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This poll was conducted between March 28, 2023-April 3, 2024 among a sample of 1031 Teachers. The interviews were conducted online. Results based on the full survey have a measure of precision of plus or minus 3.10 percentage points. Among the key findings are: (1) Generally, teachers report the highest satisfaction in relationships with family members. They are least satisfied with their physical and mental health. Two-thirds of teachers feel a "sense of purpose" and "hopeful" when thinking about the future. Nearly 1 in 3 say they feel "overwhelmed."; (2) Teachers' optimism for K-12 education has hit the lowest point in 4 years. Positive feelings about the direction of K-12 education have continued to fall sharply at the national, state, and local levels; and (3) This spring, teachers across school types express high levels of pessimism about the teaching profession. The proportion of teachers who would recommend the teaching profession has continued to fall to substantially lower levels. This report highlights findings pertaining to: (1) Views on K-12 Education; (2) Teaching Profession and Experiences; (3) Views on Technologies , Social Media; (4) School Choice Policies; and (5) Survey Profile and Demographics.

This poll was conducted between February 27-March 6, 2024 among a national sample of 1,002 Teens. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region. Results from the full survey have a measure of precision of plus or minus 3.1 percentage points. Among the key findings are: (1) Approximately 13 percent of teens self-report being absent more than 15 days this school year. A larger proportion (19%) see their closest friends missing 15+ days so far this school year; (2) Nearly 2 in 3 teens feel that "school is boring", while almost 1 in 3 say "school is a waste of time." Just 41 percent say they "like going to school." Seventy percent of teens say "all" or "most" of their classmates are bored in class; and (3) Teens are more likely to feel a child should be older to be able to access social media, compared with the age to be allowed to own a cell phone. This report highlights findings pertaining to: (1) Teen Perspectives; (2) Schooling Experiences; and (3) Survey Profile and Demographics.

This poll was conducted between March 7-10, 2024 among a sample of 2,252 Adults. The interviews were conducted online and the data were weighted to approximate a target sample of Adults based on gender, educational attainment, age, race, and region. Results based on the full survey have a measure of precision of plus or minus 2.41 percentage points. Among the key findings are: (1) Only 3 percent of school parents report their child has missed more than 15 days of school this year; (2) Adults and school parents tend to see public schools as more liberal or progressive while seeing private schools as more conservative; and (3) In March, interest in tutoring was highest among Hispanic and special education parents and lowest among rural and Gen X parents. This report highlights findings pertaining to: (1) Views on K-12 Education; (2) Schooling and Experiences; (3) K-12 Choice Policies; and (4) Survey Profile and Demographics.

The number of students experiencing homelessness in Massachusetts has grown substantially over the last few years. More than 31,000 Massachusetts students experienced homelessness during the 2023-2024 school year, a 20 percent increase from the previous year. We know homelessness puts an immense strain on child development and that experiencing this trauma and instability can make it incredibly difficult to learn. Research finds that child and family homelessness is associated with poor physical and mental health, including chronic conditions related to asthma, lead exposure, and nutritional deficits; increased school mobility; lower academic performance; higher rates of absenteeism and drop out; and hindered social and emotional development. To help schools support students experiencing homelessness, we created a comprehensive resource guide to enhance and support the work of school homeless liaisons. It includes information about signs of trauma in students, ways to heal from trauma, compassion fatigue, partnerships between school personnel and liaisons, obstacles specific to immigrant families and those who are undocumented, and strategies to improve family outreach. While we created this guide specifically for the liaisons in Boston Public Schools, homeless liaisons across the state can benefit from it. [This report was co-produced by United Way of Massachusetts Bay and Boston College School of Social Work.]

Mental health and well-being significantly impact students' academic performance, social interactions, and school engagement. Partnering with communities can enhance the effectiveness and reach of mental health initiatives and supports within educational settings. By collaborating with community organizations and agencies, schools can augment resources and increase their capacity to effectively implement multi-tiered and comprehensive approaches. This action guide presents ways in which school-community partnerships can help implement key elements of mental health supports and services and offers action steps for schools, local educational agencies (LEAs) and state educational agencies (SEAs) to foster effective collaboration between schools and communities. Its aim is to inform and support school, community, LEA, and SEA leaders as they consider, develop, or implement partnerships as a strategy for providing equitable, high-quality mental health supports and services, focusing specifically on partnerships critical for implementing trauma-informed approaches and social and emotional learning (SEL) as well as supports for staff well-being.

This action guide was designed for school administrators in kindergarten through 12th grade schools (K-12), including principals and leaders of school-based student support teams, to identify evidence-based strategies, approaches, and practices that can positively influence students' mental health. This action guide describes six in-school strategies that broadly promote and support mental health and well-being. The strategies in this guide are not intended to replace the individual behavioral and mental health treatment services that are critical to the children and young people who need them. For each strategy in this action guide, approaches or specific ways to use the strategy are provided, and a summary of evidence-based policies, programs, and practices that illustrate each approach is included. Tips to support successful and equitable implementation of strategies are described, with considerations for how to ensure all students are benefitting from mental health promotion and well-being efforts.

In May 2023, the Centers for Medicare and Medicaid Services (CMS) released new guidance on school Medicaid that is a clear victory for school health and student health. It affirms that states have flexibility in their school-based Medicaid program to allow school districts to bill Medicaid for health services delivered to all Medicaid-enrolled children, not just students with a special education plan such as an Individualized Education Plan (IEP) or Individualized Family Service Plan (IFSP). The Guide offers pathways states can take to leverage Medicaid funding -- all of which are designed to improve efficiency and reduce administrative barriers -- so more school districts can access sustainable funds for school-based healthcare, including mental health services. This brief answers key questions about the new guidance and highlights what policymakers and advocates need to know -- and how to get involved -- to ensure states are best positioned to leverage federal opportunities so more children have access to the services they need.

This poll was conducted between August 18-August 27, 2023 among a national sample of 1,000 Teens. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region. Results from the full survey have a measure of precision of plus or minus 3.3 percentage points. Among the key findings are: (1) Less than 60 percent of teens say their schools offer mental health services, and less than half say their schools offer online class options; (2) The proportion of teens who have heard "a lot" or "some" about ChatGPT has risen sharply since March -- toward nearly 60 percent; (3) Compared to March, teens reported feeling much more positively in a number of ways. Their reported net improvements with anxiety and stress have increased most but continue to be the lowest rated categories; and (4) One in four teens either say they have no specific post-high school plans or do not know what they will do. This report highlights: (1) Teen Perspectives; (2) Schooling Experiences; (3) Support For Teens; and (4) Survey Profile and Demographics.

