Adrienne_Kennedy

About Dr. Adrienne Kennedy

Dr. Adrienne Kennedy has spent much of her career working with child-serving professionals in multiple systems who support children navigating threatening systems. She has worked within the foster care and education system providing coaching, training, consulting, and technical assistance to implement strategies that create, support, and sustain trauma-responsive practices. She earned her doctorate in Social Work from the University of Southern California.
Dec 8 2022

Accessing Resilience Through Relationships

By |2022-12-08T13:21:16-05:00December 8th, 2022|

To say that being an educator in today's sociopolitical context is challenging is the understatement of the year. Educators are dealing with unprecedented demands at this time including the varying needs of the student body recovering from the traumatic experience of the COVID-19 pandemic, being targeted by culture warriors for teaching students about racial justice or being inclusive of the LGBTQ+ community, and the urgent need for everyone to tend to their physical, emotional, and mental health needs.

Nov 16 2021

How Teacher Self-Regulation Can Contribute to More Equitable Classrooms

By |2021-11-08T18:04:05-05:00November 16th, 2021|

Teaching is more stressful and challenging than ever. It is arguably one of the most stressful jobs in the country. With the ever-increasing workload, accountability policies, restrictions on how teachers are allowed to educate students, not to mention the overwhelm of navigating school during a pandemic, it's no wonder that currently, teacher stress is reported to be just as high as doctors and nurses. High-stress levels can lead to many negative consequences for health and well-being. Quality of life and teaching performance suffer as chronic stress leads to teacher burnout, job dissatisfaction, poor performance, and high turnover rates. At the end of the 2020–2021 school year, nearly 25% of teachers reported that they were likely to quit their jobs, increasing by almost 10% of teachers who said they were likely to leave before the pandemic. African American teachers were especially likely to quit teaching.

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