There has been much media coverage recently about “learning loss” that has occurred during the pandemic. Such reports often reference studies that have attempted to predict or measure student performance in reading and mathematics using common assessment instruments such as the NWEA Map Test (e.g., Kuhfeld et al., 2020) or iReady (Curriculum Associates, 2021). Findings show that, compared to previous school years, students perform lower on these assessments in both reading and mathematics. These studies also show that the most marginalized students are disproportionally affected, with drops in performance being greater for the lowest performing students, and for students attending schools that serve a majority of Black and Latinx students or schools in low-income zip codes.
As the saying goes, “Maslow before Bloom.” These three words sum up decades of research that show how a sense of physical and emotional safety is the foundation for the development of social, emotional, and academic competencies. Learning environments that are emotionally supportive are associated with a variety of positive outcomes in mathematics classrooms, such as improved mathematics achievement, greater engagement, greater effort, and less fear of making mistakes.