Reading as a training strategy to support educators to face emotional challenges emerging from Coronavirus Pandemic

Abstract

The spread of coronavirus and the consequent health emergency forced many educators to face emotional challenges for which they were often not trained. Distress outcomes they lived require a reflection useful to develop new training strategies able to strengthen their emotional skills. This paper aims to explore the potentialities of reading and reading aloud as strategies by which reinforcing those emotional skills that will be necessary to educators to face this unprecedented historical time.