Addressing student engagement during COVID-19: Secondary STEM teachers attend to the affective dimension of learner needs

This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended summer professional development workshop guided by trauma-informed practices learner conceptual frameworks. Through analysis teacher artifacts interviews, we identified dimensions that prioritized. Results indicate marked increase teachers’ attention to affective social engagement. We argue awareness action domain is critical times trauma.