ides official CDC guidance for Early Care and Education (ECE) programs, outlining strategies to reduce the spread of COVID-19 and maintain safe operations.
Individuals with Disabilities Education Act (IDEA) Part C Q&A: Responds to inquiries concerning implementation of the Individuals with Disabilities Education Act (IDEA) Part C provision of service in the current COVID-19 environment.
COVID-19 & the Head Start Community: Offers information about President Biden’s announcement requiring all Head Start program staff and certain contractors to be vaccinated. This action will help more programs and early childhood centers safely remain open and provide comfort to the many parents and guardians that rely on them every day to keep their children safe.
Important Home Visiting Information During COVID-19: Outlines safeguards for home visitors and families during the COVID-19 public health emergency to support state and local early childhood home visiting programs and providers.
Historic Crisis, Historic Opportunity: Using Evidence to Mitigate the Effects of the COVID-19 Crisis on Young Children and Early Care and Education Programs: Provides clear evidence on the pandemic’s impact for children, programs, and educators coupled with concrete policy recommendations. It aims to help policymakers make evidence-informed choices about how to leverage new resources and support efforts to build a stronger ECE system.
COVID-19: Updates and Information: Offers information and guidance from the American Psychological Association [APA] on adapting educational activities for accredited mental health programs.
Response to COVID-19: Offers information and guidance related to Council for the Accreditation of Counseling and Related Educational Programs [CACREP] accreditation extensions that have been affected by the pandemic.
ASWB and COVID-19: Provides information from the Association of Social Work Boards [ASWB] to help navigate the changing circumstances of this public health emergency.
COVID-19 Evidence-Based Resources: Provides a series of evidence-based resources and information about teaching and learning in a remote environment, as well as other considerations brought by the pandemic, produced by the US Department of Education's 10 Regional Educational Laboratories (RELs) in response to COVID-19.
Association of Children's Mode of School Instruction with Child and Parent Experiences and Well-Being During the COVID-19 Pandemic: Presents findings, and analysis by CDC experts, of COVID Experiences Survey of nearly 1,300 family respondents of 5-12 year old students during fall 2020. Findings suggest that virtual instruction might present more risks than does in-person instruction related to child and parental mental and emotional health and some health-supporting behaviors. The evidence suggests that children not receiving full-time, in-person instruction, and their parents, might need additional supports to mitigate pandemic impacts.
Technology as an Intervention Tool: Provides an extensive set of hyperlinked resources for using technology to address barriers to learning; to support engagement and re-engagement of students, including through peer relationships; using telehealth to provide mental health supports and treatment for students; and more generally to support K-12 instruction. This webpage, developed and maintained by UCLA’s Center for Mental Health in Schools & Student/Learning Supports, also includes links to more than 15 agencies and websites that offer additional resources to support effective distance learning and delivery of related services including mental health programming.
Engaging Parents and Students from Diverse Populations in the Context of Distance Learning: Presents district and school-based strategies to support student and family engagement, particularly among vulnerable populations, in the context of distance learning during the COVID-19 pandemic. Drawing on lessons from research and practice to help educators engage with students and their families to support continued learning during the COVID-19 pandemic, pre