This poll was conducted between April 26-May 6, 2023 among a sample of 961 Teachers. The interviews were conducted online. Results based on the full survey have a measure of precision of plus or minus 3.46 percentage points. Among the key findings are: (1) Private school and charter school teachers say they are thriving to a much higher degree than public school teachers; (2) About 1 in 4 teachers believe students are performing very well academically, emotionally, and socially; (3) Nearly 3 out of 4 teachers want more investment in mental health programs for teens to reduce the possibility of school shootings; and (4) Six out of ten teachers feel the need to make some changes to their teaching approach based on pandemic impacts. This report highlights findings pertaining to: (1) Well-Being and Happiness; (2) Views on K-12 Education; (3) Teaching Profession and Experiences; (4) Teaching Opportunities and Schooling; (5) School Choice Policies; and (6) Survey Profile and Demographics.

In 2022, the Center for the Study of Social Policy and Project SPARC conducted research to better understand the barriers experienced by parenting students participating in CalWORKs, California's cash assistance program for families with children. This brief highlights findings from the research on parenting students' experiences meeting their basic needs, including securing housing, child care, transportation, and taking care of their physical and mental health. The high costs of meeting basic needs and inadequate and inaccessible government assistance creates barriers for parenting students as they pursue their educational certificates and degrees.

Nearly 1 in 5 U.S. students attend rural schools. After a two-year pandemic, issues related to funding, teacher recruitment and retention, and serving disadvantaged students have become more severe in rural school districts. In the five-part report series, "Educational Equity for Rural Students: Out of the Pandemic, but Still Out of the Loop," the National School Boards Association's (NSBA) Center for Public Education (CEP) examines the growing diversity of rural students, and the urgent need to fix the digital divide and support rural student well-being. The series explores five topics about unequal learning opportunities and the achievement gap that affect these students. This report presents data about how the COVID-19 pandemic changed rural student behaviors and aggravated mental health issues in rural schools. Challenges and considerations are examined in the areas of preventing suicide in rural schools, preventing school violence in rural areas, and partnering with parents and communities to foster a safe and healthy school culture. [For "Educational Equity for Rural Students: Out of the Pandemic, but Still Out of the Loop. A Five-Part Series. Part 3: Thinking Broadly and Deeply about Rural Student Achievement and Teacher Pipelines," see ED628333.]

The Native American Needs Assessment Action Plan is designed to assist educators and administrators in addressing the needs and areas of possible opportunity that have been identified through the annual Native American Needs Assessment conducted by the North Dakota Department of Public Instruction. The Action Plan is organized around areas of need identified by the Native American Needs Assessment Survey. Each need has a set of evidence-based strategies and resources associated with it. The Action Plan is designed as a living document. After each administration of the Needs Assessment Survey, the Action Plan will be updated, and additional needs and associated strategies and resources will be added. The use of specific strategies outlined in the action plan has the potential to impact Native American student achievement outcomes and help to close educational gaps. Thus, this plan is particularly useful for schools or districts that have been identified for targeted or comprehensive support. These schools can align the strategies in the Action Plan with their improvement efforts to help close achievement gaps. In addition, this plan can be used by educators in a variety of other circumstances, at all levels of the K-12 education system. [For the 2021-2022 report, see ED619652.]

This report presents the results of a poll focusing on teens and their schooling perspectives. This poll was conducted between September 21-October 3, 2022 among a national sample of 1,000 Teens. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region. The poll found that teens continue to be much more positive about the future rather than feeling negative. When compared to school parents, teens have much more negative feelings about how their school addresses several issues related to mental health, guns, violent behaviors, and bullying. Teens who are planning on entering the workforce, or taking a gap year right after graduating high school, report feeling more prepared than those who are planning on attending college. This report highlights: (1) post-high school plans; (2) support for teens; (3) school year experiences; (4) teen perspectives; and (5) the survey profile and demographics.

This report draws on data the Center on Reinventing Public Education (CRPE) has collected and synthesized over the course of the pandemic. It outlines the contours of the crisis American students faced during the COVID-19 pandemic and begins to chart a path to recovery and reinvention for all students--which includes the essential work of building a new and better approach to public education that ensures an educational crisis of this magnitude cannot happen again. This is the first in a series of annual reports CRPE will produce on pandemic recovery and renewal. [For the executive summary to this report, see ED623505.]

The overarching goal of schools is to create a safe, supportive environment where students can thrive and learn. This begins with a dedication to students' social and emotional well-being, and effective policies and programs that create a culture of trust. Such a culture provides an optimal learning environment, and is also a proactive step towards avoiding conflict, violence, and legal liability. But to do school safety right is a herculean task that touches virtually every aspect of school policy and operations, and extends well beyond into the community at large, including every level of government, public safety agencies, community services programs, private agencies, places of faith, social research arms, families, and students themselves. No one resource can address every issue or question about keeping children safe. This updated guide provides a renewed look, through a legal lens, at key areas of concern that have emerged as looming issues that need attention as schools work to improve school safety. These include student mental health, crisis management, working with law enforcement, and legal liability. There are many issues that are not addressed here that will affect the decisions that school board members have to make to keep students safe. For example, this guide does not discuss building security, a key component of a school safety plan. The guide is intended as a primer for school boards and school leaders to begin their exploration into this important subject. The guide is designed to give school board members, as policy-makers for the district, an overview of: (1) schools' legal obligations and liability concerns; (2) best practices; and (3) available resources. [For the addendum, "COVID-19: Preparing for Widespread Illness in Your School Community. A Legal Guide for School Leaders. A Companion Guide to Fostering Safer Schools," see ED626161.]

This polling brief describes the observations and views about guns and school safety among school parents, teachers, and the general public. The brief highlights their perspectives about what steps can be taken to ensure children across America have safe schools and classrooms for their learning. This poll was conducted between June 15-June 21, 2022 among a sample of 2,198 Adults and June 15-June 25, 2022 among a sample of 1,000 Teachers. The interviews were conducted online and the data were weighted to approximate a target sample of Adults based on gender, educational attainment, age, race, and region. The poll found that roughly one out of four adults -- and a similar proportion of school parents -- believe that it is likely gun violence will occur at their local school sometime in the next school year. Teachers tend to be much more supportive of policies that have been proposed to reduce school shootings. While parents are much more likely than the general public to support their school district allowing teachers/administrators to carry a firearm/gun in school, only one out of five teachers indicate they would carry a gun in school if allowed. This brief highlights: (1) school safety climate; (2) opinions on school safety policies; and (3) the survey profile.

