The stress and trauma that students and their families experienced during the pandemic are increasingly showing up in our classrooms. In this episode, we explore how to we can manage our own pandemic stress, so we can better help students with theirs.

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Dr. Carlo Panlilio is an Assistant Professor in the Department of Educational Psychology, Counseling, and Special Education, and a faculty member with the Child Maltreatment Solutions Network, at the Pennsylvania State University. He received his Ph.D. in Human Development from the University of Maryland, College Park with a specialization in Developmental Science. His program of research focuses on the dynamic interplay between development and learning for children who experience early maltreatment, and how elucidation of such processes can inform trauma-informed classroom instruction and prevention efforts. J. Bart Klika is the Chief Research Officer with the national organization Prevent Child Abuse America and a research faculty at Florida State University College of Social Work. Prior to joining PCAA, Dr. Klika was an Assistant Professor in the School of Social Work at the University of Montana. His research examines the causes and consequences associated with child abuse and neglect in an effort to prevent its occurrence. In 2011, he was selected for the inaugural cohort of fellows for the Doris Duke Fellowship for the Promotion of Child Well-Being, a national fellowship providing support and mentorship for doctoral students seeking innovations in the prevention of child abuse and neglect. Dr. Klika is on the national Board of Directors for American Professional Society on the Abuse of Children (APSAC) and is the chair of the APSAC prevention and publications committees. He is the senior editor for the APSAC Handbook on Child Maltreatment (4th Ed.) and an Associate Editor for the Journal of Interpersonal Violence. Christy Tirrell-Corbin, PhD, is the Executive Director of the Center for Early Childhood Education and Intervention and the Director of the Early Childhood/Early Childhood Special Education program at the University of Maryland. She has worked extensively with Title I schools to increase family engagement and raise awareness of teacher beliefs and practices relative to race, culture and socioeconomic status. She has also taught courses on culture and community, as well as studied teacher candidates’ beliefs and practices around race and culturally responsive and respectful pedagogy.