The COVID-19 pandemic is challenging society on every front – social, political, and economic. Disadvantaged youth populations face significant challenges as their already precarious access to resources and supports dwindles and/or vanishes.
This information hub organizes COVID-19 relevant resources by youth population & supports for parents:
- Week 1: Justice-Involved Youth (updated 8/18/2020)
- Week 2: English Language Learners (ELL) (updated 8/18/2020)
- Week 3: Youth in Foster Care (updated 11/19/2020)
- Week 4: Rural Populations (updated 8/18/2020)
- Week 5: First-Generation College Students (updated 10/14/2020)
- Week 6: Youth with (Dis)abilities (updated 9/17/2020)
- Week 7: Resources for Parents (updated 10/14/2020)
- Week 8: Youth Experiencing Homelessness (updated 11/19/2020)
- Week 9: Social Emotional Learning (SEL) (updated 8/18/2020)
- Week 10: Resources related to Reopening of Schools (updated 11/19/2020)
- Week 11: Prioritizing Student Engagement during COVID-19 (updated 11/19/2020)
We recognize that many young people fall into multiple categories.
NOTE: New resources are added to this information hub on a continuing basis. To view new additions, click on headers with dates designating updated sections, and new resources will be at the top of each bulleted list.
Additionally, check out AYPF blogs and webinars on COVID-19:
- Fostering Relationships During COVID-19 (1/28/2021)
- Research-Policymaker COVID-19 Collaboration: Lessons from Boston’s Summer Jobs Program (12/1/2020)
- Actions to “Gift” Youth Experiencing Homelessness This Holiday Season (11/18/2020)
- The Importance of Healing-Centered Afterschool Programs in the COVID-19 era (11/5/2020)
- Top Ten Ways to Engage Students in Deeper Learning during COVID (10/13/2020)
- How COVID-19 Affects Mental Health Disparities for Vulnerable Youth (8/12/2020)
- The Impact of COVID-19 Through the Lens of Foster Youth and Justice-Involved Youth (7/21/2020)
- Coronavirus Puts Children at Risk by Deepening Inequities (4/15/2020)
- Researcher-Policymaker Collaboration in COVID-19: Lessons Learned from Boston’s Summer Jobs Program (11/18/2020)
- How Research-Practice Partnerships are Pivoting in COVID-19 (6/23/2020)
Webinar Series: Deeper Learning in the Time of COVID-19
Please share additional resources for our consideration via this online form, which we may include in future updates. We also invite you to share resources on Twitter using the hashtag #AYPFCOVID19.
Week 1: Justice-Involved Youth
Click here to navigate back to the list of resource categories.
Updated 8/18/2020
- Mind Matters’ lessons teach people aged 12 and up to respond to negative experiences with innovative methods based on current research and neuroscience. These skills give individuals a way to take charge of their emotions and improve their states of mind. Participants learn to address their physical, relational, and mental health needs.
- This resource goes over what low-income internet programs are available, why public Wifi isn’t ideal and how much internet students will need for school, in addition to providing a guide of cost-effective options available for low-income households.
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- The Ultimate Dialogue Adventure is a free online and self-directed learning game to support students ages 13-17 in becoming global citizens who foster more positive and inclusive attitudes towards diversity, through the skills and experiences of intercultural dialogue. The site is inclusive for students of different backgrounds and abilities, as well as accessible via laptop and mobile and available on low bandwidth.
- Incarcerated students are used to distance learning but the pandemic is still disrupting their education
- The Sentencing Project – for a daily update of COVID-19 diagnoses in juvenile facilities follow https://twitter.com/JoshRovner
- This blog by the Center for Law and Social Policy (CLASP) notes that the COVID-19 response must include youth and adults impacted by the criminal justice system
- The National Juvenile Justice Network offers a range of resources related to COVID-19 and vulnerable populations
- The National Commission on Correctional Health Care and researchers from Harvard University are gathering information on how COVID-19 is affecting correctional facilities
- This blog post from the Campaign for Youth Justice summarizes actions taken nationwide, at the state and local level, to remove youth from secure custody during the pandemic
- Here’s a guide for young adults about the Economic Impact Payments provided through the Treasury in response to the COVID-19 pandemic. It explains how to find out if you qualify for a payment, what to do if you don’t get one automatically, and where to get answers
- Juvenile Agency Chiefs have joined juvenile justice advocates in calling for the immediate release of youths in juvenile detention facilities to protect them from COVID-19
- In Los Angeles County there has been a call to release kids from juvenile facilities
- This story describes California’s efforts to protect inmates against COVID-19, including releasing 3,500 inmates early
- The California Department of Justice has weighed in on freeing youth in lockups, reminding officials about the authority they already possess
- Policy guidance from VERA Institute of Justice – guidance for preventive and responsive measures to coronavirus for jails, prisons, immigration detention and youth facilities
- This site from No Kids in Prison contains youth justice advocacy resources, including state advocacy actions and tools, system responses to COVID-19 and Cases Reported in Juvenile Facilities, State Litigation, Polling, Practitioner and Policymaker Statements, National Partners and Allies Actions and Statements, and Federal Actions
- Research-to-Policy Collaboration curates resources cultivated by researchers on behalf of policymakers at state and national levels. Specifically, these resources are designed to think creatively about ways policymakers could support children and families during the pandemic.
- Justice experts in over 30 states demand the release of incarcerated youth during COVID-19 crisis
- A Heartfelt Appeal on Behalf of Incarcerated Youth During Pandemic, by David Domenici, founder of the Center for Educational Excellence in Alternative Settings
- Stories from The Chronicle of Social Change on coronavirus and its impact on children, youth and families (March 13 – April 10, 2020)
- Cut off from their kids, parents of juvenile detainees wait and worry as coronavirus spreads
- Early data about how the coronavirus is already appearing in juvenile detention centers – experts say it will get worse unless children are released
- This resource highlights the COVID-19 outbreak in a Cook County, IL jail including a relevant graph regarding detainees who tested positive
- 1,000 Inmates Will Be Released from NJ Jails to Curb Coronavirus Risk – the consent order filed to commute or suspend county jail sentences can be found here
- A Michigan juvenile lifer died of coronavirus in prison was weeks away from parole
Week 2: English Language Learners (ELL)
Click here to navigate back to the list of resource categories.
Updated 8/18/2020
- This resource goes over what low-income internet programs are available, why public Wifi isn’t ideal and how much internet students will need for school, in addition to providing a guide of cost-effective options available for low-income households.
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- The Ultimate Dialogue Adventure is a free online and self-directed learning game to support students ages 13-17 in becoming global citizens who foster more positive and inclusive attitudes towards diversity, through the skills and experiences of intercultural dialogue. The site is inclusive for students of different backgrounds and abilities, as well as accessible via laptop and mobile and available on low bandwidth.
- These resources and recommendations provided by the American Federation of Teachers (AFT) can help educators of ELLs, as well as parents and caregivers. We encourage you to check these sites to learn which apps, platforms, and other resources are recommended by advocates and experts
- Resources for district- and school-level leaders with recommendations and guidance on what to consider as they aim to meet the needs of ELL students
- From now until June, @VATESOL1 is hosting virtual town hall meetings every Wednesday from 3:00 – 4:00 PM ET as a way to connect and share strategies for supporting ELL students during extended school closures
- The Second Language Teaching and Research Center at the University of Utah (L2TREC) developed a page with a collection of resources to aid parents, teachers, caregivers and students as they navigate language learning in non-traditional settings
- The Ethnic Minorities of Burma Advocacy and Resource Center (EMBARC) in Iowa created a website for information on COVID-19. It includes information in Burmese, Chin-Hakha, Chin-Mizo, French, Karen, Karenni, Kirundi, Kunama, Lingala, and Swahili.
- The North Carolina English Learners Teacher Network leaders share blog entries on some topics they are passionate about. They include links to resources that may be used in different settings serving ELL students and their families.
- A curated guide that includes a specific focus on supporting ELL students, students in dual language, and multilingual families. The guide for families is available in English, Spanish, Amharic, French Vietnamese, Korean, and Chinese.
- This website features interactive maps including information about the characteristics and location of ELLs.
- Check out these dual language glossaries from New York University with examples and translations in over 20 languages.
- The U.S. Department of Education’s Institute of Education Sciences funds a network of 10 Regional Educational Laboratories (RELs). In response to COVID-19, the RELs have collaborated to produce this series of evidence-based resources and guidance about teaching and learning in a remote environment, as well as other considerations brought by the pandemic.
- Here’s a guide for young adults about the Economic Impact Payments provided through the Treasury in response to the COVID-19 pandemic. It explains how to find out if you qualify for a payment, what to do if you don’t get one automatically, and where to get answers
- California currently has the largest percentage of ELL student enrollment in grades K-12 in the country at almost 25 percent, or 1,521,772 students. The state also accounts for one-third of the districts with the highest concentration of ELL students in the United States, the largest of these being the Los Angeles Unified School District (LAUSD) at 152,592 students. Here is a list of useful resources and programs for ELL students living in California
- Californians Together, a statewide alliance for parents, teachers, administrators and civil rights advocacy organizations, developed a resource page for ELL families in California
- Guilford County Schools in North Carolina established an information hotline staffed with interpreters who speak seven languages to support ELL families
- This New York Times article highlights many efforts undertaken in California and other states to support ELL students and families
- Organizations across the nation are requesting $1 billion in supplemental funding to help districts and states meet the needs of ELL students enrolled in the nation’s public k-12 schools
- Research-to-Policy Collaboration curates resources cultivated by researchers on behalf of policymakers at state and national levels. Specifically, these resources are designed to think creatively about ways policymakers could support children and families during the pandemic.