This document is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education, which also includes guides for caregivers, teachers and schools, a workbook containing tools to support the activities, and a template for a directory of associations and organizations to be adapted for different systems. An initial set of helpful materials, information and links from proof-of-concept pilots in Armenia and Uzbekistan have been included, with templates to add more local resources within each system. It is designed to be a useful first place for caregivers, teachers and school staff to search for solutions to challenges they have identified while using guides. [For "Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities," see ED624392. For "School Guide to Supporting Marginalized Families of Children with Disabilities," see ED624391. For "Caregivers' Guide to Inclusive Education," see ED624390. For "Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation," see ED624412. For "Workbook: Tools to Support Caregivers of Children with Disabilities," see ED624414.]

This field guide is a first step by a collaborative of California child-serving education, health, and social service experts and leaders to further California's current efforts toward one effective, integrated, comprehensive, school-based child-serving system. The guide includes guidance for both local education agencies (LEAs) and state leaders, with details and implementation guidance on a wide variety of cross-sector initiatives to support the whole child. Using a whole-child approach, this guide outlines resources and strategies for LEAs and state leaders to use to support the implementation of funding that centers children and families. The guide includes six major initiatives that can serve as part of an integrated, school-based system of care: Adverse Childhood Experiences (ACES) Aware Initiative, Children and Youth Behavioral Health Initiative (CYBHI), Children and Youth System of Care, community schools initiatives, early childhood initiatives, and expanded learning. The guide also focuses specifically on how to fund various components of an integrated, school-based system of care, providing strategies for funding sustainability and further details about funding sources for comprehensive services. The guide concludes with a discussion of how state leaders facilitate the ability of LEAs to establish integrated, school-based systems of care by modeling cross-sector collaboration at the state level to reduce the current barriers that LEAs face. [This guide was produced with Breaking Barriers, California Alliance of Child and Family Services, and the Santa Clara County Office of Education.]

The COVID Social Mobility & Opportunities (COSMO) study is a new national cohort study generating high-quality evidence about how the COVID-19 pandemic has affected socio-economic inequalities in life chances, both in terms of short- and long-term effects on education, wellbeing, and career outcomes. A representative sample of young people in England who were in Year 11 in the 2020-2021 academic year were invited to take part in the survey, with the aim of following them as they progress through the final stages of education and into the labour market. Even though many areas of life have largely returned to normal following the pandemic, the long-term trend of worsening mental health and wellbeing of young people is an ongoing issue. This research briefing examines this using data from wave 2 of the COSMO study, collected when participants were aged between 17 and 18. Symptoms of psychological distress--as measured by the General Health Questionnaire (GHQ-12)--are considered, as well as other aspects of wellbeing like bullying and harassment. Use of mental health support services and satisfaction with school support are also analysed. Additionally, indicators of physical health are presented, including self-reported general health, long-term illness, and incidence of long COVID. The mental health section of this briefing highlights the experiences of young people who report a gender identity other than male or female ("non-binary+"), given previous evidence of increased psychological distress for this group. This briefing also presents differences by sexual orientation (newly available in COSMO wave 2), given previous evidence suggesting mental health problems are more likely for LGBQ+ individuals. The scale of the COSMO study, combined with the increasing reported prevalence of non-binary identities and LGBQ+ sexualities, provides sufficient sample sizes to look at these groups whose experiences are often not possible to report in smaller studies.

Teachers have one of the greatest responsibilities in the world: supporting children to grow into caring, competent citizens equipped with the skills to lead productive and fulfilling lives. In the best of times, teaching can be challenging and stressful. Starting in 2020--amidst COVID-19 and with a spotlight on inequities in the United States--school leaders, teachers, school staff, and families have attempted to balance physical safety, emotional well-being, and worthwhile learning. This toolkit is designed for teachers, their students, and the classroom. It offers strategies to manage mental wellness in the context of school and personally, and it gives methods to assist students and families with learning and well-being. Each section includes tools that teachers can directly apply to their own experiences. Studies show that when teachers prioritize their own well-being, their health improves, they are better able to create positive conditions for student learning, and their students' well-being improves. That's why this toolkit centers teacher well-being from its very first chapter. We invite you to treat this document like you would any toolkit: pick one tool at a time, think about it, try it out a few times, and if the tool yields some kind of benefit, continue to use it. Then gradually consider trying another tool, and so on. Self-care is not a race. Keep adding tools to your toolbox at a comfortable pace, and do what works for you. [This guide was developed by the Collaborative Action for Family Engagement (CAFE) center at MAEC.]

Taking action to address health-related chronic absenteeism can have a powerful impact on students' academic success and build the foundation for healthy, successful lives. This document focuses on providing educators, particularly school district decision-makers, with knowledge and practical guidance for creating meaningful change to address health-related chronic absenteeism. Students who aren't in school--no matter the reason--can't learn. Addressing chronic absenteeism in a successful and holistic way will require a multi-faceted approach that includes effective policy, programs and partnerships. Find out what you can do to make a difference.

These are the supplemental tables for the report, "Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2021-22. First Look. NCES 2024-043." The report presents findings both on crime and violence in U.S. public schools and on the practices and programs schools have used to promote school safety using data from the School Survey on Crime and Safety (SSOCS). SSOCS collects data from public school principals about violent and nonviolent crimes in their schools. The survey also collects data on school security measures, school security staff, mental health services, parent and community involvement at school, and staff training on school discipline and safety policies and practices. SSOCS data can be used to study how violent incidents in schools relate to the programs and practices that schools have in place to prevent crime. The two tables in this document are: (1) Percentage of schools that took a serious disciplinary action in response to specific offenses, by type of offense and selected school characteristics: School year 2021-22 and (2) Standard errors for supplementary Table 1: Percentage of schools that took a serious disciplinary action in response to specific offenses, by type of offense and selected school characteristics: School year 2021-22.

The Montana Youth Risk Behavior Survey (YRBS) is administered by the Montana Office of Public Instruction every two years to students in grades 7 through 12. The purpose of the survey is to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence. The 2021 YRBS was conducted in February-March 2021. Data used in this report from the 2021 YRBS are based on a random sample survey of Montana high school students. The weighted data results contained in this report can be used to make inferences about the priority health-risk behaviors of all high school students in grades 9 through 12 in all schools in Montana. For the purpose of this report, two responses from the "breakfast" question were compared with association to other health risk behaviors: students who reported that they did not eat breakfast on any of the past 7 days and students who reported eating breakfast on all of the past 7 days. Fifty-four separate risk behaviors were queried for association with eating or not eating breakfast. These findings are presented in bullet, table, and graph forms in the report. [This report was produced by the Montana Office of Public Instruction's Coordinated School Health Unit. For the 2019 report, see ED599095.]

