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District and school leaders have been devoting their attention to student mental health in recent years due to increasing trends of depression and anxiety among teens. These leaders are understandably more concerned now than ever as the pandemic is contributing to higher levels of stress among students.
The CARES Act promises more than 16 billion federal dollars to K-12 education. Districts should direct CARES Act resources to students with disabilities now to improve their learning outcomes and minimize spending on compensatory education in the future.
Learn how districts can provide internships and apprenticeships (commonly referred to as “work-based learning”) to students virtually to improve career-readiness.
Teachers and school staff need support now more than ever. Learn how to support their wellbeing with self-care strategies and formalized peer connections.
School systems in countries that have been severely impacted by COVID-19—such as China, Japan, and South Korea—have engaged in a massive experimentation in distance learning, providing U.S. schools some insight into what to anticipate when scaling digital learning.
Traditional district summer planning will no longer suffice. Districts and their schools must adapt quickly to conditions as they develop, which means planning for many potential futures. So, while superintendents want answers to the questions above, they are also telling us what they need right now are new ways to plan and execute—to develop what many district leaders are describing as a rapid response organization.