My work is focused on solutions to help students, educators and their institutions to thrive, not just survive.
Discover how the crisis of a global pandemic allowed educators to improve learning across the pre-K–adult pipeline. While acknowledging the scale of loss and difficulty the Pandemic engendered within the field of education, this book focuses on how sudden and forced changes to teaching and learning created “Pandemic Positives,” which can be captured and brought to scale.
In particular: Part I addresses how Pandemic Positives came into being, with special attention to the presence of educator hope and creativity. Part II explores the Pandemic Positives that arose in three settings: when schools were closed, when learning turned online, and when schools re-opened. Part III provides strategies for replicating the Pandemic Positives so they become positive educational game changers. This book is grounded on trauma and mental wellness theory and includes the in-thetrenches experiences and voices of educators.
The text features art created by the coauthors and shares both their professional and personal experiences, humanizing and enriching the book. Mending Education completes a trilogy composed of Breakaway Learners and Trauma Doesn’t Stop at the School Door by Karen Gross.
Karen Gross is an instructor of continuing education at Rutgers Graduate School of Social Work, a former college president, and served as a senior policy advisor at the U.S. Department of Education.
Edward K.S. Wang is an assistant professor of psychology at Harvard Medical School and the director of policy and planning for the Chester M. Pierce MD Division of Global Psychiatry at Massachusetts General Hospital.