By Hajnal Eppley, Gallery Teaching Director

If there ever was a time to focus on social-emotional wellness, it’s 2020. In this year’s uncertainty and change, children and grown-ups traverse a wide range of emotions each day. As a parent working from home while also supporting my two children in their remote learning, I can say that today my household experienced excitement, frustration, guilt, confusion, joy, and exhaustion.

Naming these emotions is one of the first steps to helping children navigate their feelings. The next step: what does one DO with all these feelings?

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When Governor Mike DeWine announced the move to remote learning in the spring, many of the teachers who work with the CMA told us of their need for additional support to meet state goals in social-emotional learning. This is the process by which children and adults “… [S]et and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make positive decisions.” Even before COVID-19, schools began paying attention to emotional education because more than two decades of research showed students who received such support in school performed better academically and experienced greater economic and life outcomes in adulthood. …

Cleveland Museum of Art

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