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Asking students for feedback but not taking any action is worse than not asking them at all, says Principal Arria Coburn of the Springfield Renaissance School principal.
In Chicago, students as young as elementary age learn to organize and build civic leadership skills within the district's 200 student voice committees.
Social-emotional learning has taken on heightened importance as educators prepare to support students coping with a COVID-era blend in-person and online learning.
CASEL and the Committee for Children’s Second Step program—two of the leading nonprofit SEL providers—offer tips for social-emotional learning during the COVID pandemic.
Administrators in Naperville School District 203, where SEL has been entrenched in the curriculum for years, have focused first on professional development for teachers in the post-COVID world.
Clayton County Public Schools near Atlanta has created school-level teams to serve as SEL coaches for teachers as classes resume.
One company is providing substitute teachers to lead homeschool learning pods and is also seeking funding to help low-income families form 'bubbles.'
Mississippi lacks an elementary school tech curriculum, so STEM-focused educators at Madison County Schools developed their own computer science program.
Whether districts are resuming with in-person or online learning, models for adjusting foodservice come with different capacities for social distancing and nutritional variety.
Walking to school, prepackaged meals and non-contact sports outdoors run a lower risk of transmitting coronavirus in schools. Contact sports, choirs and bands, and buses pose the highest risk.
Families can better help their children succeed in online learning if schools provide timely and easy to understand data, along with resources to improve student performance.
District leaders can fortify school mental health services by training teachers to spot trauma, focusing on COVID's inequitable impacts, enlisting parents and building community partnerships.
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