Special education teachers, including subs, must meet certain state-set qualification standards, making planning for classroom coverage during COVID particularly challenging.

Non-classroom duties, such as after-school supervision, are among the leading causes of low teacher morale and professional burnout.

When anxiety is causing a refusal to attend school, educators and support staff can take several actions to help, including teaching coping strategies and promoting social modeling.

Superintendent Dr. Alexandra Estrella discusses how maintaining a focus on the future is driving student success at the Connecticut district during the pandemic.