Montana is proud to have completed over three decades of participation in the Youth Risk Behavior Survey (YRBS). These results are valuable to educators, school boards, and communities, including parents and students, in understanding the health risks of Montana students, enabling districts to design local health and physical education curriculum to address local needs. In addition, these results drive state collaboration as well as program and policy decisions. The Montana Office of Public Instruction uses these results to establish benchmarks for reducing adolescent risk behaviors and increasing pro-social behaviors, designing state priorities for health programs, and evaluating the effectiveness of many health-related programs across the health and education systems. This Gender Comparison Report shows statistics in the six health-risk areas of the YRBS: (1) Unintentional injuries and violence; (2) Tobacco use; (3) Alcohol & other drug abuse; (4) Sexual behaviors related to unintended pregnancy and sexually transmitted infections (STIs); (5) Unhealthy dietary behaviors; and (6) Physical inactivity. [This report was produced by Montana Office of Public Instruction's Coordinated School Health Unit.]

To be more responsive to students' needs, many local education agencies (LEAs) are creating extended and summer learning opportunities to facilitate learning acceleration. Many LEAs elected to leverage federal funds to create opportunities that increase the time students spend engaged in safe, inclusive, and supportive learning environments, particularly for students most impacted by disruptions in learning due to the pandemic. LEAs may be tempted to revisit the entirety of the previous year's content for fear that it was not mastered by students. However, approaches that result in wholesale remediation or pull-out interventions can isolate students and impede their access to engaging in grade-level content. This could lead to the most vulnerable students falling further behind their peers who have consistent, uninterrupted opportunities to proceed with grade-level work (Darling-Hammond et al., 2020; Council of the Great City Schools, 2020). The "Learning Acceleration Guide" summarizes the developing base of literature on learning acceleration approaches and shares promising practices from New Jersey schools. It has been crafted for LEA administrators with the goal of helping teachers, support staff, families, and students emerge from these unprecedented times and start the new school year stronger than ever. LEA leaders are encouraged to consider these strategies as they plan for the 2021-2022 school year. It has been developed using principles derived from the Council of the Great City Schools resource entitled "Addressing Unfinished Learning after COVID-19 School Closures." The resource has been adapted for New Jersey schools and intended to complement resources being released by the New Jersey Department of Education (NJDOE) and various other organizations, including Student Achievement Partners (SAP), the Council of Chief State School Officers, and the United States Department of Education that also address the challenges of prioritizing instruction, accelerating learning, and meeting the social-emotional and mental health needs of students. The common messages found across these materials illustrate a consensus in the field around the importance of safeguarding educational equity and access in the wake of the COVID-19 crisis. [For the guide, "Addressing Unfinished Learning after COVID-19 School Closures," see ED615351. The guide was originally released in June 2021.]

When K-12 schools in California closed for in-person instruction in response to COVID-19 in March 2020, few would have predicted that most schools would remain physically closed for more than one year. Throughout this period, California's educators and students have continued teaching and learning remotely for the most part, demonstrating resilience and perseverance to sustain schooling under unprecedented circumstances. Nonetheless, the impact of COVID-19 and associated educational disruptions were challenging for all students; its consequences were particularly severe for students who had inadequate access to distance learning opportunities as well as for those from communities that were disproportionately affected by the economic and public health impacts of COVID-19. This report offers a framework for advancing student learning for California's students as school and community leaders navigate the challenges that lie ahead when schools reopen at scale in the 2021-22 school year. It presents specific actions, grounded in the science of learning and development, that schools can take to ensure a restorative restart for students. This report also includes a guide to anticipate and plan for the costs associated with the five restorative restart action areas: (1) center relationships among families, students, and educators; (2) understand whole child needs; (3) strengthen staffing and deepen community-based partnerships to address students' individualized learning and mental health needs; (4) prioritize racial equity, relevance, and rigor in curriculum and instruction; and (5) lay the groundwork for systemic transformation. This report is intended to guide school and district leaders in their plans and approaches to returning to school at scale at the start of the 2021-22 school year. The restorative actions included in this report were developed by California-based family and student engagement organizations, educator organizations, research institutes, and civil rights and equity groups. They arise from the evidence that has collectively emerged from focus groups with educators, students, and parents and guardians; polls and surveys of stakeholders; a deep review of the literature; and original research conducted on COVID-19's impact on schools and students.

Coronavirus Disease 2019 (COVID-19) has exacerbated existing inequities and inadequacies across a range of social structures, including our nation's education system. The pandemic has also had a more damaging impact on communities and people of color, including many who already faced health challenges. Congress has provided significant federal funding, including most recently through the historic American Rescue Plan Act of 2021 (ARP), to support the safe reopening of schools. Volume 2 of the handbook focuses on research-based strategies to address the social, emotional, mental-health, and academic impacts of the pandemic on students, educators, and staff, such as how to address any potential anxiety or depression some may face as a result of the COVID-19 pandemic and nearly a year of remote learning. Strategies in this volume can be supported by funding under the ARP. Each section provides strategies and considerations for meeting the needs of underserved students. The sections include: (1) providing school meals regardless of educational setting; (2) meeting the social, emotional, and mental-health needs of students; (3) providing all students with access to a safe and inclusive learning environment; (4) accelerating learning through in-classroom instructional approaches, tutoring, and expanded learning time; (5) supporting equitable access and effective use of technology for teaching and learning; (6) using data about students' opportunities to learn to help target resources and support; (7) addressing resource inequities; (8) stabilizing a diverse and qualified educator workforce; and (9) supporting educator and staff well-being. [For "ED COVID-19 Handbook, Volume 1: Strategies for Safely Reopening Elementary and Secondary Schools. OPEPD-IO-21-01," see ED614453.]

The health and well-being of children and youth in care is the shared responsibility of many community partners. In addition to family and community involvement, two significant means of support for children and youth in care are the education system and the child welfare system. The Ministry of Education (EDUC), through public and independent schools, and the Ministry of Children and Family Development (MCFD) are committed to working in collaboration with other ministries to provide consistent and continuous support for children and youth in care in achieving their learning outcomes. These guidelines, which apply to both public and independent schools, draw from existing legislation on the rights of children and youth in care, and on existing standards for educational planning and follow-up within both ministries. Specifically, these guidelines are provided to assist school staff, child welfare workers and caregivers in responding to significant transitions for children and youth in care, including changing living arrangements, coming into foster care, or moving to a different school. The guidelines also apply to children and youth in care who have not recently experienced transition, but perhaps experience periods of increased vulnerability and difficulty as they grow and mature. [For the 2017 guidelines, see ED610456.]

