: Explores advantages of utilizing virtual learning practices along with strategies to effectively engage students at significant risk of alienation from learning in a brief video podcast presented by Ray McNulty, President of the National Dropout Prevention Center.
Community-Care Strategies for Schools During the Coronavirus Crisis: Practical Tips for School Staff and Administrators: Offers practical guidance for educators, other school staff, for administrators and other leaders, to help ensure that school communities are effective, cohesive, collaborative, healthy, and sustainable while coping with the stresses of social isolation, school closures, and changes to how services are provided. As community members shelter in place they lose daily in-person connections with colleagues, students and families. Schools are uniquely positioned to help members of their communities maintain a sense of connectedness, and to identify those who may need additional support. Published by the Center to Improve Social and Emotional Learning and School Safety [CISELSS], this brief builds on the growing research base about school climate and culture.
Non-Profit Organizations and Partnerships Can Support Students During COVID-19 Crisis: Describes lessons learned by a group of community (Prince George's County, MD) non-profit organizations that quickly pivoted to serve students remotely after emergency closure abruptly ended in-person classes in a large suburban school district. Child Trends’ blog describes several adaptable lessons learned by the YouthCONNECT partners that provide a range of services including individualized case management, mentoring, college preparation, life skills training, and after-school tutoring.
Public Health Emergency – Community Resilience: Discusses the concept of community resilience, its importance during public health emergencies and subsequent recovery, and strategies recommended by U.S. DHHS to build community resilience.
Returning to School: Considerations for Students With the Most Intensive Behavioral Needs, A Guide to Supporting Students with Disabilities, Their Families, and Educators: Provides a set of strategies and key practices to restart classrooms and schools in a manner that students, their families, and educators can use effectively, efficiently, and relevantly in the current climate.
PBIS Behavior Teaching Matrix for Remote Instruction: Shares tips for maintaining continuity of learning through defining classroom expectations for remote (i.e., distance) instruction and online learning environments. With a few adaptations, teachers can use a PBIS framework to make remote learning safe, predictable, and positive.
U.S. Department of Education Releases New Resource on Supporting Child and Student Social, Emotional, Behavioral and Mental Health during COVID-19 Era: Provides information and resources to enhance the promotion of mental health and the social and emotional well-being among children and students. This resource highlights seven key challenges to providing school- or program-based mental health support across early childhood, K–12 schools, and higher education settings, and presents seven corresponding recommendations.
Data: What We Know about Student Mental Health and the Pandemic: Highlights findings from recent reports from the Centers for Disease Control and Prevention [CDC], the JED Foundation, and Education Week’s own recent survey of high school students and educators that help illuminate the nature and scope of mental health challenges that have increased markedly during COVID-19. “Since the pandemic began, children and adolescents have higher rates of anxiety, depression, and stress, and even more specific issues such as addictive internet behaviors…" The effects of the pandemic on students are likely to persist, so it’s important for schools to be prepared to deal with this in a very comprehensive and long-term way.”
Child and Adolescent Mental Health During COVID-19: Considerations for Schools and Early Childhood Providers: Reviews the rates of individual mental health condit