**5. Conclusions**

Although it is still unclear how the current pandemic will shape educational practices, it presents a significant opportunity to integrate engaging pedagogies, assessment strategies, and interactive technologies to build innovative classroom environments [36]. The quick pivot out of the classroom in the face of the current pandemic created a response of emergency remote teaching and with it many challenges and concerns related to teaching infrastructure, teacher preparedness including training and support, as well as the need to consider the uniqueness of an at home environment versus being in a classroom [8, 51]. Educators have not all been equally prepared for the fast shift to remote learning and there appears to be a lack of mentorship and support designed to increase teacher competency in using digital technologies in an efficient and effective manner [8, 66]. In the emergent transition to remote learning, decisions were often made without an understanding of how the pandemic and resulting experiences have impacted student's ability to learn and has raised concerns regarding the quality of the instruction that they have received [7, 9] exacerbating an already critical lens of online learning. As educational systems have transitioned out of the emergency learning contexts of the Spring of 2020 and into a continued mix of in person, hybrid, and remote learning, it is important that educators and educational systems are able to develop quality instruction and learning environments. If we are planful, educational systems can emerge from this from this global crisis stronger and poised to create long needed changes in learning access and equity.

Adopting a pedagogy of care [6], trauma sensitive instruction, as well as creating safe classroom environments can increase educational outcomes for students both during adverse times and in traditional educational delivery. There are many positive opportunities that will arise from the forced transitions of pandemic education that should be implemented into the "new normal." Educational systems can emerge stronger and educator training programs can utilize this opportunity to incorporate all methods of teaching thus ensuring that all future educators have the capacity to teach in multiple modalities [50]. Educational systems must invest in the necessary resources and educator professional development to lead the educational system forward into new diverse times.

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**Author details**

Christian Scannell

Assumption University, Worcester, MA, United States of America

© 2021 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

\*Address all correspondence to: ce.scannell@assumption.edu

provided the original work is properly cited.

*Intentional Teaching: Building Resiliency and Trauma-Sensitive Cultures in Schools*

*DOI: http://dx.doi.org/10.5772/intechopen.96571*