Montana is proud to have completed over three decades of participation in the Youth Risk Behavior Survey (YRBS). These results are valuable to educators, school boards, and communities, including parents and students, in understanding the health risks of Montana students, enabling districts to design local health and physical education curriculum to address local needs. In addition, these results drive state collaboration as well as program and policy decisions. The Montana Office of Public Instruction uses these results to establish benchmarks for reducing adolescent risk behaviors and increasing pro-social behaviors, designing state priorities for health programs, and evaluating the effectiveness of many health-related programs across the health and education systems. During the spring of the 2020-2021 school year, when schools faced many challenges, 98% of all school districts, and 22,576 students in grades 7 through 12 completed the survey. The 2021 YRBS results are the students' story and a "snapshot in time" of their experiences. This American Indian Students Report contains frequency distributions, point of interest (POI) graphs, and trend charts. [A list of the Survey's co-sponsors can be found on page 70 of the PDF. Cover title varies: "2021 Montana Youth Risk Behavior Survey -- American Indian Student Report."]

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that at least 27 states and the District of Columbia have provisions in statute or regulation to require or encourage teacher training and professional development on student mental health and trauma-informed practices.

This guide was designed to help state and local education agencies conduct needs assessments to better understand the strengths, challenges, and needs unique to schools serving American Indian students. It includes surveys developed collaboratively with communities that serve American Indian students to reflect the most relevant topics. Using results from these surveys, the guide provides examples of how to target and monitor improvement efforts that reduce gaps in outcomes between American Indian students and other students.

COVID-19 presents novel and unprecedented challenges to our society. The pandemic is placing our economic system, our system of government and every sector and area of human life under great stress, and forcing us to raise to the challenge in new ways. Education is no exception. Educating students, ensuring they make progress, and safeguarding their health, welfare and nutrition has been made vastly more difficult by the presence of the virus. In Vermont, COVID-19 forced the rapid dismissal of schools in March 2020, followed by a period of maintenance of learning, while the education system worked to stand up a Continuity of Learning structure. The education community has worked incredibly hard and risen to the challenge in truly inspiring ways. The lessons learned from these experiences indicate the need to resume in-person instruction of students as soon as safely possible, while continuing to strengthen the Continuity of Learning systems and the ability to be nimble and move quickly to respond to future outbreaks of the virus. The following guidance is drafted with this in mind. It is one of several sets of guidance that will released in the coming weeks, intended to help School Districts and Supervisory Unions (SU/SDs) and independent schools prepare to reopen school in the Fall of 2020. This document is focused on safeguarding student and staff health while operating in-person instruction. [This guide was produced with the Vermont Department of Health.]

While the usual transitional concerns will be present when schools reopen, it is anticipated that this fall's return to school will be particularly challenging. Teachers and administrators should operate on the assumption that everyone, (students, families and staff) will have experienced some degree of anxiety and stress, uncertainty, illness, grief and loss. Some will have been ill themselves, some will be grieving for a relative or friend who died, if not by illness, possibly from an accident or even suicide or violence. Some will have experienced hunger, abuse, neglect, evictions, domestic violence and/or community violence. For some students, the experience of social distancing and being home during COVID-19 will have been traumatic. Schools will likely see an increased number of learning, behavioral and emotional problems, from more students. For those who already have emotional and behavioral challenges, these may be exacerbated. Existing disparities also will be more pronounced. Stressors from the transition back are likely to intensify and may impact learning and teaching. This guidance document addresses planning considerations for the social and emotional wellbeing of students and staff during the transition when schools reopen.

The National Comprehensive Center's (NCC's) Native Education Collaborative developed resources to build the capacity of state education agencies (SEAs) in collaboration with tribes and local education agencies (LEAs) to enhance the learning lives of Native children and youth. The Native Education Collaborative developed the Circles of Reflection to engage SEAs, tribes, and LEAs in rich, reflective discussions and strategic planning to provide high quality, motivating educational experiences that improve Native students' academic attainment. This document provides detailed information and instructions for using the Circles of Reflection efficiently and effectively. The Circles of Reflection process enables SEAs to lead with equity to affect systemic transformation. The process involves a series of guided discussions to be held within three circles: (1) The First Circle engages key personnel within the SEAs to describe and reflect on their current efforts in Native education in each of the six categories; (2) The Second Circle features facilitated reflection questions to promote dialogue among SEAs, LEAs, and TEDs to collectively generate information on what is in place and working well, what is not working well, and where there are gaps; and (3) The Third Circle enables the SEAs to focus on opportunities where they can collaborate with the LEAs and TEDs to achieve mutually identified outcomes relative to the conclusions and priorities that arose in the Second Circle.

Urban school districts will face a number of new and unprecedented challenges in the 2020-2021 school year. In addition to safely reopening schools, planning for the likelihood of future rolling school closures, redesigning instructional delivery models, and effectively addressing unfinished learning and learning losses among students, schools will need to address the significant social and emotional toll that the crisis has taken on children and adults alike. Districts will need to create learning environments that make students and their teachers feel safe and socially and emotionally supported as they return to school. To meet these needs, significant restructuring and reallocation of resources will be necessary, as social-emotional learning and mental health have traditionally been blindspots for many school systems. In general, addressing the mental health needs of students is not universally understood or embraced as the central work of schools or districts. Efforts in this area have been relegated to siloed mental health, social-emotional learning (SEL), and student services departments, working without sufficient resources, coordination, or access. But as anyone who works with students can attest, attending to the mental health and social-emotional wellbeing of students is not an external consideration--it is a necessary condition for learning. In the context of COVID-19, it is going to become an even more pressing consideration in how schools educate and support students, as districts will need to prioritize the emotional wellbeing of students as they re-engage them in academic content. This guide presents a set of overarching principles and strategies to address the social-emotional and mental health needs of both students and adults. It then highlights some of the key efforts being undertaken and resources being offered in a set of districts that we have identified as leaders in the field: Broward County Public Schools (FL), the Cleveland Metropolitan School District (OH), the Los Angeles Unified School District (CA), and Tulsa Public Schools (OK). The end of the guide provides a list of academic and district experts in the field of social-emotional learning and behavior and mental health.

This staff working document is intended to accompany and support the Commission proposal for a Council Recommendation Pathways to School Success, which will repeal and replace the 2011 Council Recommendation on policies to reduce early school leaving. The staff working document sets out in more detail and depth the concepts put forward in the Commission proposal by providing research evidence, findings from consultation activities, good practice examples and other information as a basis for both the text of the proposed Recommendation and its accompanying actions. This document is also intended as a practical guide/handbook to help policy makers and stakeholders to fully understand issues surrounding school success and to support positive change across systems and across Europe.

