedness, restored trust, and contextualized resilience. We urge educators to keep the whole child at the center of their curriculum, and to make healing – not performance – the priority for K-12 schools amid and following the global pandemic.


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How to Cite

Shea, M., & Awdziejczyk, A. N. . (2020). Make Healing, not Performance, the Goal for K-12 Schools Amid this Global Pandemic. International Dialogues on Education Journal, 7(1/2).