- Teaching While Muslim provides suggestions on what teachers should consider during distance learning related to Ramadan
- New York State’s Teaching English to Speakers of Other Languages (TESOL) share six SEL practices for teachers who are teaching remotely during the COVID-19 pandemic
- Language Practice Choice Board – Resource for teachers that allows students to select activities that interest them and those that they have the resources to complete
- Colorin Colorado offers a variety of resources for educators related to the celebration of Ramadan including book recommendations, tips, short films, etc.
- ESL Teacher Support Guide
- A bilingual site for educators and families with resources for ELL students
- Duolingo is a fun language learning platform — exercises are tailored to help users learn and review vocabulary effectively
- Sesame Street offers games, videos, and activities for children
- Sésamo provides games, videos and activities for children in Spanish
- Common Sense provides teachers with free resources to enhance students’ online learning including free, evidence-based lesson plans in English and Spanish
- Arbol ABC offers more than 500+ free interactive games for different subjects including games for ELL students
- TalkingPoints is a multilingual family engagement platform that helps educators stay connected with students, reach families, and get the most critical information out to communities. They are providing free resources for educators and families to support students’ learning during COVID-19
- ACT is providing free resources to help students, educators, and families access blended and online SEL programs through the end of June
- This Fast Fact Sheet focuses on responses from parents in three language categories: households where neither parent speaks English, households where both parents speak English, and households where one of two parents speaks English and the other speaks another language
- The Inter-Agency Standing Committee captured the mental health and psychosocial needs of students and families during COVID-19. This is a story developed for and by children around the world
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(Teresa Garcia, a mother who was still learning English and set out on a campaign to ensure other ELL families did not feel as hopeless.)
- Effects of the coronavirus outbreak on how New York ELL students learn and on how educators teach
- In California, 6,000 ELL students and families in the Coachella Valley Unified School District face food insecurity challenges due to COVID-19. This article features a map displaying all distribution sites in Coachella Valley
Week 3: Youth in Foster Care
Click here to navigate back to the list of resource categories.
Updated 11/19/2020
- Within 18 months of aging out, 40 to 50% of youths who were in the foster care system will end up experiencing homelessness. To address this issue, MoneyGeek published a guide to help with finance and empower with information to support successful transition into adulthood.
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Updated 8/18/2020
- Mind Matters’ lessons teach people aged 12 and up to respond to negative experiences with innovative methods based on current research and neuroscience. These skills give individuals a way to take charge of their emotions and improve their states of mind. Participants learn to address their physical, relational, and mental health needs.
- This resource goes over what low-income internet programs are available, why public Wifi isn’t ideal and how much internet students will need for school, in addition to providing a guide of cost-effective options available for low-income households.
***
Updated 8/13/2020
- Education Support awards are available to help ensure students’ achievement in school this year. We asked the experts – teachers, professionals, parents – what their students need to have a successful year, and AFFCF is funding the items they told us are most important for students to effectively navigate online learning.
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- The Ultimate Dialogue Adventure is a free online and self-directed learning game to support students ages 13-17 in becoming global citizens who foster more positive and inclusive attitudes towards diversity, through the skills and experiences of intercultural dialogue. The site is inclusive for students of different backgrounds and abilities, as well as accessible via laptop and mobile and available on low bandwidth.
- iFoster is currently offering technology access to foster youth ages 13-24, which include: free, unlimited, high-speed data hotspots, headsets, and laptops to assist in taking online classes. For additional information on the resources that they have, call iFoster at 1-855-936-7837 or email at phone@ifoster.org
- In this webinar, Dr. Mauriell Amechi covers what foster care is and the leading factors that contribute to foster care entry. Other topics include demographic characteristics among youth in foster care; national trends across the public foster care system; outcomes among college students with foster care experience; and measures that colleges, states, and policymakers can implement to assist these students during COVID-19.
- If you are, or were previously, in foster care and need a laptop for remote learning, email One Simple Wish at info@onesimplewish.org
- Comcast announced it would offer two months of free internet services to low-income households in its service areas.
- AT&T is waiving internet data overage fees for customers who have capped data plans.
- Verizon is waiving any late fees and will not terminate any service for the next 60 days.
- Charter is offering free Spectrum broadband and Wi-Fi access for 60 days to households with K-12 and/or college students who do not already have a Spectrum broadband subscription. To enroll, call 1-844-488-8395.
- Together We Rise developed a list of resources for foster youth categorized by state.
- This article provides tips on how to be an advocate for foster youth.
- The CDC provides specific guidance for households that will be helpful to foster family home providers.
- Four ways caregivers can support college planning from home
- The Tennessee Department of Children Services (DCS) created a COVID-19 webpage that provides information specific to DCS staff, foster parents and private providers.
- Here’s a guide for young adults about the Economic Impact Payments provided through the Treasury in response to the COVID-19 pandemic. It explains how to find out if you qualify for a payment, what to do if you don’t get one automatically, and where to get answers
- California county courts must continue to hold hearings on cases where children are in foster care or have been placed in juvenile detention, and child welfare systems must try to facilitate in-person visits for separated families, according to new rules approved by the California Judicial Council.
- Ohio Governor Mike DeWine (R) announced on Twitter on April 24th that the state will prevent hundreds of youth from exiting the foster care system during the coronavirus outbreak.
- The Foster Care Alumni Association of America wrote a letter to Illinois’s Department of Children and Family Services (DCFS) asking for the agency to continue protecting soon-to-be 18- and 21-year-olds who are set to age out of the state’s foster care system during the coronavirus pandemic. DCFS has agreed.
- Executive Orders related to child welfare and child protection agencies as essential government functions.
- The Utah Department of Child and Family Services developed a COVID-19 Reference Guide for their workforce in conducting child protection services.
- In this Op-Ed piece, Dr. Mauriell Amechi shares several practice and policy recommendations for supporting student populations aging out of foster care. He also unpacks his personal story aging out of care and the need for college leaders to consider and address the unique needs of this important yet often-overlooked population.
- In an urgent appeal to the governor and the California state legislature on behalf of the state’s 60,000 children and young adults in foster care, a group of leading advocates is calling for sweeping new measures to ward off devastating impacts from the spread of coronavirus.
- The Texas Public Policy Foundation called on the state’s child welfare agency to adopt a pro-parent approach during the coronavirus pandemic. The letter highlights nine recommendations, among them: expedited reunifications for some families, suspending all but the highest priority investigations of maltreatment, and suspending or changing service plans that expose parents to risk of infection.
- When Represent writer and Queens College student Marcus Diego heard that he and other foster youth were going to be kicked out of their dorms with two days’ notice and unsure about where they would go, he made sure the world knew about it.
- Following two weeks of chaotic upheaval that felt like a personal blow to many longtime advocates in California’s child welfare circles, all employees let go in layoffs at the nationally recognized foster youth group, the California Youth Connection, have been rehired.
- Across the country, in-person visits between parents and children were cancelled, reunifications of families were postponed, and children entered care with nowhere to go as foster families had second thoughts about taking in a child who may have been exposed to the virus.
- Joanna Maestre shares the many struggles she faces as a foster youth given COVID-19
- Top child welfare officials discuss the importance of protecting family integrity through COVID-19.
Week 4: Rural Populations
Click here to navigate back to the list of resource categories.
Updated 8/18/2020
- Mind Matters’ lessons teach people aged 12 and up to respond to negative experiences with innovative methods based on current research and neuroscience. These skills give individuals a way to take charge of their emotions and improve their states of mind. Participants learn to address their physical, relational, and mental health needs.
- This resource goes over what low-income internet programs are available, why public Wifi isn’t ideal and how much internet students will need for school, in addition to providing a guide of cost-effective options available for low-income households.
***
- The Ultimate Dialogue Adventure is a free online and self-directed learning game to support students ages 13-17 in becoming global citizens who foster more positive and inclusive attitudes towards diversity, through the skills and experiences of intercultural dialogue. The site is inclusive for students of different backgrounds and abilities, as well as accessible via laptop and mobile and available on low bandwidth.