This Education Endowment Foundation (EEF) guidance report is designed to support senior leaders in primary and secondary schools to make better-informed decisions about their behaviour strategies. It includes a number of practical examples of programmes and approaches that should be helpful in schools and classrooms where behaviour is generally good as well as where there are problems. The six recommendations offered in this report focus on three areas: (1) proactive strategies that can be deployed at classroom level to reduce the chance of misbehaviour occurring; (2) reactive strategies for supporting pupils to improve their behaviour when they have misbehaved or have a chronic issue with their behaviour in school; and (3) implementation. Implementing approaches to behaviour strategically and consistently is likely to be more important than the choice of approach itself, and the impact of any good strategy can be enhanced by getting this right. [For the related evidence review, see ED612210.]

This Summary Report complements the 2019 Montana Youth Risk Behavior Survey Report and contains information regarding risk behaviors of Montana youth in relation to: (1) Unintentional injuries and violence; (2) Tobacco use; (3) Alcohol and other drug use; (4) Sexual behaviors that contribute to unintended pregnancy and sexually transmitted diseases, including HIV infection; (5) Unhealthy dietary behaviors; and (6) Inadequate physical activity. [A list of the Survey's co-sponsors can be found on page 8 of the PDF. For the "2019 Montana Youth Risk Behavior Survey Report," see ED599135.]

The Montana Youth Risk Behavior Survey (YRBS) assists educators and health professionals in determining the prevalence of health-risk behaviors as self-reported by Montana youth. Initiated by the Centers for Disease Control and Prevention (CDC) in 1988, the YRBS aims to identify the leading causes of mortality, morbidity, and social problems among youth. This report analyzes trends among Native American youth from the Montana YRBS years 2011-2019. Seven data tables focus on: (1) Unintentional Injuries and Violence; (2) Tobacco Use; (3) Alcohol and Other Drugs; (4) Sexual Behaviors; (5) Dietary Behaviors; (6) Physical Inactivity; and (7) Other Health-Related Topics.

This booklet seeks to clarify teenagers' rights under New York State and federal law to make their own medical decisions. It is designed as an aid to teenagers and the professionals -- social workers, counselors, teachers, and medical providers -- who work with young people. Frequently, professionals can encourage communication between young people and their parents, helping adolescents find needed support as they confront health issues. When teenagers cannot or will not speak to their parents, professionals can encourage them to seek the support of other adults -- family members, friends, social workers -- rather than face their health problems alone. By publicizing information about adolescents' rights, however, the New York Civil Liberties Union (NYCLU) hopes to encourage teens to seek medical care even when they cannot or will not confide in adult family members or friends. The booklet is set up as a reference guide to the situations young people often encounter when seeking health care. NYCLU also hopes to encourage professionals to respect the rights of adolescents and provide care when a minor does not seek adult involvement.

Chronic absenteeism is most commonly defined as missing 10 percent or more of school days for any reason. Chronic absenteeism is a proven early warning sign of academic risk and school dropout. While the causes of chronic absenteeism are multifold, research shows that student health and a school's health and wellness environment are key factors that can contribute to a student being chronically absent. The Every Student Succeeds Act (ESSA) recognizes the need for schools to support the whole child and specifically acknowledges the importance of health and wellness. Given that ESSA requires states to include rate of chronic absenteeism in their report cards, ESSA presents an important opportunity to create public accountability around chronic absenteeism and ensure state ESSA plans support a comprehensive approach to address chronic absenteeism. This approach can include integrating chronic absenteeism in state accountability systems required under ESSA, ensuring needs assessments are used to identify the underlying causes of chronic absenteeism, delivering evidence-based programs that address the root causes of chronic absenteeism and ensuring school staff receive professional development on how to address chronic absenteeism in their schools. Leveraging ESSA to address chronic absenteeism is a key strategy to supporting student success. This resource is intended to supplement the document titled "State ESSA Plans to Support Student Health and Wellness: A Framework for Action" (ED617465). It is meant to help those who are particularly interested in leveraging ESSA to support efforts to address chronic absenteeism.

The Ministry of Children and Family Development (MCFD) and the Ministry of Education (MEd), in consultation with regional representatives and public and independent school representatives, created these cross-ministry guidelines to improve information sharing, strengthen practice and joint planning, and promote effective communication among teachers, school-based teams, child welfare workers, caregivers and family members. Specifically, these guidelines are provided to assist school staff, child welfare workers and caregivers in responding to significant transitions for children and youth in care, including changing living arrangements, coming into foster care, or moving to a different school. The guidelines also apply to children and youth in care who have not recently experienced transition, but perhaps experience periods of increased vulnerability and difficulty as they grow and mature. For example, some children and youth in care might be experiencing mental health challenges related to trauma they have experienced. The guidelines focus on the importance of an information-sharing process that can help child welfare workers, school staff and caregivers in their efforts to provide continuity and stability, and to nurture a sense of belonging in educational programming. The goal is to help children and youth in care develop personal resiliency by putting in place the appropriate protective factors such as daily attendance, that will position them for greater success in school. Positive working relationships already exist regionally between many delegated child welfare workers and their education counterparts; these updated guidelines are therefore to support ongoing collaboration and ensure clarity in information-sharing practices and planning. In doing so, the guidelines can help child welfare workers and school staff determine appropriate goals and necessary supports, and monitor ongoing student progress and educational outcomes for children and youth in care. [These guidelines are an updated version of the original "Joint Educational Planning and Support for Children and Youth in Care: Cross-Ministry Guidelines" (2008).]

While students have a right to exercise free speech, schools have a responsibility to ensure safety and maintain the integrity of the learning environment. School and district administration must prepare for the potential of civil unrest both in the community and at school (e.g., walkouts, sit-ins, protests), and to prevent or mitigate the impact of protests that might turn violent. School leaders should work with students who want to organize protests or walk outs, provide options for safe ways to protest, and remind students and parents of policies and any consequences for unexcused absences. School leaders should review crisis response protocols and plans for the possibility of community protests that result in violence. School psychologists and other school-employed mental health professionals should be involved in planning and implementation of this work. The strategies outlined in the handout can help educators reinforce resilient behavior, adaptive coping, and constructive approaches to debriefing current events in ways that support the entire school community.

Compared with white Americans, persons of other races in the United States are less likely to have access to and receive needed mental health care (1-4). Few studies, however, have explored such disparities specifically among men. Mental health and treatment have traditionally received less attention for men than women, perhaps because men are less likely than women to report mental health problems and to receive services for these problems (4-7). This report uses nationally representative data on frequency of mental health symptoms and related treatment utilization to compare men of color (that is, non-Hispanic black and Hispanic men) with non-Hispanic white men. It also explores whether racial and ethnic disparities differ by age, health insurance coverage status, and income.

