avioral 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 conditions (anxiety, depression, trauma and stressor related disorders, ADHD, behavior/conduct disorders) by age, and the practical application for school mental health and early childhood providers in identifying and referring children appropriately for services. This brief was prepared through intramural research by the U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation.
Sound the Alarm for Kids: Provides clear, factual statistics to justify response to children’s mental health needs in 2021-22 as a “national emergency.” The Children’s Hospital Association, American Academy of Pediatrics, and American Academy of Child and Adolescent Psychiatry have jointly constructed this website to support policy advocacy and effective practices. “We are facing a significant national mental health crisis in our children and teens which requires urgent action. In the first six months of this year, children’s hospitals across the country reported a shocking 45 percent increase in the number of self-injury and suicide cases in 5- to 17-year-olds compared to the same period in 2019. We are sounding the alarm on this mental health emergency.”
Virtual Reset Room: Offers an extensive, curated set of helpful tools (e.g. visual relaxation, guided practice, wildlife camera, sounds and music) to equip students and educators with means to access to support wellness and resilience amid contemporary stressors. Scores of specific tools have been catalogued at this website by the Rockingham County (NC) Schools’ Behavioral Health Department.
Responding to COVID-19 - School Mental Health: Offers a curated collection of events and resources to support the well-being of educators and school mental health personnel. Gathered by SAMHSA’s Mental Health Technology Transfer Center [MHTTC] Network, this collection offers COVID-related products and resources specific to school mental health that can be useful when coping with the effects of widespread public health crises. A compilation of school menta