f trauma-informed strategies to foster student well-being and resilience during the pandemic. Strategies outlined by the Center for Great Teachers and Leaders can be used to support all students, while emphasizing the importance of identifying students who require support that is typically provided through more targeted and intensive mental health interventions. The included Educator Context and Stress Spectrum was designed to support teachers and principals to gain a greater awareness of how their current personal and professional context affects their levels of stress during COVID-19. The self-assessment resource includes a self-care planning tool to help teachers identify areas of strength and growth, and to develop self-care plans.
Sustaining the Well-Being of Healthcare Personnel During Coronavirus and Other Infectious Disease Outbreaks: Explains foreseeable roadblocks for health care professionals (e.g., school nurses, counselors, and social workers) during infectious disease outbreaks and suggests numerous self-care strategies and actions available to professionals whose schedules often require special attention for those in need.
Self-Care Strategies for Educators During the Coronavirus Crisis: Supporting Personal Social and Emotional Well-Being: Introduces practical self-care information for educators on the frontlines of the coronavirus pandemic facing stressors like school closures, online service provision, and quarantine conditions. This brief, from West-Ed’s Center to Improve Social and Emotional Learning and School Safety [CISELSS], offers practical information and guidance on self-care in these challenging times.
CDC Coronavirus Disease 2019: Manage Anxiety & Stress: Provides explanation and resources to help individuals (parents, caregivers, first responders and other professionals, people with existing mental health challenges) anticipate, prepare for and manage fear, anxiety and extraordinary stress.
Coping with Stress During Infectious Disease Outbreaks (en Español): Provides tips for coping with stress during an infectious disease outbreak. This SAMHSA fact sheet describes common signs of stress and how to recognize when to get help.
Managing Emotions in Times of Uncertainty & Stress: Provides participants with the knowledge, skills, and strategies to understand and manage their emotions and those of their students. This free, 10-hour online course, developed by the Yale Center for Emotional Intelligence, is designed for school staff, including teachers, paraprofessionals, counselors, principals, and non-teaching staff in pre-K-12 schools.
Taking Care of Yourself: Offers a list of best practices individuals can utilize in maintaining awareness, finding balance, and connecting after difficult events. This self-care guidance reflects the expert perspective of the National Child Traumatic Stress Network.
Taking Care of Your Behavioral Health During an Infectious Disease Outbreak (en Español): Describes feelings and thoughts individuals may have during and after social distancing, quarantine and isolation. This SAMHSA tip sheet suggests ways to care for one’s own behavioral health in these circumstances and provides resources for more help.
Social Emotional Learning (SEL) and Crisis Response Practice Guide (North Carolina Dept. of Public Instruction): Serves as a resource to support the social-emotional needs of staff and students during school closures and in planning for re-opening. Six major recommendations address crisis response and social emotional learning (SEL) that can be implemented when schools are closed. Recommendation #7 focuses on key SEL strategies that support safe and compassionate re-entry for students and staff when brick-and-mortar instruction resumes. Key information resources and tools are linked to each of the seven recommendations.
FACT SHEET: In One Year of the Biden-Harris Administration, the U.S. Department of Education Has Helped Schools Safely Reopen and Meet Students' Needs: Chronicles the US Department of Education [ED]’s top 10 accomplishments supporting students’ safe re