November 16th, 2020
Supporting the Social and Emotional Learning of Systematically Marginalized Students in a Pandemic
The COVID-19 pandemic is disproportionately impacting students from systemically marginalized communities, including students with disabilities, students of color and students from low-income families. In order to help them emerge from the COVID-19 pandemic stronger and more prepared for life and school, it is essential that we understand, affirm, and leverage the assets of all young people, and especially students with disabilities.
The economic, social, and learning challenges brought on by the COVID-19 pandemic reinforce knowledge, including from the science of learning and development, about how important it is to ensure that all students experience belonging, safety, and support in order to learn. These resources can help families and district school leaders better affirm, understand, and effectively support students in the current reality we’re facing.
Read the full report to explore how to affirm students’ identities to promote equitable social, emotional, cognitive, and academic development during the COVID-19 crisis as well as actions families and school district leaders can take below.
Full report: Exploring Intersectionality: Understanding Student Identity to Promote Equitable Social Emotional & Academic Development During the COVID-19 Pandemic.
Download the guides here:
Download the full report and guides in Spanish:
Tell Congress: Pass the RISE Act
We need your help! Ask your member of Congress to support students with learning and attention issues.
Thanks to support from generous partners like you, we are able to create programs and resources to support the 1 in 5 individuals with learning and attention issues nationwide.