- Joe Sanfelippo (@joe_sanfelippo), Education Dive’s 2020 Superintendent of the Year, joined Future Ready’s Thomas C. Murray (@thomascmurray) to discuss how even in the midst of uncertainly, we can still find joy in the context of our work each day. Serving in a small, rural district in Wisconsin brings significant barriers during remote learning, but the Fall Creek School District staff continues to rise to the challenge
- The Rural Community Resource Hub is an open, up-to-date resource designed to help and empower rural communities addressing COVID-19 via curated resources for families, students and educators
- This Southern Regional Education Board blog offers suggestions to district and school leaders on how to continue rural students’ learning amid school closures
- The Center on Rural Innovation’s maps and visualization tools provide a better understanding of the repercussions of this global health crisis for rural America
- In light of the COVID-19 pandemic, a group of students from Harvard, MIT, Princeton, and Yale have created this free platform for pairing undergraduate mentors with K-12 students who have been affected by school closures
- Here’s a guide for young adults about the Economic Impact Payments provided through the Treasury in response to the COVID-19 pandemic. It explains how to find out if you qualify for a payment, what to do if you don’t get one automatically, and where to get answers
- This article details successful digital learning in Window Rock Unified School District , a rural district in the Navajo nation in Arizona
- In a Redefining Rural podcast, Bayfield, Elizabeth, and Greeley-Evans school districts share how they are tackling the challenge of continuous learning
- A donation by Google of Chromebooks will be distributed to rural communities in California to facilitate distance learning. Google is working with CA’s Governor Newsom and partners to distribute the devices
- In California teachers are struggling not only to teach their students, but also to reach them
- Amid COVID-19, Florida issues 32,000 laptops to rural school districts
- Ohio is distributing meals to rural children missing school in the wake of COVID-19
- This details efforts in Lockhart Independent School District in Texas to provide rural students with internet access
- This article identifies challenges of rural school administrators and provides some potential solutions to meet the needs of students and families
- Here is a link to the results from the Colorado School District Community Needs Inventory administered by the Colorado Department of Education, March 27 to April 4, 2020. Among the top concerns are technical supports for delivering remote learning. (see graphic below)
Top Education Supports Needed Across Colorado School Districts
- U.S. Secretary of Agriculture Perdue announces proactive flexibilities to feed children when schools close
- This guide from the U.S. Department of Agriculture details programs that can offer immediate and long-term assistance to rural communities affected by the pandemic
- This article details the insufficient resources being provided to support African Americans, people with disabilities, and state and local governments in rural America
- Rural college students have had to leave campus quickly due to COVID-19, with longer-term impacts on their college journeys
- This Forbes article emphasizes the disparities between urban and rural college students, now virus intensified, noting the historical underrepresentation of rural populations in college completion rates
- The author of this TIME article provides leaders in rural states and counties with actions they can take — right now — to help slow the spread of the virus
- Learn about the collaboration between the U.S. Department of Agriculture and a number of companies to deliver meals to students in rural schools closed due to COVID-19
- This article traces decades of the digital divide, through four presidents, and how the lack of internet equity has affected remote instruction, leaving many schools unprepared to face the pandemic
- Nurses who serve rural areas are concerned about students lacking access to health care during the pandemic, especially students with chronic conditions such as Type 1 diabetes or asthma
- This article by Healthline describes the many challenges rural communities like Minnesota, Wisconsin, Iowa, etc. are experiencing through COVID-19 including having a higher-risk population and lack of hospitals/resources
- In this article in The Hill the potential impact of COVID-19 on rural areas is explored, as well as why rural patients need to recognize they are not immune
Week 5: First-Generation College Students
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Updated 10/14/2020
- Starting college as a first generation student has its share of challenges. This guide is designed to help students overcome those challenges and succeed in college.
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Updated 9/17/2020
- The guide is 100% free and covers educational opportunities, preparation steps, knowing your rights, different types of disabilities, and recommended resources for additional information. The guide is great for any student, family member, or educator looking for information on how an individual with a disability can prepare for higher education.
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Updated 8/18/2020
- Mind Matters’ lessons teach people aged 12 and up to respond to negative experiences with innovative methods based on current research and neuroscience. These skills give individuals a way to take charge of their emotions and improve their states of mind. Participants learn to address their physical, relational, and mental health needs.
- This resource goes over what low-income internet programs are available, why public Wifi isn’t ideal and how much internet students will need for school, in addition to providing a guide of cost-effective options available for low-income households.
***
- State-specific resources across the education continuum, as well as policy considerations to inform the conversation of how we can learn from this unprecedented moment in our nation’s history, and bring about positive change in America’s education system
- This interactive map by the National Conference of State Legislatures displays COVID-19 legislation, including policies related to higher education
- This page serves as a consolidated directory of resources offered by businesses, organizations, universities, and people in response to the devastating effects of COVID-19 on first-generation and/or low-income college students across the country
- Here’s a guide for young adults about the Economic Impact Payments provided through the Treasury in response to the COVID-19 pandemic. It explains how to find out if you qualify for a payment, what to do if you don’t get one automatically, and where to get answers
- Melissa Fries, Executive Director of a college success program, College & Alumni Program (CAP), shares insights into the many systemic challenges low-income students face through COVID-19 including financial, academic and social-emotional barriers
- Many universities and colleges closed campus classrooms after the coronavirus spread transformed into a pandemic. This article offers a list of some major institutions that have taken action, including cancelling or temporarily suspending in-classroom instruction
- North Carolina State University has put together a list of COVID-19 resources for first-generation college students
- Free webcast recording from Academic Impressions – Experts connect with the higher education community to share ideas and ask questions amid the coronavirus crisis. The live webcast took place on April 1, 2020
- This article features three innovative examples of colleges that help their most at-risk, yet high-potential students thrive
- The Reopen Connecticut Task Force has developed a set of guidelines and procedures for reopening college campuses this fall
- The Chronicle of Higher Education is tracking colleges’ plans for the fall
- A report by Student Ready Strategies outlines considerations for colleges and universities in post-pandemic higher education
- The entire California State University system has announced they will continue online-only courses in fall 2020
- Pending in the New York State Senate is Senate Bill S8107 that would require SUNY and CUNY schools to refund students for housing credits and boarding charges used or charged for the period of time when such schools are closed or shut down due to the coronavirus pandemic
- California’s state colleges will receive $2 billion less next year; however, the spending cuts largely spared financial aid for students at public institutions
- House Bill 870 introduced to the Louisiana State Legislature provides modifications for the application and approval process for the Taylor Opportunity Program for Students (TOPS) scholarship program. Waives some requirements and extends deadlines including for ACT/SAT testing (Pending)
- Senate Bill SB481 introduced to the Louisiana State Senate requires postsecondary education management boards to adopt policies to address the negative impacts on postsecondary students, faculty, and other employees by the public health emergency declared by the governor in response to COVID -19
- A bill introduced in New Jersey’s legislature would require colleges to refund students 25% of their tuition and fees for courses that were moved online this spring because of the pandemic (Pending)
- Senate Bill S88271 introduced to the New York State Senate provides financial aid grants (up to $1,500) to individuals who served as essential workers during the state of emergency declared as a result of COVID-19 and are seeking college education or career education and training (Pending)
- The California Community Colleges system is suing the U.S. Department of Education over its decision to prevent undocumented students, among others, from receiving CARES Act emergency aid
- The West Virginia Higher Education Policy Commission (Commission) and Council for Community and Technical College Education (Council) voted to provide students with greater flexibilities in accessing and renewing state financial aid programs
- The U.S. Department of Education issued guidance Friday that extended temporary flexibilities around distance education through the end of the year
- The U.S. Department of Education’s Office for Civil Rights has issued guidance for colleges to comply with federal disability and sex discrimination laws during the shift to online instruction
- The Department of Education has issued guidance to allow institutions to continue paying students Federal Work-Study wages during campus closures due to coronavirus, under certain circumstances
- This article talks about the challenges young people face getting to college, and how coronavirus has exacerbated such challenges
- As colleges consider their options to ensure they protect the well-being of everyone on campus, they must consider the needs of all students
- Luis Gallardo, a first-generation low-income college student at the University of California at Berkeley shares his story of how the pandemic and school closures have impacted his learning
- Thousands of low-income students are deferring and dropping college plans, indicate multiple student surveys. Or, they are scaling back from a four-year college to a community college, where the odds of ever earning a four-year degree plummet.
- In interviews with ABC News, first-generation college students from low-income families across the country described an abrupt financial shock from COVID-19 that’s threatened to upend their dreams. Additionally, ABC also surprised students with letters from their parents (see below)
Week 6: Youth with (Dis)abilities
Click here to navigate back to the list of resource categories.
Updated 9/17/2020
- The guide is 100% free and covers educational opportunities, preparation steps, knowing your rights, different types of disabilities, and recommended resources for additional information. The guide is great for any student, family member, or educator looking for information on how an individual with a disability can prepare for higher education.
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Updated 8/18/2020
- Mind Matters’ lessons teach people aged 12 and up to respond to negative experiences with innovative methods based on current research and neuroscience. These skills give individuals a way to take charge of their emotions and improve their states of mind. Participants learn to address their physical, relational, and mental health needs.
- This resource goes over what low-income internet programs are available, why public Wifi isn’t ideal and how much internet students will need for school, in addition to providing a guide of cost-effective options available for low-income households.
***
- The Ultimate Dialogue Adventure is a free online and self-directed learning game to support students ages 13-17 in becoming global citizens who foster more positive and inclusive attitudes towards diversity, through the skills and experiences of intercultural dialogue. The site is inclusive for students of different backgrounds and abilities, as well as accessible via laptop and mobile and available on low bandwidth.
