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And as frontline workers, educators are tasked with more than teaching.
作为一线工作者，教育工作者的任务不仅仅是教学。
They're responsible for supporting the physical and emotional well-being of students,
在各种各样的社会危机和集体创伤中，
amidst a wide variety of social crises and collective traumas.
他们负责支持学生的身心健康。
Natural disasters, civil unrest, racial injustice, community violence, of course a global pandemic.
自然灾害、内乱、种族歧视、社区暴力，当然还有全球性流行病。
All of the educators in my study expressed some degree of self-doubt and a lack of confidence addressing these topics with students.
在我的研究中，所有的教育工作者在与学生讨论这些话题时都存在某种程度的自我怀疑，以及不自信。
Yet in the stories they shared and the strategies that they shared with one another
然而，在他们分享的故事和他们彼此分享的策略中，
I discovered that actually most educators actually do have an implicit understanding of what needs to happen in those moments to get students back to a place of learning.
我发现大多数教育者实际上都隐约知道需要做什么才能让学生的心思回到学习中。
And so today I'm going to share with you the three key moves that I saw educators making,
所以今天我要和你们分享我看到教育工作者采取的三个关键举措，
the steps they took to facilitate community healing in their schools and classrooms.
他们为了促进学校教室里的社区疗愈所使用的步骤。
First they sought to restore a sense of safety.
首先，他们试图恢复一种安全感。
Now here's what this looks like:
具体过程是这样的：
In one classroom it meant facilitating breathing and mindfulness exercises to help students self-regulate,
在一间教室里，疗愈促进呼吸和正念练习，
to soothe the fight-or-flight regions of their brain that have been activated,
以帮助学生自我调节，安抚他们大脑中
after a tornado swept through their region and destroyed a nearby town.
经历了龙卷风席卷家园、摧毁城镇后被激活的“应激”区。
Another educator told me about a student who was a refugee from a country in political upheaval.
另一位教育工作者告诉我，有一个学生是来自政治动荡国家的难民。
And on the day of the US capital insurrection,
在美国资本起义的那一天，
this student was particularly distraught and inconsolable in comparison to her peers.
与她的同龄人相比，这个学生特别心神分散，伤心欲绝。
Because her belief that the turmoil she had left behind in her home country could not and would not happen here had been shattered.
因为她认为遗忘的祖国动荡不能也不会发生在这里的信念已经破灭。
She was worried that her parents were unsafe and she wasn't going to be reunited with them at the end of the school day.
她担心她的父母不安全，她无法在放学后和他们团聚。
So the teacher reassured the student that she and her family were not in any physical danger.
因此，老师向学生保证，她和她的家人没有任何人身危险。
And then took out a map of the united states to demonstrate that
然后拿出一张美国地图来证明，
although yes, what was happening in DC was in the same country, it was nearly 3 000 miles away.
虽然华盛顿发生的事情是在同一个国家，但它离这里有近3000英里。
By focusing on safety and security, these educators prioritize what Maslow tells us are our basic human needs.
通过关注安全保障，这些教育工作者优先考虑马斯洛曾说过的人类基本需求。
The lesson I learned here is that when bad things happen we don't jump right to analyzing the root causes that got us here.
我在这里学到的教训是，当糟糕的事情发生时，我们不要立即分析导致我们陷入困境的根本原因。
We don't try to figure out who's to blame or even how to fix it yet.
我们不要试图找出谁是罪魁祸首，甚至想去解决它。
We simply try to hold it together and make sure our people are protected.
我们只需要努力保持团结，确保我们的人民受到保护。
But of course we don't and we can't stop there.
但我们当然不会，也不能止步于此。
After restoring physical or psychological safety, educators engage in hard work.
在恢复身体或心理安全后，教育工作者开始努力工作。
That is they tend to emotions both their own and those of their students.
也就是说，他们会同时关注自己和学生的情绪。
This often involves with educators modeling their own vulnerability,
这通常涉及到教育工作者塑造自己的弱点，
admitting they're scared or uncertain or don't have all the answers and feel anxious about that.
承认他们害怕或迷茫，或者不知道所有的答案，并为此感到焦虑。
It also involves creating space for students to do the same.
它还包括为学生创造空间来做同样的事情。
Many of the educators in my study talked about using talking circles
在我的研究中，许多教育工作者都谈到了使用谈话圈
as a way for students to process what they're going through without judgment.
作为一种方式，让学生在没有评判的情况下处理他们正在经历的事情。
One told me about using a virtual talking circle
有人告诉我，他们使用了一个虚拟聊天圈，
for both adults and young people to navigate feelings of grief and loss and fear associated with coronavirus.
让成年人和未成年人都能克服与新冠相关的悲伤、失落和恐惧。
A theater arts teacher shared with me how she helps students process the death of a classmate.
一位戏剧艺术老师与我分享了她如何帮助学生们度过同学的死亡。
Realizing that students didn't feel comfortable talking openly,
意识到学生们不愿意公开交谈，
she led them in a silent activity to create artistic representations of their thoughts and emotions.
她带领他们进行了一项无声的活动，用艺术形式表达他们的思想和情感。
Now, hard work can be hard work.
现在，努力工作可能是艰难的。
But here's why it matters.
但这就是为什么它很重要。
When we navigate our emotions, it moves us from that survival part of our brain to a more emotionally regulated state.
当我们驾驭自己的情绪时，它从大脑的求生区转移到一个更稳定的区域。
And do you know what else is possible when we're operating from that calmer state?
你知道我们在平静的状态下还能处理什么吗?
Connection: love, belonging, community.
处理联系：爱、归属感、社区。
