Continuity of Learning During COVID-19 Resource Database

The U.S. Department of Education released a new resource to provide information and resources to enhance the promotion of mental health and the social and emotional well-being among children and students. This resource highlights seven key challenges to providing school- or program-based mental health support across early childhood, K–12 schools, and higher education settings, and presents seven corresponding recommendations. This resource includes many real-world examples of how the recommendations are being put into action by schools, communities, and states across the country.

AACTE conducted surveys in April 2020, October 2020, and September 2021, asking members about the impact of the COVID-19 pandemic on their educator preparation programs. All three surveys were representative of AACTE’s membership. This report describes how conditions have changed since 2020, highlighting the lasting effects of the pandemic

Guidance on remote assessment during the COVID-10 pandemic.

This tipsheet includes suggestions and resources to help you take care of yourself so you can support your child.

Helping your child during the pandemic provides families with a few strategies to help their child cope during the pandemic. Programs and professionals are encouraged to post this resource on their web sites or share through social media.

Tips for helping your child during the pandemic provides families with suggestions and resources for helping their child cope with stress, changes, and staying at home.

Here are tips and ideas for helping children identify emotions when your face, your most expressive feature, is covered by a mask. Use these strategies to let children know that behind the mask, a kind and warm expression is still there!

This scripted story helps to explain to children the how, why, and when of wearing face masks.

Use this tip sheet to help practitioners of infants and toddlers intentionally plan and think about how to reconnect, help children transition back to the classroom, and support children's social and emotional development after being away from the program.

This resource developed by Sarah Thorud, Elementary Reading Specialist from Clatskanie School District in Oregon focuses on implementing screening and progress monitoring virtually. It includes guiding questions and considerations for implementation, video examples, and a sample sign-up sheet for screening and progress monitoring students virtually.

School and District leadership teams can download and use this resource to develop their own plan for welcoming staff back to school in Fall 2020 and providing 2 days of professional development.

Brief guidance provided on how to administer and collect implementation capacity assessments and other implementation assessments virtually.

Resources on self-care, mindfulness, and self-compassion for families. Includes a recording of a presentation by a family consultant for the Arkansas Project for Children and Youth with Sensory Impairments.

Olivia is a teenager experiencing school at home. This is a snapshot of what she is experiencing right now, and what her mother believes is important for school teams to take into consideration today, in hopes of better supporting families and children.

Students’ emotions may be running high and low with distance learning. This resource offers strategies and tools to help students and their families communicate and manage emotions to engage in meaningful learning.