- The U.S. Department of Education’s Institute of Education Sciences Regional Educational Laboratories – COVID-19: Evidence-Based Resources
- Student Privacy Resources for distance learning amidst Covid-19 school closures
- Marshall Street has provided guidance for ongoing progress monitoring in the virtual environment of IEP goals
- This list of resources, compiled by the National Disability Rights Network, includes information on accommodating online instructional strategies during school closure, parent support, student privacy, bullying, health/nutrition issues, accountability measures, and Federal legislation
- Included in this resource from Support for Families is information from government agencies, information related to meeting basic needs, understanding COVID-19, educational, behavioral and social, mental health, etc.
- The National Center for Special Education in Charter Schools has developed a guide, COVID-19 and Students with (Dis)abilities, to help schools think through critical considerations as they develop plans to educate students with (dis)abilities.
- Edutopia shares strategies families can use to smooth the transition to remote learning for kids with special needs
- The College of Applied Health Sciences provides resources for people with (dis)abilities, their families, service providers and the workforce that supports them.
- The National Center for College Students with (Dis)abilities has collated resources for financial aid, housing, mental health, and other needs of young adults.
- This webinar (and transcript) from the American Bar Association provides an overview of the law protecting students with (dis)abilities during the crisis; discusses challenges to homeschooling, and recommends strategies for moving forward
- A high school special education teacher, Kareem Neal, who teaches in a self-contained classroom discusses positive changes to his practice and classroom community during distance learning. He describes practical tips for strengthening communication in classrooms where the first language of many parents is not English, while also improving overall relationships with your classroom community
- This survey reveals the many challenges youth with (dis)abilities continue to experience as COVID persists
- This is a toolkit to help plan the actual spaces in classrooms to accommodate students safely as they return to schools, practicing social distancing
- The Massachusetts Department of Elementary and Secondary Education provides support to students with (dis)abilities, including this resource page that includes information for special educators, families with children with disabilities, a remote learning plan for special education students, et. al.
- Teachers at Nashoba Learning Group in Westford, Massachusetts are getting creative as they help students who need it most
- Houston Independent School District in Texas provides a range of resources including at home learning resources for students with (dis)abilities
- This (Dis)ability Law Colorado resource provides advice to parents to help preserve their child’s rights
- Alaska Department of Health and Social Services COVID-19 Resources
- Tennessee Council on Developmental Disabilities’ COVID-19 Resources for people with (dis)abilities
- Arlington Public Schools in Virginia has shared plans for continuous learning during COVID-19 school closures, including for special education students
- This Oregon Health Authority resource provides information for families of children and youth with special health care needs
- Research-to-Policy Collaboration curates resources cultivated by researchers on behalf of policymakers at state and national levels. Specifically, these resources are designed to think creatively about ways policymakers could support children and families during the pandemic, including youth with (dis)abilities
- Maryland’s Medicaid telehealth law, SB 502, opens new opportunities for young people
- This US DOE Supplemental Fact Sheet re COVID-19 and serving students with (dis)abilities details the Department’s efforts to not stand in the way of good faith efforts to educate students online
- The California Department of Education provides guidance regarding COVID-19 school closures and services to students with (dis)abilities
- Washington Office of Superintendent of Public Instruction offers special education guidance for COVID-19 related to providing services during school closures; how to communicate with parents and families; Safety Net and funding; Extended School Year services; and Compensatory services, et. al.
- Virginia Department of Education’s Special Education and Student Services FAQ that addresses updated guidance related to the pandemic, including responses regarding Compensatory Education, IEP Meetings, Equitable Services, etc.
- US DOE questions and answers on providing services to children with (dis)abilities during the coronavirus disease 2019 outbreak
- The American Federation of Teacher’s COVID-19 guidance for supporting students with (dis)abilities during school closures. Guidance includes: Key points to consider, resources for parents, apps for children with special needs, websites, digital modification, webinars and podcasts
- This Atlantic article addresses the challenge faced by students with special needs who rely on schools for the personal, hands-on attention of specialists.
- This opinion piece highlights the unique challenges that young people with (dis)abilities face as they try to cope with the pandemic, including not understanding why they cannot go to school and see their friends as they normally would.
- This news story highlights the work on in-home nurses, a group of essential workers assisting families of children with (dis)abilities.
- This news story relays a San Francisco mother’s fear that her daughter’s progress will evaporate due to isolation at home.
Week 7: Resources for Parents
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Updated 10/14/2020
- This comprehensive list of resources covers everything from adaptive technology to the basics of reading and math. It even includes suggestions for field trips and physical education.
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Updated 9/17/2020
- The guide is 100% free and covers educational opportunities, preparation steps, knowing your rights, different types of disabilities, and recommended resources for additional information. The guide is great for any student, family member, or educator looking for information on how an individual with a disability can prepare for higher education.
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Updated 8/18/2020
- Mind Matters’ lessons teach people aged 12 and up to respond to negative experiences with innovative methods based on current research and neuroscience. These skills give individuals a way to take charge of their emotions and improve their states of mind. Participants learn to address their physical, relational, and mental health needs.
- This resource goes over what low-income internet programs are available, why public Wifi isn’t ideal and how much internet students will need for school, in addition to providing a guide of cost-effective options available for low-income households.
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- AIR has created a free resource, Building Positive Conditions for Learning at Home: Strategies and Resources for Families and Caregivers, to support parents and caregivers in creating positive conditions for learning. In this resource, they highlight four related concepts that are essential to consider: (1) adult readiness to support their child’s learning; (2) emotional safety; (3) support for learning; and (4) active engagement in learning. The resources are available in English and Spanish.
- The U.S. Department of Education’s Institute of Education Sciences Regional Educational Laboratories – COVID-19: Evidence-Based Resources
- The National Head Start Association (NHSA) has been working with members of Congress and their staff to address the needs of Head Start programs, staff, children, and families. The good news is that many new resources and supportive services are either available now or on their way. Review these resources to learn how you can access the aid during this challenging time
- This resource from Research to Policy offers a range of considerations that warrant special attention related to supporting families facing domestic abuse.
- Helpful resources from Medstar Georgetown’s WISE Center pertaining to the mental health impact of COVID-19 for parents, educators and mental health providers
- Child Mind Institute has a parental guide with ways to support oneself and one’s kids during this time. Additionally, it provides telehealth evaluations and treatment for ADHD, mood disorders, anxiety disorders, autism spectrum disorders and learning disorders
- The American Academy of Pediatrics (AAP) provides parents tips and resources to help their families cope with the pandemic
- The American Academy of Child and Adolescent Psychiatry developed a list of resources for parents with an emphasis on coping resources
- The National Parent Helpline provides a myriad of national resources for parents, children, and caregivers
- Futures Without Violence provides resources for families experiencing violence including child welfare clinical and supportive resources, de-stressing and self-regulation resources, and other activities
- The National Head Start Association has a dedicated website featuring resources for parents through COVID-19 including stress management, meditation, and general resources
- Families who qualify via income or participation in the National School Lunch or Head State programs can apply online to receive free internet from AT&T for two months
- This UNICEF article addresses frequently asked questions by parents about routine vaccines and the importance of continuing to take one’s child to the doctor
- The New York State Parent Portal highlights a variety of parenting tips, resources and information on how parents can support their children
- The Department of Health in Ohio published a series of articles with family activities, school meal programs, and information for expectant mothers to help parents and families during the COVID-19 crisis
- The State of New York published a guide with resources for families during COVID-19. It includes information to help families in-need access essential resources and mental health services. Additionally, it has daily schedule ideas, parenting tips, at-home family activities, and virtual field trips
- Baltimore County Executive, Johnny Olszewski, announced Tuesday morning a new initiative to help county residents who are in danger of eviction due to a COVID-19 related financial crisis
- To ensure 350,000 Minnesota school children who qualify for the federal free and reduced-price meal program have access to healthy food, the Minnesota Department of Human Services, in partnership with the Minnesota Department of Education and Code for America, recently launched the Pandemic Electronic Benefit Transfer, also referred to as P-EBT, benefit
- The Parent Teacher Association in California published a series of resources for parents as they adjust to parenting, teaching, and working from home. These resources include educational websites for kids and virtual field trips. Additionally, it includes mental health resources and healthy habits to form at home
- The Research-to-Policy Collaboration curates resources by researchers on behalf of policymakers at state and national levels. Specifically, these resources are designed to help policymakers think creatively about ways to support children and families during the pandemic
- Feeling worried about your child’s well-being? Learn how to spot the physical signs and emotional symptoms of stress in kids and how you can help
- This New York Times article highlights the decision-making process of many summer camps across the northeast as camp directors decide whether or not to open
- More food resources are available to families in Minnesota as a result of the CARES Act. Watch video below:
Week 8: Youth Experiencing Homelessness
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Updated 11/19/2020
- This AYPF blog shares ways in which you could support the homeless population this holiday season
- The goal of this report is to explore the types of education and social supports that
students experiencing homelessness need to succeed academically. We hope that
by drawing attention to the perspectives of educators, homeless liaisons and by elevating the perspectives of students who experience homelessness, this report can serve as a catalyst for sustained and strategic action to ameliorate this growing problem - The report from SchoolHouse Connection, a national non-profit organization working to overcome homelessness through education, examines six years of financial aid data for unaccompanied homeless youth (UHY). The data demonstrates continued barriers to these students’ financial aid access, which in the era of the coronavirus pandemic could exacerbate their traumas and financial stability
- Homeless response systems are facing unprecedented challenges in the wake of the COVID-19 pandemic. The COVID-19 Online Learning Series, jointly developed by staff at the National Alliance to End Homelessness and the National Health Care for the Homeless Council, offers training and support to new and existing staff in their efforts to 1) keep both themselves and those they serve safe from acquiring and transmitting the disease, and 2) to rapidly re-house and connect individuals experiencing homelessness with the care and services they need
- As COVID-19 disrupts education, services and life across the country, children and youth experiencing homelessness are exceptionally vulnerable. This page offers resources to help meet their needs as we respond to this global crisis
- All Transition Age Youth (TAY) are vulnerable during the COVID-19 crisis, but homeless TAY are at an even higher risk. This resource features a list of inter-related risks that highlight the need for extra care and funding to support these youth through the crisis
- This webpage by the U.S. Interagency Council on Homelessness features questions for communities to consider on how to support children and youth experiencing homelessness during the COVID-19 outbreak
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Updated 8/18/2020
- Mind Matters’ lessons teach people aged 12 and up to respond to negative experiences with innovative methods based on current research and neuroscience. These skills give individuals a way to take charge of their emotions and improve their states of mind. Participants learn to address their physical, relational, and mental health needs.