Increasing awareness of the vital developmental implications of the care and education of young children has led to efforts in Maryland to advance early childhood care and education (ECCE). To that end, Maryland has consolidated ECCE services into one division of the Maryland State Department of Education (MSDE) and developed a number of innovative programs. These programs include a child care credentialing and rating system, increased availability of public prekindergarten, an early childhood comprehensive readiness assessment system, and provision of mental health services in early childhood settings. As of 2015, Maryland ranks 14th and 13th in access to preschool for three and four year olds, respectively, and 17th in spending. Additionally, in 2010 and 2014, Maryland successfully competed for federal funding awards to expand preschool programming. Training and retaining a competent and effective workforce needed to staff Maryland's ECCE facilities is a critical factor in continuing this leadership in serving Maryland's young children and their families. The analyses in this report used data from the Maryland Longitudinal Data System (MLDS) to examine the workforce outcomes of students who earned associate degrees, bachelor's degrees, or certification in ECCE related fields. These data were linked to the wages earned in the first calendar year after earning the degree or certification. This report also examined the retention of these graduates in the Maryland ECCE workforce. Finally, we examined the workforce outcomes of Maryland high school students who worked in ECCE related fields. The report concludes with recommendations for future research on the preparation, employment, and retention of the ECCE workforce in Maryland. Maryland is a national leader in early childhood care and education (ECCE). The consolidation of licensure and registration of child care and early childhood education services into one division of the Maryland State Department of Education (MSDE) in 2005 (Preschool for All in Maryland, 2007) demonstrated the state's commitment to a seamless and integrated approach to supporting both the care and education of young children and their families. The state has also developed innovative programs designed to improve the lives of young children, particularly those most vulnerable. These programs include: (1) a multi-level child care credentialing system; (2) a rating system (Maryland EXCELS) for child care programs; (3) before and after school care; (4) family child care homes; (5) public prekindergarten based on national standards of program quality; (6) an early childhood comprehensive readiness assessment system (Ready at Five, 2014); (7) Judy Center Partnerships; and (8) an initiative designed to provide mental health services (MSDE, 2011). Growing understanding of the importance of early childhood experiences in shaping subsequent developmental and educational trajectories (Burchinal, Vandergrift, Pianta, & Mashburn, 2010; Yoshikawa et al., 2013; Zaslow et al., 2010) has heightened policy interest in factors that influence high quality early education, including the role of teachers and other ECCE professionals. Maryland initiatives have targeted the development and retention of a competent workforce as a high priority. ECCE professionals, in both child care and early education settings, meet the varying needs of families of young children with safe, high quality, and educationally rich settings for their children, whether or not parents work. It is important to note that throughout this report, the term preschool is used to refer to early childhood education programs, which have as their primary purpose educational enrichment for young children, generally between the ages of three and five. The term child care is used to refer to programs (both center and home-based) which have as their primary purpose the daily care of children while parents are out of the home due to work or school obligations. Child care and preschool programs are not necessarily mutually exclusive; many child care programs have extensive, high quality educational curricula, and some preschool programs offer close to full-time care for working parents. Some preschool programs offer optional wrap-around-care, which provides additional hours. However, the licensure, staffing, and curriculum requirements are distinct for child care and preschool programs in Maryland. Much of the research background on the effects of early education on children's academic achievement and development discussed in this report are based on data collected in preschool settings. Maryland ranks 13th in the country in access to preschool programs for four year olds and 16th for three year olds; while for overall state level spending Maryland ranks 17th (Friedman-Krausse, 2015). Despite delays in implementation due to state budget constraints, initiatives such as Preschool for All, established in 2007 (discussed below), have included new approaches for the training and retention of qualified ECCE professionals. Maryland was one of the first nine states to receive funding through the federal Race to the Top Early Learning Challenge program in 2010, and an additional federal award for the Preschool Expansion Grants program in 2014. One of the priorities of both programs is to design, develop, and maintain the continued professional development of teachers in ECCE programs. In the past, professionals in ECCE were often told that their career was a "calling" or that a "love of children" was sufficient expertise to work in early childhood settings. This implied that preparation was not necessary to work with young children, and in the process, diminished the professional components of education and specialized training for effective professional practice and a successful career in the field. Those days are long gone. Recent research supports the conclusion that high quality early education programs contribute to children's long-term health, developmental, and learning outcomes (Center on the Developing Child, 2007; Gormley, Phillips, & Gayer, 2008; McClelland, Acock, & Morrison, 2006; Phillips & Meloy, 2012). Teachers who are able to understand and support children's strengths, are knowledgeable about the risk and protective factors that influence development (e.g., Walker et al., 2011), can differentiate instruction to reach all children, and facilitate positive adult-child interactions will have the greatest influence on young children's learning and growth (Burchinal et al., 2008; Yoshikawa et al., 2013). Therefore, the ECCE workforce needs to be explicitly connected to training and professional development opportunities that equip these professionals to meet these goals. The current range of early childhood service options across Maryland means there are likely wide variations in the experience, training, knowledge, and skills of the ECCE workforce. As Maryland increases access to publicly funded preschool, the need for a well-trained ECCE workforce will expand as well. In the past, we have known little about the Maryland ECCE workforce. This is beginning to change through the advent of quality rating and improvement systems (QRIS) and other mechanisms for gathering longitudinal data about ECCE across the state. This report begins with an overview of ECCE policies in Maryland and reviews several national research studies that offer information relevant to training and retaining the ECCE workforce. We then use data from the Maryland Longitudinal Data System (MLDS) to link ECCE postsecondary degree earners to their workforce records. The ability to link data across state agencies enables us to provide information about the wages earned, industries worked, and retention status of ECCE professionals trained in Maryland colleges and universities. We conclude with recommendations for future research on the ECCE workforce in Maryland. The workforce outcomes of Maryland postsecondary students were examined using data from the MLDS that linked postsecondary degree earners with their wage data. Specifically, we focused on postsecondary students who graduated from a Maryland college or university in a discipline or field of study related to ECCE. We started with all associate and bachelor's degree earners across all years from the 2008-2009 to the 2012-2013 academic year. These students received degrees in one of the following four programs: (1) "Elementary Education and Teaching" (Classification of Instructional Programs [CIP] code 13.1202); (2) "Kindergarten/Preschool Education and Teaching" (CIP code 13.1209); (3) "Early Childhood Education and Teaching" (CIP code 13.1210); or (4) "Child Care Provider/Assistant" (CIP code 19.0709). The research to date suggests several important areas where data on the ECCE workforce can inform decision-making in the arenas of practice, programming, and policy. First, as previously noted, it is well-documented that low levels of education, low wages, and instability characterize the ECCE workforce nationally. Improvements in these areas are likely to trigger an increased ability to attract and retain qualified professionals into ECCE fields where shortages exist. Credentials help to professionalize the ECCE workforce and are tied to higher wages, which in turn would predict greater stability in the workforce. Maryland already requires publicly funded preschool programs to hire teachers with at least a bachelor's degree, a pre-kindergarten specialization, and 15 or more hours of in-service teacher training (Barnett, Carolan, Squires, Clarke Brown, & Horowitz, 2015). It will be important to track the credentials and educational attainment of ECCE professionals in center or home programs where quality is likely to be more variable, and several mechanisms are in place that will help to provide this information, including the Maryland Child Care Credentialing System and Maryland EXCELS. The analyses provided in this report are a snapshot of the ECCE postsecondary to workforce transition in Maryland. As the Center's data system builds and collects more years of data, more in-depth preparation and retention analyses can be completed. This will provide more extensive information to inform policy and programing on both the postsecondary institutions preparing these professionals and the education and childcare agencies that employ them. Newly emerging data collections on the part of MHEC and MSDE will allow future ECCE workforce reports generated by the MLDS Center to include data on early education programs housed in Maryland school districts. Additionally, the Center will be able to examine characteristics of the child care providers and the students served. Furthermore, linking information about ECCE programs, teachers, and professionals to information about the students they serve will allow analyses examining the impact of the Maryland ECCE workforce on student outcomes. The ability to link this data would provide important information about: (1) the distribution of ECCE professionals across different ECCE settings (e.g., center- or home-based, private or public, etc.), ages of children served, and occupational roles (e.g., directors, lead teachers, teaching assistants, aides, specialists); (2) the characteristics of ECCE teachers and caregivers (e.g., demographics, qualifications, conditions of employment, compensation and benefits, tenure on the job and in the field); (3) the characteristics of ECCE workplaces (e.g., distribution of staff, supports and professional development offered, turnover, finances, working conditions); and (4) the relationship between characteristics of the ECCE programs and ECCE professionals and future student outcomes. Finally, it will be important to go beyond solely tracking measures of educational attainment or certification when examining ECCE workforce training. This may require collecting additional data. Currently, there is a disconnect between what researchers have learned about factors that contribute to positive learning and social outcomes for children and how the field conceptualizes ECCE workforce skills. That disconnect might be addressed by conducting research on the knowledge and skills of those working in ECCE industries and the quality of interactions between staff and children. In addition, there has been little research on the content of training or teacher preparation programs to determine how well these programs prepare individuals with the knowledge, practices, and skills that have been shown to be effective. This research will help to provide a more accurate and authentic picture of the ECCE workforce in Maryland.

