Rising mental health problems in the United States have long made health advocates and providers worried about the need for additional support for struggling college students. The pandemic has only exacerbated this concern.
Many studies have shown how social and emotional learning (SEL) can improve student well-being, social behavior, and academic achievement. But what do teachers think about the SEL-related efforts in their districts and schools? Do they feel that they get enough support to work on SEL?
K–12 students getting remote instruction this year may not receive the curriculum they need to master the academic standards they are expected to meet for their grade level. What can parents do to ensure their children are being exposed to standards-aligned, rigorous learning opportunities?
Before COVID-19, less than half of U.S. public schools had a written plan for dealing with a pandemic. And only 38 states had publicly available school health emergency plans. How did schools' preparation affect their transitions to remote learning and principals' confidence in student achievement?
Findings from a survey of U.S. teachers reveal how limited home internet access has been a barrier to providing instruction amid pandemic-related school closures. The problem is particularly acute among high-poverty schools.
RAND researchers investigate factors that might be associated with positive student outcomes for schools that improved during the six years of the Intensive Partnerships for Effective Teaching initiative.
RAND researchers study the Intensive Partnerships for Effective Teaching initiative and find associations between school improvement and staff perceptions of school leaders' behaviors, staff cohesion, and factors outside schools' control.
It would be easy for social and emotional learning to fall by the wayside as school leaders work to address students' health, safety, and learning loss during the COVID-19 pandemic. Policymakers and funders should take seriously the perspectives and concerns that school leaders have shared.
Safely reopening K–12 schools for in-person instruction requires complicated protocols ranging from symptom monitoring to physical distancing, as well as containment of transmission in the community. State policymakers and school leaders could begin planning now to draft, pilot, and evaluate protocols for reopening schools that incorporate rapid testing.
While considering new uses for and formations of school space, planners might also consider whether these spaces will be conducive to learning. Research links the physical condition of learning spaces to improved student physical health and academic performance.
The COVID-19 pandemic has been particularly challenging for parents since schools and child care centers closed or switched to distance learning in the spring. Parents with children in different age groups and those under financial stress need the most support.
Reopening schools would provide much-needed child care for parents who need to work, help feed 30 million U.S. children, and prevent further inequitable learning losses. But it also means exposing more kids to the virus. How can families and employers prepare for the disruptions that lie ahead?
COVID-19 is threatening to upend the models that both public and private higher education depend on in the United States. As universities consider whether to postpone in-person classes until next year, many parents and students may be questioning the value of a traditional higher education.
The quality of remote instruction depends on whether students can connect and interact with educators online. But poverty is a major driver of who gets high-quality online instruction and who doesn't. What can states do in this new reality?
Rising levels of social inequality and diversity in Europe have made social inclusion a priority for the European Union. However, it remains a challenge to ensure access to quality early childhood education and care for all children, especially those from disadvantaged backgrounds.
U.S. teachers and principals shifted quickly to support students with distance learning during the early weeks of the coronavirus crisis. But unfortunately, the pandemic is likely to make existing inequalities worse.