- This resource goes over what low-income internet programs are available, why public Wifi isn’t ideal and how much internet students will need for school, in addition to providing a guide of cost-effective options available for low-income households.
***
- The Ultimate Dialogue Adventure is a free online and self-directed learning game to support students ages 13-17 in becoming global citizens who foster more positive and inclusive attitudes towards diversity, through the skills and experiences of intercultural dialogue. The site is inclusive for students of different backgrounds and abilities, as well as accessible via laptop and mobile and available on low bandwidth.
- WEBINAR: Join the conversation on Friday, Juneteenth (19) from 4-5:30PM ET in which guest panelists Va Lecia Adams Kellum, U.S. Congresswoman Karen Bass, and Amanda Andere will address institutional racism, homelessness and generational poverty. You don’t want to miss it! Register HERE
- This is a guide for young adults about the Economic Impact Payments provided through the U. S. Department of Treasury in response to the COVID-19 pandemic. It explains how to find out if you qualify for a payment, what to do if you don’t get one automatically, and where to get answers
- The Administration on Children, Youth and Families’ Family and Youth Services Bureau (FYSB) developed the following Frequently Asked Questions (FAQ) for Runaway and Homeless Youth (RHY) grantees seeking additional information on flexibilities available specific to the administration of grants funded under the RHY Program
- The National Center for Homeless Education developed a website with resources for homeless youth including an online site map to help identify sites serving meals to teens 18 years old during the pandemic and through summer time
- On the COVID-19 Front Line and Hurting, a recent report by UC Berkeley discusses the needs of providers for youth experiencing homelessness in the East Bay as well as of the youth themselves
- SchoolHouse Connection published a list of five things that educators can do during COVID-19 to ensure youth experiencing homeless receive the financial support they need to attend college in the fall
- As schools close dorms & facilities in response to COVID-19, Former Foster Youth are at risk of homelessness: Here’s what we can do
- The Center for Disease Control (CDC) offers interim guidance on unsheltered homeless and COVID-19 for Homeless Service Providers and local officials
- True Colors United published a list of 4 tips to help LGBTQ Youth experiencing homelessness to safely access housing services
- SchoolHouse Connection has put together a list of resources related to COVID-19 and homelessness for schools, early learning programs, and higher education institutions
- In this True Colors United website, you’ll find a variety of resources for people experiencing homelessness, including youth and young adults
- The National Network 4 Youth (NN4Y) has developed a webpage with COVID-19 resources for youth experiencing homelessness including pre-recorded webinars, virtual office hours and resources from national organizations. They also have recorded webinars aiding young people in accessing recovery rebates from the IRS
- A Way Home America is hosting video gatherings to share information and create space to nurture important connections. They have catalogued several resources for youth experiencing homelessness
Updated 11/19/2020
- A new North Dakota County program gives homeless youth a safe place as homelessness rises in Minnesota
- On November 17, 2020, the Brooklyn Borough President Eric Adams, and the Brooklyn Community Service (BSC) unveiled the borough’s first shower bus at Brooklyn Borough Hall. The fully outfitted bus will travel the borough of Brooklyn, where there is a large population of Caribbean nationals, to provide hot showers, toiletries, peer counseling, housing support, and employment resources to the city’s homeless population
- Kaiser Permanente is supporting efforts to prevent the spread of COVID-19 among people experiencing homelessness in Santa Cruz County, CA as a way to improve the overall health of the community by donating $150,000 to Housing Matters
- Pensacola Mayor Grover Robinson and Escambia County Commission Chairman Lumon May brought together several community organizations that help people facing homelessness in Pensacola
- The federal judge overseeing a lawsuit dealing with the homeless crisis criticized Thursday the slow pace of moving indigents into housing despite an agreement in which the city and county of Los Angeles promised to provide 6,000 beds by next spring
- The state of California developed a COVID-19 Recommended Protocol for people experiencing homelessness
- This piece includes things Governor Inslee of Washington State should consider to better support young people experiencing homelessness and youth in foster care
- With the COVID-19 pandemic affecting the entire United States, and with Washington state being particularly hard-hit, the Washington State Department of Health is publishing guidelines on how personal protective equipment (PPE) will be allocated to counties with the greatest number of confirmed COVID-19 cases. This DOH guidance will help counties determine how to distribute PPE to their facilities
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- The state of Virginia developed an Equity Audit tool – a decision guide that facilitates centering equity in return to school plans, including engagement with homeless specialists
- The Illinois Department of Human Services (IDHS) announced Wednesday two COVID-19 response programs designed to provide much-needed support to Illinois residents – a summer youth program for more than 2,000 at-risk youth and an Immigrant Family Support Project for more than 3,600 families who have been generally excluded from or ineligible for federal COVID-19 relief and unemployment insurance
- View state and territory funding allocations here regarding the CARES Act Emergency Solutions Grant (ESG) Round 2
- Cerritos College announced the official grand opening of The Village – California’s first community college housing development exclusively for students facing homelessness. Located just blocks away from the campus, the project features seven modern townhomes with a mix of free and affordable rental options that will house students between the ages of 18-25 years old
- Hearts with a Mission in Oregon announced on Thursday that it received a $20,000 grant from AllCare Health’s COVID-19 Resiliency Fund to help provide services for homeless, runaway, and transitional youth in a time of crisis
- Vermont is beginning to prop up housing support structures as it looks to phase out its hotel voucher program, which it has used to house some 2,000 Vermonters experiencing homelessness during Covid-19
- The District of Columbia (DC) has a website with resources for homeless service providers including access to weekly presentations from the Department of Human Services (DHS) COVID-19 providers and partners briefings
- In this web-page, you’ll find a myriad of resources for youth experiencing homelessness including Connecticut-specific resources, national resources, resources for food and more
Updated 11/19/2020
- The Framework for an Equitable COVID-19 Homelessness Response was created to help policymakers address the public health implications of COVID-19, help contain the spread of the virus, and help communities quickly get back on track economically. The Framework provides a guide to help communities maximize their resources and use them wisely
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- On June 9, 2020, the Emergency Family Stabilization Act (EFSA) was introduced by U.S. Senators Lisa Murkowski (R-AK), Joe Manchin (D-WV), and Kyrsten Sinema (D-AZ). This legislation provides flexible funding directly to community-based organizations to meet the needs of children, families, and unaccompanied youth who are experiencing homelessness during the COVID-19 pandemic
- On June 9th, S. Department of Housing and Urban Development (HUD) Secretary Ben Carson announced the allocation of $2.96 billion in Emergency Solutions Grants (ESG) funding to support homeless Americans and individuals at risk of becoming homeless because of hardships such as job loss, wage reduction, or illness due to COVID-19
- Research-to-Policy Collaboration curates resources cultivated by researchers on behalf of policymakers at state and national levels. Specifically, these resources are designed to think creatively about ways policymakers could support children and families during the pandemic
Updated 11/19/2020
- As the COVID-19 pandemic continues to surge across the U.S., many states are also experiencing an increase in the homeless population, including Maryland.
