ence of MH problems among students during the pandemic, this Kaiser Family Foundation analysis examines factors contributing to poor MH among children. It offers differential analysis based on age bands, ethno-cultural dimensions and gender identity; and also examines differential barriers to access to MH treatment and support among the nation’s young people.
ASCA Toolkit: Virtual School Counseling Guidelines: Provides guidance and materials to support high school counselors to provide effective services and support to students during COVID-19-related emergency shutdowns. The American School Counselor Association [ASCA] furnishes recorded webinars, FAQs, pertinent professional and ethical standards and a thorough position statement on virtual school counseling.
Health Crisis Resources: Presents a selected set of resources to help schools and school districts provide support for their students and community in the event of a health crisis like the COVID-19 pandemic. Resources offered by the National Association of School Psychologists (NASP) include Responding to COVID-19: Brief Action Steps for School Crisis Response Teams; Preparing for Infectious Disease Epidemics: Brief Tips for School Mental Health Professionals; Countering COVID-19 Stigma and Racism; and many more.
6 best free mindfulness apps for teachers and students: Discusses benefits of mindfulness activities for K-12 students and classrooms, and describes and links to six wide-scale, free and recommended apps to support meditation activities for students including Calm, Headspace, MyLife, Smiling Mind, Dreamykid, and Insight Timer.
Supporting Learning and Well-Being During the Coronavirus Crisis: Offers resources for education professionals and parents to support student mental health and well-being. These resources are selected by Berkeley's Greater Good in Education science-based practices.
Trauma-Informed School Strategies during COVID-19: Uses the National Child Traumatic Stress Network's [NCTSN] Creating, Supporting and Sustaining Trauma-Informed Schools: A System Framework to consider how, during COVID-19, schools can adapt their practices by using a trauma-informed approach to help children feel safe, supported, and ready to learn. The framework presents 10 core aspects of a trauma-informed school system, and explains how each can be adapted to the inherent uncertainties of the COVID-19 pandemic to assure parents and caregivers that the school community is strengthening their child's well-being, thereby allowing families to reinforce the importance of learning.
The Two Pandemics Call for Commitment to Embedding Mental Health Concerns in All Forms of Schooling: Presents “A Brief Analysis & Call to Action” through which the co-directors of the Center for Mental Health in Schools [UCLA] argue that “leaders concerned with advancing mental health in school need to focus on much more than just increasing clinical services.” They emphasize promoting youth development, wellness, social and emotional learning, and fostering the emergence of a caring, supportive, and nurturing climate throughout a school. Their paper challenges prevailing conceptions of a multi-tiered system of support (MTSS).
Lessons from the Field: How Schools & Districts Are Meeting the Social-Emotional and Mental Health Needs of Students & Staff: Provides a recording, transcript, slides, speaker biographies, and links to a curated set of related resources for ED’s May 12, 2021 national webinar featuring lessons learned and best practices from innovative partnerships of community organizations and school systems that are effectively engaging students in social and emotional learning activities. Leaders from ED, the Centers for Disease Control [CDC] and SAMHSA described current approaches by federal agencies that support strategies like those shared by the local presenters.
Social and Emotional Climate and Learning: Serves as a learning hub to support social and emotional learning (SEL)for students – one of the primary components of the CDC’s Whole School, Whole Community, Whole Child (WSCC) fr