rom the newspaper’s learning network multi-media contest, Coming of Age in 2020. “It was, in many ways, a generation-defining disaster. Being trapped inside — and missing the milestones that ordinarily mark coming of age in America — was lonely, disorienting, depressing and even suffocating. But many also surprised themselves. They bonded with siblings, discovered nature, found small comforts in Zoom-school, played games, worked out, cooked, wrote, sang, danced, painted and made videos. And, perhaps most important at a time of life focused on figuring out who you are, they reinvented themselves.”
Our Minds Matter: Support During COVID-19: Supports student-led activities to encourage students to seek help for themselves and friends when they struggle with mental health challenges. During the national COVID-19 emergency Our Minds Matter has created an extensive library of videos, and offers numerous curated resources through this webpage.
Support for Teens and Young Adults: CDC webpage offering information for teens and young adults to help manage stress related to COVID-19 is frequently reviewed and updated.
Student Voice Team Leading Study on the Student Impact of COVID-19: Highlights early results from more than 12,000 students in Kentucky, shared through an all-student Student Voice Team panel, sharing insights into how middle and high school students have been coping with COVID-19. The Prichard Committee for Academic Excellence has hosted this effort. Among reported findings: cyberbullying has decreased since COVID closed schools; many students report feeling more depression, anxiety and a sense of worthlessness than before schools closed; students report they are getting more sleep, spending more time outside, and making better use of their time whole learning some time management skill; and students report having lost their mental health services, and needing/wanting more. See the 1-hour panel presentation for more complete insights.
COVID-19 Guidance for Early Childhood Education & Child Care Programs: Provides 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 s