- Interfaith, a homeless shelter in Marion County will receive over $250,000 in COVID-19 funding to support their services
- This article talks about how various states have responded to the pandemic and the many challenges they have faced in supporting those experiencing homelessness
- Here you can find an article regarding a conversation with young people in which former homeless youth shared their stories in a two-hour panel, including questions from local leaders like Clark County Commissioner Lawrence Weekly and a message from Governor Steve Sisolak
- Helping children in need this holiday season is becoming harder during the COVID-19 pandemic and the Spring Street location is reaching out to the community for their help in Jeffersonville, Indiana
- Here’s an article detailing challenges in supporting homeless youths in Kentucky, and ways you can help
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- The UC Berkeley School of Public Health released a report this month revealing that providers for youth experiencing homelessness should be supported in order to adequately care for those who are unable to shelter in place
- A youth shelter in Oregon, Hearts With a Mission, becomes both home and school for kids experiencing homelessness
- Youth homelessness in Southern Nevada was already a challenge prior to the pandemic – here’s how COVID-19 has exacerbated this challenge
- Arizona senior Senator Kyrsten Sinema introduced the bipartisan Emergency Family Stabilization Act—legislation creating an $800 million fund to increase resources and housing for Arizona children and families experiencing homelessness
- This article provides tools for those interested in helping folks experiencing homelessness through advocacy efforts
- La Casa Norte in Chicago, IL, has been a champion for youth and families experiencing homelessness, serving over 6,629 individuals, and providing more than 6,129 groceries and meals
- Life House in Minnesota still managed to help 35 youth find a place to live despite the pandemic
Week 9: Social Emotional Learning (SEL)
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Updated 8/18/2020
- Mind Matters’ lessons teach people aged 12 and up to respond to negative experiences with innovative methods based on current research and neuroscience. These skills give individuals a way to take charge of their emotions and improve their states of mind. Participants learn to address their physical, relational, and mental health needs.
***
Updated 8/12/2020
- This website contains videos and articles to support students as they come back to school this fall. It includes advice about setting up classroom discussions, trauma-informed approaches to discussing COVID, and helping students get used to wearing masks
- The University of British Columbia published a guide for SEL that provides a variety of resources to help educators and administrators learn about SEL, apply teaching methodologies, and assess your efforts
- This website includes over 100 Social and Emotional Learning techniques and resources that teachers can use in their classrooms
- The Committee for Children provides a host of free activities and guidance for schools and homes to support the emotional needs and well-being of children
- Resilient Educator provides an introduction to SEL, how to integrate it into academic curriculum, and additional articles to support educators
- This SEL toolkit consists of a two-hour professional development session designed for educators seeking research-based strategies to create a healthy classroom environment for students who have experienced trauma
- This Turnaround for Children podcast, featuring Pamela Cantor, M.D., focuses on how we can keep our children and ourselves safe, and offers specific tips for dealing with stress
- WestEd’s Center to Improve Social and Emotional Learning and School Safety has compiled resources, including tools and publications, to support states, districts and schools as they navigate the pandemic
- Experts at UW-Madison underscore the importance of supporting students’ academic AND social-emotional needs during the pandemic, noting the new stressors on students and their mental health
- The National PTA’s Center for Family Engagement podcast on tackling COVID-19 anxiety together provides a range of tips and tools for parents and caregivers. An episode transcript is also provided
- This article provides insights into how to support students amidst the challenges of Coronavirus, online learning, social isolation, and cyberbullying
- The Johns Hopkins Center for American Indian Health has developed COVID-19 materials for tribal use, including a focus on positive parenting, and talking to kids about Coronavirus
- This study evaluates the impact of the WINGS Afterschool SEL program on the at-risk students it serves. Led by Dr. David Grissmer at the University of Virginia and funded by the Institute of Education Sciences and the Edna McConnell Clark Foundation, the RCT studied three cohorts of students entering kindergarten at four elementary school-based WINGS programs in Charleston, SC, over a four-year period. To date, it is the only such study on the impact of SEL in an afterschool setting
- Psychologist Earl Turner, PhD, presents four Facebook Live seminars with advice for use during the COVID-19 pandemic and beyond.
- Without being at school, it may be difficult for children and adolescents with mental health needs to access needed resources or support – these resources are especially important as students deal with the COVID-19 crisis and problems that may arise while sheltering at home
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- The Ultimate Dialogue Adventure is a free online and self-directed learning game to support students ages 13-17 in becoming global citizens who foster more positive and inclusive attitudes towards diversity, through the skills and experiences of intercultural dialogue. The site is inclusive for students of different backgrounds and abilities, as well as accessible via laptop and mobile and available on low bandwidth.
- AIR has created a free resource, Building Positive Conditions for Learning at Home: Strategies and Resources for Families and Caregivers, to support parents and caregivers in creating positive conditions for learning. In this resource, they highlight four related concepts that are essential to consider: (1) adult readiness to support their child’s learning; (2) emotional safety; (3) support for learning; and (4) active engagement in learning. The resources are available in English and Spanish.
- WEBINAR: Developing powerful environments where youth can thrive requires coordination, critical backbone services, supports, and continuous quality improvement. Join the American Institutes for Research (AIR) and The Opportunity Project (Tulsa, OK) for this webinar focused on integrating learning systems through quality expanded learning opportunities on 6/30, 1PM ET
- Helpful resources pertaining to the mental health impact of COVID-19 for parents, educators and mental health providers
- To equip leaders with stress-relieving resources and help them both practice and model mindfulness, Panorama curated a new set of resources with 5 easy to implement activities and tools from expert organizations and the Panorama team
- This exercise will allow adults to experience the self-compassion that naturally exists within them & consider how they care for themselves each day
- The U.S. Department of Education’s Institute of Education Sciences funds a network of 10 Regional Educational Laboratories (RELs). In response to COVID-19, the RELs have collaborated to produce this series of evidence-based resources and guidance about teaching and learning in a remote environment, as well as other considerations brought by the pandemic
- Educational Leadership’s free special report highlights ways to address student social-emotional learning during the COVID-19 crisis
- CASEL published a comprehensive list of social and emotional learning resources that educators, parents, and caregivers can use to support children during the COVID-19 crisis
- The Social Emotional Learning Alliance for the United States published a list of resources and articles to help support children’s mental health needs during COVID-19
- Second Step published a series of resources for parents and educators during COVID-19 They provide emotion-management lessons for Grades K–5 on-demand, along with support materials for each lesson. Additionally, they produced The Imagine Neighborhood podcast, which provides research-based, family-friendly activities for every day of the week
- The National Education Association published an article about providing emotional and trauma support for students and faculty alike in the transition to online learning
- UNESCO has a website featuring an extensive list of SEL resources for educators
- This resource from Getting Smart discusses what a proactive approach to SEL looks like right now
- ASCD resources to support social-emotional learning including book chapters, quick reference guides, articles, videos and webinars
- Here’s a summary of First Lady Melania Trump’s Zoom meeting with experts on Social Emotional Learning (SEL) Techniques. They learned how the “First Aid for Feelings” workbook has helped children cope during the coronavirus pandemic and helped to alleviate stress and anxiety
Updated 8/12/2020
- The Arizona Department of Education has recently integrated all five of the CASEL Social and Emotional Learning competencies into their work. They have also created the AZ Department of Education SEL pledge that other school districts, charters, education, and youth-serving organizations are welcome to sign to demonstrate their support for SEL
- The Mississippi Department of Education has provided parents with a host of SEL resources to use at home, including learning activities, videos, and digital resources
- The New York State Education Department has compiled SEL resources including information on technical assistance centers and how best to support young people and families
- Nebraska Department of Education has compiled SEL resources from a variety of sources, addressing mental health, building developmental relationships, focusing on mindfulness (via a video), and learning from a self-management toolkit
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- With the unveiling of The Arts Education & Social and Emotional Learning Framework in June 2020, New Jersey is now the first state in the nation to provide a formal roadmap illustrating how the arts foster, and often amplify SEL components, and more importantly, how educators can effectively embed SEL into their arts curriculum
- The Michigan Department of Education published a list of resources to support parents, students, and educators in SEL during COVID-19. These resources include online modules, videos, books, and websites
- The California Department of Education created a comprehensive guide of Social and Emotional Resources available in the state. It was not created to address the COVID-19 crisis (it was published in 2018), but it contains over 25 resources for educators, parents and students to assist with SEL
- The Mississippi Department of Education has provided at-home SEL resources including categories on behavior, conversation and reflection, games, stress and anxiety, and talking with children about coronavirus
- The Social and Emotional Learning Alliance for Massachusetts developed a collection of resources to support citizens’ social and emotional learning needs
- Beaumont ISD in Texas builds growth mindset by leveraging SEL and having students collaborate in setting their academic goals and tracking their own performance
Updated 8/12/2020
- The National Association of School Psychologists, together with the American School Counselor Association, offer guidance in this webinar on how to support student SEL and mental health needs in preparation for school reentry in the Fall
- Fostering Connectedness in the Pandemic Era is designed to help state education leaders identify potential actions focused on fostering social and emotional development and school connectedness and is not intended to offer one-size-fits-all recommendations
- Equity in Mental Health Framework (EMH Framework) provides higher education institutions with a set of ten actionable recommendations and key implementation strategies to help strengthen their activities and programs to address the mental health disparities facing students of color
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- The Aspen Institute has provided 10 policy recommendations state education leaders can take to foster social and emotional development and school connectedness
- CASEL and Committee for Children published a brief that provided six recommendations for states to continue their support of SEL as schools close out this school year, transition to the summer, and prepare for the fall
- Research-to-Policy Collaboration curates resources cultivated by researchers on behalf of policymakers at state and national levels. Specifically, these resources are designed to think creatively about ways policymakers could support children and families during the pandemic
Updated 8/12/2020
- This article details how a set of stuffies is helping youngsters in managing their emotions and aiding teachers in preserving SEL amid the current pandemic
- This compilation of resources from Inside SEL provides parents, educators and school communities with ways to prioritize children’s social and emotional development at home
- This Frameworks community newsletter shares tips on discussing racism with children
- This news article provides guidance on how to prevent a mental health crisis in children, including providing them with structure and an emotionally warm, safe space
- This article explores how parents can take this opportunity of the pandemic and virtual education to teach young students key life skills including cooperation and emotional expression
- This USA Today article links to several online resources for crisis counseling, supportive services, mental health data, and support groups for young adults experiencing depression, anxiety, and other mental health issues as a result of COVID-19 pandemic
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- This article details the collective trauma students and staff returning to school will experience due to a variety of reasons
- Tony Weaver discusses the similarities between the advice that black parents give their children in dealing with the police and SEL techniques. He believes it is not possible for students to master the concepts of SEL without understanding systemic racism and the role it plays in their everyday social interactions.
