Addressing Mental Health and Social-Emotional Wellness in the COVID-19 Crisis: A Resource Guide for School Districts

Institution	Council of the Great City Schools
Titel	Addressing Mental Health and Social-Emotional Wellness in the COVID-19 Crisis: A Resource Guide for School Districts
Quelle	(2020), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; COVID-19; Pandemics; Mental Health; Urban Schools; School Closing; School Schedules; Social Influences; Emotional Response; Educational Environment; Social Emotional Learning; Student Needs; Well Being; Interpersonal Communication; Participation; Intervention; Inclusion; Outreach Programs; Public Schools; Technical Assistance; Planning; Teacher Role; Elementary Secondary Education; Teachers; Screening Tests; School Districts; Florida; Ohio (Cleveland); California (Los Angeles); Oklahoma (Tulsa) + Suchen Sie Ihr Suchwort? Psychohygiene; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School closings; Schließung; Schließung (von Schulen); Schulzeiteinteilung; Sozialer Einfluss; Emotionales Verhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Well-being; Wellness; Wohlbefinden; Interpersonale Kommunikation; Teilnahme; Inklusion; Jobcoaching; Public school; Öffentliche Schule; Technische Hilfe; Ablaufplanung; Planungsprozess; Lehrerrolle; Lehrer; Lehrerin; Lehrende; Screening-Verfahren; School district; Schulbezirk
Abstract	Urban school districts will face a number of new and unprecedented challenges in the 2020-2021 school year. In addition to safely reopening schools, planning for the likelihood of future rolling school closures, redesigning instructional delivery models, and effectively addressing unfinished learning and learning losses among students, schools will need to address the significant social and emotional toll that the crisis has taken on children and adults alike. Districts will need to create learning environments that make students and their teachers feel safe and socially and emotionally supported as they return to school. To meet these needs, significant restructuring and reallocation of resources will be necessary, as social-emotional learning and mental health have traditionally been blindspots for many school systems. In general, addressing the mental health needs of students is not universally understood or embraced as the central work of schools or districts. Efforts in this area have been relegated to siloed mental health, social-emotional learning (SEL), and student services departments, working without sufficient resources, coordination, or access. But as anyone who works with students can attest, attending to the mental health and social-emotional wellbeing of students is not an external consideration--it is a necessary condition for learning. In the context of COVID-19, it is going to become an even more pressing consideration in how schools educate and support students, as districts will need to prioritize the emotional wellbeing of students as they re-engage them in academic content. This guide presents a set of overarching principles and strategies to address the social-emotional and mental health needs of both students and adults. It then highlights some of the key efforts being undertaken and resources being offered in a set of districts that we have identified as leaders in the field: Broward County Public Schools (FL), the Cleveland Metropolitan School District (OH), the Los Angeles Unified School District (CA), and Tulsa Public Schools (OK). The end of the guide provides a list of academic and district experts in the field of social-emotional learning and behavior and mental health. (ERIC).
Anmerkungen	Council of the Great City Schools. 1301 Pennsylvania Avenue NW Suite 702, Washington, DC 20004. Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01