WGU D090 PRFA — DFM3 TASK 2: SEL RESPONSE | ACCURATE AND
VERIFIED | 2026 UPDATE
DFM3 — DFM3 Task 2: SEL Response
The School as a Community of Care — D090
PRFA — DFM3
Competencies
2047.3.2 : Ensuring Your Classroom is a Safe and Supportive Place for All
Students
The graduate develops strategies to address the social and emotional learning
(SEL) needs of students, including the incorporation of trauma-informed or
restorative instructional practices.
Introduction
In this task, you will review a scenario about the social-emotional learning needs of
a specific student. You will plan a culturally appropriate, trauma-informed response
to meet the student’s needs. You will then reflect on your own cultural background
and how it affects your response to the issues represented in the scenario.
Please note: To assist you in this task, we strongly recommend you start by
reviewing the SOE Professional Dispositions and Ethics linked in the Web
Links section below. You might consider reviewing Module 13 prior to
starting this task.
Scenario
Maria is a 13-year-old biracial student whose mother identifies as Hispanic and
whose father identifies as African-American. Maria’s father transferred towns for
work, which uprooted the family midyear from a large city to a small, rural town.
Maria’s new school (a public K-12 setting), much like the community, is
predominately white and middle class. The move has resulted in Maria feeling high
levels of stress and anxiety.
Additionally, students at her new school dress much differently than students at
her old school, which makes Maria stand out. Some of the other students make fun
of the way she dresses. She just discovered a social media group called “I Hate
Maria” composed of some of her seventh-grade classmates, who have been posting
negative comments about her. Recently, students at Maria’s school took cell phone
photographs of her buttocks while she was walking in the hall and posted them on
the “I Hate Maria” website.
VERIFIED | 2026 UPDATE
DFM3 — DFM3 Task 2: SEL Response
The School as a Community of Care — D090
PRFA — DFM3
Competencies
2047.3.2 : Ensuring Your Classroom is a Safe and Supportive Place for All
Students
The graduate develops strategies to address the social and emotional learning
(SEL) needs of students, including the incorporation of trauma-informed or
restorative instructional practices.
Introduction
In this task, you will review a scenario about the social-emotional learning needs of
a specific student. You will plan a culturally appropriate, trauma-informed response
to meet the student’s needs. You will then reflect on your own cultural background
and how it affects your response to the issues represented in the scenario.
Please note: To assist you in this task, we strongly recommend you start by
reviewing the SOE Professional Dispositions and Ethics linked in the Web
Links section below. You might consider reviewing Module 13 prior to
starting this task.
Scenario
Maria is a 13-year-old biracial student whose mother identifies as Hispanic and
whose father identifies as African-American. Maria’s father transferred towns for
work, which uprooted the family midyear from a large city to a small, rural town.
Maria’s new school (a public K-12 setting), much like the community, is
predominately white and middle class. The move has resulted in Maria feeling high
levels of stress and anxiety.
Additionally, students at her new school dress much differently than students at
her old school, which makes Maria stand out. Some of the other students make fun
of the way she dresses. She just discovered a social media group called “I Hate
Maria” composed of some of her seventh-grade classmates, who have been posting
negative comments about her. Recently, students at Maria’s school took cell phone
photographs of her buttocks while she was walking in the hall and posted them on
the “I Hate Maria” website.
