This article draws on the concept of the psychoanalytic frame to argue that SEL and trauma-informed practices, as codified constructs, might be excessively rigid when it comes to making sense of children's and teacher's emotional worlds. Drawing on vignettes from observations in a third-grade classroom where there is not yet a mandate for SEL, the author shows how sometimes, the very absence of a codified approach to children's difficult behaviors and emotions can lead to an increase in their sense that they are seen and heard by their teacher and by one another.
Stearns, C. (2020). Let Them Get Mad: Using the Psychoanalytic Frame to Rethink SEL and Trauma Infomed Practice. Occasional Paper Series, 2020 (43). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2020/iss43/3