- EducationDive reports that educators continue their support for SEL during coronavirus closures
- The Journal has provided free SEL resources for schools during COVID-19. These include educator guides and downloadable resources for parents
- Additional summer resources are now available for New Mexico families interested in summer youth programs including social and emotional well-being supports: trauma-informed strategies for distance learning, tools to build positive conditions for learning at home, telehealth services, child care for children 6 weeks to 12 years of age, and more
- Ed Week’s article features three steps districts could take to support SEL programs during COVID-19
- This EdSurge article is the first of a three-part series looking at how social-emotional learning strategies can support teachers of students with learning differences during the pandemic
- Leigh Kokenes, the 2019 National School Psychologist of the Year, explains the importance of prioritizing social and emotional learning (SEL) during COVID-19
Week 10: Resources related to Reopening of Schools
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Updated 11/19/2020
- This Autumn 2020 resource guide highlights emerging strategies, tools, and frameworks, as well as policy guidance, to address this unique subset of students who need re-engagement in the time of COVID-19. The partners intend for readers to “blend and braid” strategies and tools to match each community’s unique needs, cultures, and priorities
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Updated 10/14/2020
- This guide describes the use of a multi-tiered systems of support (MTSS) framework to support students, families, and educators during the transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.
- This comprehensive list of resources covers everything from adaptive technology to the basics of reading and math. It even includes suggestions for field trips and physical education.
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Updated 9/16/2020
- This toolkit for reopening schools contains reports, advice, and resources intended to support school administration in their decisions to reopen school safely and effectively. Though Star Academies is based in the UK, the templates for practical management of social distancing and the advice on administrative organization is adaptable to the unique needs of each school
- The American College Health Association has created adaptable guidelines to assist university administration and health staff in preparing for operation during the COVID-19 Pandemic. They have also compiled external recommendations addressing travel, event planning, communications, and data modeling
- This collection of webinars provides a wealth of strategies and guidance that may be useful to administrative planning and student support when reopening for the 2020-2021 school year
- The Healthy Schools Campaign released these guidelines providing recommendations for creating an actionable cleaning and disinfecting plan for a more sustainable and safe school environment
- Ballotpedia has developed a comprehensive dashboard which includes a map indicating stages of reopening on a state-by-state basis. Additionally, they give timelines of significant reopening related events by state, a timeline of nationally significant events, as well as links to the reopening plans of each state if available
- This article from The Commonwealth Fund looks at how the US compares to several other countries in terms of reopening schools while containing the virus, and what we can learn from their successes
- The Collaborative for Academic, Social, and Emotional Learning (CASEL) released this guide to highlight the critical importance of Social and Emotional Learning to re-engaging students, supporting adults, and re-starting academic learning as schools decide to reopen to their communities. This guide also includes actionable recommendations for implementing Social and Emotional Learning in intentional ways
- This article from the National Education Association highlights their “All Hands On Deck” guide for reopening schools. As part of this guidance, the NEA stresses long-term student learning and equity as top priorities
- This article from the Association for Supervision and Curriculum Development explores the topic of “Dynamic Hybrid Learning”. This model integrates distance learning into the physical classroom setting which means that if a reopened school is faced with going virtual again, the curriculum used in person is already designed to seamlessly transfer to distance learning at a moment’s notice
- This ASCD resource shares situations teachers can expect to encounter as they deal with COVID-stressed and traumatized students
- Schmidt Futures and Citadel Founder and CEO Ken Griffin are working together to launch a competition to spur the development of new technologies and tools
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Updated 8/18/2020
- This resource goes over what low-income internet programs are available, why public Wifi isn’t ideal and how much internet students will need for school, in addition to providing a guide of cost-effective options available for low-income households.
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- Given the volatility and uncertainty associated with the pandemic, and the pressures to start up college sports competition, the Knight Commission on Intercollegiate Athletics recommends seven guidelines and considerations for making decisions about reopening college sports
- This website from OpenSmartEDU is designed to guide colleges and universities in planning operating strategies for both the near- and long-term amid the many challenges of COVID-19
- Free Smartsheet template set that turns the COVID-19 Return-to-Campus Planning Guide into a custom and actionable return-to-campus plan
- The coronavirus pandemic has caused more colleges and families to consider taking out tuition insurance, but it would not have helped the students who are seeking tuition refunds for the spring’s forced transition to remote learning
- Public Health Principles for a Phased Reopening During COVID-19: Guidance for Governors
- The purpose of this guidance from the American Academy of Pediatrics is to support education, public health, local leadership, and pediatricians collaborating with schools in creating policies for school re-entry that foster the overall health of children, adolescents, staff, and communities and are based on available evidence
- The American Academy of Pediatrics once again plunged into the growing debate over school reopening with a strong new statement on July 10, 2020, making clear that while in-person school provides crucial benefits to children, “Public health agencies must make recommendations based on evidence, not politics.” The statement also said that “science and community circumstances must guide decision-making”
- This American Enterprise Institute report sketches a framework for reopening schools that can help state policymakers, education and community leaders, and federal officials plan appropriately for reopening schools when public health officials signal it is safe to do so
- As policymakers plan to reopen schools, learning from other countries’ experiences, such as Denmark and Finland, that have already reopened will be especially useful
- For guidance on preparing our nation’s school facilities for the return of students and community use once the pandemic subsides and it is safe again to gather in groups, this webpage provides federal and state resources that may be helpful
- This edutopia article shares strategies provided by teachers for maintaining relationships—both peer-to-peer and student-teacher—when everything’s gone remote
- This article highlights three basic needs that must be met for a successful school reopening, including internet access, teacher training on productivity software, and community building
- Find the tools you need to successfully communicate with your audiences. Toolkits are available for young adults 15-21, youth sports, K-12 schools, and shared and congregate housing among other things
Updated 9/16/2020
- Ohio’s Reset and Restart initiative has released a planning guide for the 2020-2012 school year (PDF and video included) as well as COVID-19 Health guidance in partnership with the Ohio Department of Health (PDF included). The state initiative encourages local partnerships and a collaborative approach to providing well rounded education during the pandemic
- Connecticut’s Adapt, Advance, Achieve Plan details guidelines, requirements and priorities that each local school district must follow as they plan to reopen for the 2020-2021 school year. While one of the key priorities is to give all students the option to attend full-time in-person instruction, local school districts should also have contingency hybrid model plans in the event of a major change in the state of public health
- Pennsylvania’s State Department of Education has released this website containing guidance, resources, and tools to assist schools with developing and executing their reopening strategies. The department has given guidance on Pre-K through 12, as well as post-secondary and adult education
- The Tennessee Department of Education has assembled this webpage linking various pieces of health guidance for reopening, and a toolkit of resources for developing and executing reopening plans
- This document, released by the Missouri School Boards’ Association, is meant to guide local discussions about planning for reopening schools. It contains important considerations and protocols for implementing a phased-in approach to re-entry
- This Colorado Department of Education resource provides guidance for reopening and operating schools based on three different levels of COVID-19 risk: low-level, mid-level risk, and high-level risk
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- This analysis explores education recovery plans put forth by states to examine the ways these plans are designed to support students and teachers. Importantly, this analysis offers a view of state recovery plans as a snapshot in time; there may have been changes or updates to these plans since this analysis was conducted
- The Maryland Together: Recovery Plan for Education contains a wealth of information that can be used as a point of reference by school leaders, students, and school communities. Through the collective endeavors of educational leaders and stakeholders throughout the state, the future educational needs of students will be fully addressed
- The New York Department of Education Reopening Schools Task Force created a website with social emotional learning resources and school reopening resources
- The CA Department of Education published a guidebook to help school districts reopen safely. They also provide a host of resources on distance learning, mental health, and school meal supports
- The Riverside County Office of Education (CA) published school reopening resources. For students, the website contains special education, mathematics, science, history, and visual and performing arts resources. It also contains general assessment and leadership resources for teachers
- This website compiled the statewide guidance as well as county-specific guidelines across the state of California for school reopening in the fall
- City schools in Pennsylvania will reopen in September, but not fully, with most children attending in-person classes two days a week as officials attempt to balance public health and the education of 125,000 students during a coronavirus outbreak
- This article provides details regarding the reopening plans for seven districts in New Jersey
- Here’s a snapshot of what North Carolina’s reopening plan looks like, including a hybrid of in-person and online instruction (video footage included)
- This article examines Metro Nashville’s 100 percent remote learning plan for the fall. Previously, families were going to have the option to send their children or have them stay home
- The Louisiana Department of Education published a guidebook for schools reopening in the fall. It includes a 2020-2021 Reopening Checklist and a School System Reopening Planning Template
