ns. In presenting selected new research, Child Trends’ blog highlights how the COVID-19 virus is presenting significant challenges for many children, and especially those from low-income families, those in the child welfare and juvenile justice systems, and those who are homeless or have a disability.
Return to School: Culturally Responsive Practices in Times of Adversity: Shares trauma-informed methods for supporting student well-being during times of adversity, and pertinent research. During this extended COVID-19 emergency, as some students are returning to school buildings while others remain off campus, this 78-minute recorded webinar features practitioners and content experts sharing culturally responsive best practices to support student engagement and well-being.
Coronavirus Disease 2019 (COVID-19): Reducing Stigma: Defines stigma; explains how fear and anxiety about a disease can lead to social stigma that hurts everyone and is counterproductive; and offers a list of steps communicators can take to help counter stigma during the COVID-19 response.
Shift to At-Home and Online Learning Underscores the Importance of Culturally Responsive Education Practices in Schools: Shares insights from a middle school principal and a Mathematica researcher about disparities that impact learning opportunities for some individuals to continue learning at-home. This one-hour video episode of On the Evidence features insights from research and the field on implementing culturally responsive practices to weaken and surmount social and institutional barriers that inhibit student success.
Three Steps for using Culturally Responsive Practices to Support Equity During Remote Learning: Examines equity and culturally responsive practices in light of COVID-19, part of a collaboration between REL Mid-Atlantic and REL Pacific.
The Needs and Joys of our (Im)migrant* Students, Families and Community Partners: Exploring and Expanding Our School Mental Health Practice: Offers a three-part webinar series and ensuing learning community opportunity for school mental health professionals aimed at improving mental health support and services for K-12 students who are immigrants, newcomers, undocumented or transborder learners in the context of the COVID-19 public health emergency. SAMHSA’s Mental Health Technology Transfer Center [MHTTC] network has selected priming resources to support the learning series. The webpage provides slide decks and reflection tools for each of the three webinars (March, April, and May 2021).
Ensuring Continuity of Learning and Operations (National Clearinghouse for English Language Acquisition [NCELA]): Develops, collects and shares resource for K-12 schools and institutions of higher education to improve learning and the support of English learners and their families during school closures. ED’s National Clearinghouse for English Language Acquisition [NCELA] invites contributions of pertinent remote learning resources from the public, and offers all vetted and approved resources for free. The Office of English Language Acquisition [OELA] recognizes the unique learning profiles and needs of English learners, and provides these resources to facilitate their education during unplanned school closures.
Supporting Young English Learners at Home: Provides an educator’s guide for teaching academic content and literacy to English learners in elementary and middle schools. The nine activity sheets, available in both English and Spanish, are designed to provide simple, fun activities families and caregivers can use with children at home to strengthen language development in either the home language or English.
ED Fact Sheet: Providing Services to English Learners During the COVID-19 Outbreak: Outlines proactive considerations for states to administer for English learners and their families during the new normal of extended school closures and workarounds for remote learning due to COVID-19.
Adapting Instruction for English Learner Students During Distance Learning: Perspectives from Practitioners: Provides an overview of promising