Recently researchers have begun focusing on young adults with mental health disorders transitioning into adulthood. Research exploring the importance of mental health support in secondary transition have yielded positive outcomes. For example, strong collaboration between educational and mental health agencies ensuring academic, employment, and mental health needs that are specifically addressed through well-designed transition planning has demonstrated a higher level of success for individuals identified with emotional and/or behavioral disorders (Davis, Jivanjee, & Koroloff, 2010). Styron (2006) conducted a survey and review of historical data of six young adults with mental health disorders receiving comprehensive services supporting transition through Young Adult Services, a program designed to support individuals over 18 who had moderate to severe symptoms of mental illness. Results revealed the longer young adults are involved with wrap around support during transitional periods, the higher quality of life and/or improved community integration. Providing ongoing support is critical for young adults with mental health disorders, particularly during times of transition. For each individual the level of support and from whom the support is provided varies. Awareness of the individual needs by each supporting member or entity is a key element in facilitating positive post-school outcomes for persons with mental health disorders. This guide assists young people with mental health conditions, their families, vocational rehabilitation counselors, and mental health practitioners by providing information for locating resources that are available to assist them in building better lives. Awareness of the individual needs by each supporting member or entity is a key element in facilitating positive post-school outcomes for persons with mental health disorders.

As educators have become increasingly aware of the impact of trauma on the school success of children and youth, they have been investing in professional development about how to address childhood trauma in schools. However, evaluation to support evidence of impact are lacking. This Guide describes how to integrate trauma-informed approaches into the PBIS framework to ensure efforts are linked to student outcomes. Strategies and tools to ensure effectiveness are included.

In the current context, barriers to student attendance and engagement have only increased. Schools and districts are encouraged to emphasize a supportive multi-tiered model for supporting student and staff engagement and attendance rather than punitive attendance or truancy policies. Leadership teams will need to be aware of and adjust policy and practice in response to local trends related to infection rates, food insecurity, and homelessness. The purpose of this brief is to adapt the suggestions and strategies provided in "Improving Attendance and Reducing Chronic Absenteeism" to guide practice during remote instruction. Strategies from both briefs will be helpful during hybrid instructional models. [For "Improving Attendance and Reducing Chronic Absenteeism," see ED609387.]

The sudden shift to online learning during the COVID-19 pandemic is causing a roller coaster of emotions for parents and students alike, but the recent Parent Pulse Report finds that parents are embracing the COVID era education experience with their children. Although facing a range of emotions--they are finding some silver linings amid the upheaval. Pearson conducted the study in partnership with Dynata to provide parents, teachers, and school systems across the US and UK with better insight into how online learning during the pandemic has shaped out thus far and where it is predicted to go next. 1,049 parents of K-12 students in the US participated in the poll, which was in the field from the evening of Friday, April 17, through Monday April 20, 2020. Findings include: (1) The reality of school interruptions and longer term online learning is setting in for parents; (2) Both students and parents may be managing better than anticipated, with parents finding satisfaction by being involved in their child's learning; (3) Still, parents are worried about mental health effects of the pandemic broadly; (4) Families are coping by doing away with screen time limits; (5) Teachers are doing a good job, even without preparation; and (6) With growing concern about a drop-off in learning, parents just want the basics from schools.

For students to learn, they must be present and engaged in school. As a result, absenteeism is a concern for all schools. Poor attendance is associated with a host of negative short- and long-term outcomes, such as academic failure, disengagement, leaving school, and problem behaviors in school and community. Despite the challenges, evidence suggests that even small changes in attendance are related to meaningful outcomes for students This brief provides guidance for schools or districts looking to integrate strategies for improving attendance within the Positive Behavioral Interventions and Supports (PBIS) framework. [For "Improving Attendance in a Remote Learning Environment," see ED609390.]