Updated 9/16/2020
- This fact sheet from the United States Department of Education provides guidance for addressing the risk of COVID-19 in schools while also protecting the civil rights of each student
- For reopening plans, guidance, and policy considerations by state, see this webpage collated by The Hunt Institute
- This supplemental fact sheet released by the United States Department of Education provides guidance on staying safe, addressing risk, and staying compliant while serving students with disabilities
- The House Committee on Education and Labor held this subcommittee hearing on July 23, 2020 to explore the risks of reopening and heard from witnesses about the preparedness levels of school districts across the country and the needs that must be addressed in order to continue safely. This hearing has been titled “Underfunded & Unprepared: Examining How to Overcome Obstacles to Safely Reopen Public Schools“
- The CDC released this guidance on best practices and considerations for screening for COVID-19 symptoms in the school setting. Included is guidance on the limitations of screening, what symptoms are of concern, and preliminary isolation protocols for if symptoms are discovered
- This Federal Register announcement requests comments regarding the U.S. Department of Education’s plans to allow SEAs to request a waiver of section 4201(b)(1)(A). The comment period ends November 2, 2020; however, states may already begin applying for the waiver
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- American Council on Education (ACE) and 38 other higher education groups sent a letter to the HELP committee on July 2 to detail the costs involved in reopening college campuses in the midst of the pandemic
- Senate Education Committee hearing looks at reopening college campuses this fall (includes video). College presidents called to testify included Christina Paxson of Brown University and Mitch Daniels of Purdue University, who have been visible proponents of reopening physical campuses, as well as Logan Hampton, president of Lane College in Tennessee. Georges Benjamin, executive director of the American Public Health Association, was also on the panel
- The House Committee on Education and Labor held a virtual briefing to discuss the state of school infrastructure. The briefing, entitled “Reopening and Rebuilding America’s Schools,” came on the heels of a new Government Accountability Office (GAO) report which projected that 54 percent of school districts across the country must replace or update major systems in more than half their buildings
- The purpose of this document from UNICEF and the World Health Organization is to provide clear and actionable guidance for safe operations through the prevention, early detection and control of COVID-19 in schools and other educational facilities. The guidance, while specific to countries that have already confirmed the transmission of COVID-19, is still relevant in all other contexts
- The purpose of this School Decision Tree tool from the CDC is to assist administrators in making (re)opening decisions regarding K-12 schools during the COVID-19 pandemic. It is important to check with state and local health officials and other partners to determine the most appropriate actions while adjusting to meet the unique needs of every district
- The CDC offers the following considerations for ways in which schools can help protect students, teachers, administrators, and staff and slow the spread of COVID-19. Includes guiding principles, healthy behaviors that reduce spread, guidelines on how to maintain healthy school environments, and what to do when someone in the school community becomes infected. This site includes SEVERAL links to more detailed guidelines and resources for school leaders
- This guidance from the Occupational Safety and Health Administration (OSHA) is intended for planning purposes, to help employers and workers identify risk levels in workplace settings and to determine any appropriate control measures to implement
Updated 9/16/2020
- An article from the Hechinger Report predicts that as teachers face the risks involved with returning to in person instruction, and as our nation faces economic upheaval, we may soon have to grapple with historic teacher shortages
- This Reuters article explores how teachers, parents, and students are grappling with the decisions made in regards to schools reopening and the risks of doing so
- This perspective piece from The Washington Post explores how school districts and governing organizations can keep from creating unrealistic and unpractical school reopening plans. They ask key questions such as is the plan practical? Is the plan affordable? And is the plan scalable
- This NY Times article gives a high-level overview of the state of reopening for both K-12 schools and higher education at a national scale
- This article notes that most schools in Texas are starting to reopen online initially, with teachers focused on checking in on students and their families, and dealing with connectivity and technological issues
- In Vermont each local district developed its own reopening plans
- This article describes how some localities are dealing with enforcing mask mandates
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- This New York Times article examines the calculations that school districts must consider when deciding whether or not to reopen in the fall. It cites examples from other countries who have successfully reopened their schools without seeing major outbreaks
- This New York Times article highlights many teachers’ concerns about returning to the classroom in the fall. Congress has dedicated less than 1 percent of federal pandemic stimulus funds to public schools, leaving many teachers feeling left behind and under-appreciated, a feeling with which they have long been familiar
- The Washington Post published an article highlighting the strategies and successes of many European and Asian countries in preventing the spread of COVID-19 while reopening schools. There has been little evidence that students under the age of 12 spread the virus
- This article provides insight into the following questions: Will it be safe for schools to reopen in the fall? And what will it look like when they do?
- This article discusses school reopenings in other parts of the world including Amsterdam, Belgium and China
- This New York Times article examines the framework the National Academies of Science, Engineering and Medicine published to assist schools to safely reopen in the fall. They believe that elementary schools should reopen, as they address the disproportionate impact of younger students not being in school
- Teachers share their fear about returning to the classroom and staying healthy should schools in Missouri reopen
- This opinion piece by a professor of health policy discusses the enormously difficult task of how to reopen schools, and the myriad circumstances to take into account
Week 10: Prioritizing Student Engagement during COVID-19
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Updated 11/19/2020
- This Autumn 2020 resource guide highlights emerging strategies, tools, and frameworks, as well as policy guidance, to address this unique subset of students who need re-engagement in the time of COVID-19. The partners intend for readers to “blend and braid” strategies and tools to match each community’s unique needs, cultures, and priorities
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- This AYPF blog shares the Top Ten Ways to Engage Students in Deeper Learning during COVID-19
- Rich peer-to-peer discussion plays a vital role in the classroom, and in the virtual world this can be difficult to cultivate. In her ASCD article, “Practical Tips for Teaching Online Small-Group Discussions,” Rhonda Bondie shares three easy to implement tips on how to enrich discussions in the virtual world
- Albert, an education software company that produces online instructional tools, assembled a list of 131 tools for distance learning and online student engagement. The article categorizes these tools by subject matter and use. Many of these tools are free to use
- In this article from Teaching Tolerance, Dr. Rachel Mahmood urges educators to question their assumptions about family engagement in student learning. Including caregivers in the virtual curriculum can be a great way to encourage student engagement; however, this tactic raises equity concerns, which are addressed in the article
- This article shares strategies for faculty to integrate a discussion of the pandemic into classes as a way of engaging students
- This University of Georgia Student Affairs site shares ways to connect online with students at the university to show them they are cared for and supported during this time of pandemic
- This article shares with student affairs administrators how higher education officials can support students and help them stay engaged during COVID-19
- The Center for Innovation in Teaching and Learning at the University of Illinois published an article titled “Building and Maintaining Student Engagement in an Online Environment.” This article provides guiding questions and critical considerations for educators in building their online courses. The author then offers specific recommendations for being present, keeping learning active, giving feedback, creating a welcoming space, and promoting self-regulation
- Springpoint Schools has created a guide to maximize student engagement and learning, including a focus on teaching and learning, student supports, culture, and leadership
- The Colorado Department of Education (CDE) created this brief FAQ about keeping students engaged during remote learning. CDE defines engagement as a student’s sense of belonging, safety, and involvement in the classroom
- The Texas Education Agency collated student engagement data for the school year 2019-2020 disaggregated by race, economic disadvantage and grade level
- The Connecticut State Department of Education has provided guidance on social and emotional learning and effective engagement of students and families from diverse communities during the pandemic. A video and downloadable presentation are provided
- In this extensive report the Economic Policy Institute provides lessons from pre-pandemic research to inform relief, recovery and rebuilding. Included is research on chronic absenteeism and disengaged students
- This promising practices brief explores research on student engagement in online learning and summarizes the findings from conversations with a small number of school districts about their transition to remote learning as a result of the COVID-19 pandemic. The brief provides a resource to states and districts on promising practices in measuring and improving attendance and engagement during extended school closures.
- An EdWeek blog has provided tips on how teachers can connect with students and keep them engaged, including how to create experiences, not just activities
- This blog shares design elements to integrate into learning opportunities, such as offering time to explore and develop ideas, and including time for reflection
- To start captivating students in digital and hybrid environments, this article contends, the process has to begin before they get to class. The flipped classroom provides students ways to come to class ready to engage
- This Edsurge article provides a caution about common mistakes made during distance learning, including having too much passive screen time for students
- This EducationDive article notes the challenges of delivering content via technology and cites many examples of how schools and districts are trying to capture students’ attention and keep them engaged in their learning
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The American Youth Policy Forum (AYPF), a nonprofit, nonpartisan professional development organization based in Washington, DC, provides learning opportunities for policy leaders, practitioners, and researchers working on youth and education issues at the national, state, and local levels. AYPF events and publications are made possible by contributions from philanthropic foundations. For a complete list, click here.