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School-Based Strategies for Addressing the Mental Health and Well-Being of Youth in the Wake of COVID-19
Pages 1-19

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From page 1...
... • Create healthy, safe, and supportive school climates. • Incorporate social and emotional learning into the core curriculum.
From page 2...
... 2 While evidence about the effects of the pandemic and racially traumatic events is still emerging, the science of adolescent 3 development shows that those effects may be either ameliorated or exacerbated by the specific environments, such as school settings, in which young 1 A survey of young people aged 13–19 conducted in April/May 2020 found that young people felt disconnected from peers and adults, and were more concerned than usual about their family's physical and emotional health. More than one in four reported an increase in sleep loss due to worry, feeling unhappy or depressed, feeling constantly under strain, and loss of confidence in themselves (Margolius et al., 2020)
From page 3...
... . Federal COVID-19 recovery funds provide tremendous opportunities to build and sustain comprehensive school mental health programs and promote well-being for all youth, and to rebuild youths' relationships with each other and adults at school and improve school climate more generally.
From page 4...
... The student panelists highlighted the importance of effective mental health programs, teacher support, and inclusive curricula in supporting students' mental health needs. The students stressed that while their schools had discussed mental health issues more openly during the past year, schools need to focus on mental health and inclusivity every year.
From page 5...
... . Leveraging many of these opportunities will require additional resources, which may be available through the American Rescue Plan's dedicated funds for schools targeted at meeting the social, emotional, mental health, and academic needs of students (U.S.
From page 6...
... . Integrating trauma-informed, historically, and culturally responsive policies and practices into comprehensive school mental health policies and curriculum is also critical, particularly considering the racial trauma co-occurring with the pandemic.
From page 7...
... . Establish School-Based Health Centers or Community Partnerships with Health and Mental Health Providers As noted above, offering health services to youth in the school setting is critical to removing barriers to accessing care.
From page 8...
... . To incorporate social and emotional learning into their core curriculum, schools need to rebuild classroom environments to consistently include practices that address youth wellness and establish an intentional focus on social and emotional skill development.
From page 9...
... Balance Academic Learning Opportunities with Social, Emotional, and Behavioral Support Given the challenges presented over the last school year, overemphasizing loss of learning and the need to close gaps, or "catch up," could further increase stress and anxiety among students. Instead, it is important to offer differentiated and responsive learning opportunities adapted to variations in young people's academic levels and emotional well-being through, for example, fall learning camps.
From page 10...
... . Strategies for Supporting Educators and Staff Provide Professional Learning Opportunities Related to Mental, Emotional, and Behavioral Health Schools can provide high-quality training and resources for educators and staff related to mental health promotion, life skills training, coordination with parents, and referral to mental health care professionals, as well as train educators and mental health providers in cultural inclusiveness and equity.
From page 11...
... CONCLUSION Current federal COVID-19 recovery funding provides tremendous opportunities to build and sustain comprehensive school mental health programs and promote well-being for all youth. Such resources will also be needed to monitor and track the long-term effects of the COVID-19 pandemic and co-occurring racially traumatic events on youth and align current practices with evolving psychosocial and mental health needs.
From page 12...
... Center for Health and Health Care in Schools, School-Based Health Alliance, National Center for School Mental Health.
From page 13...
... . Understanding and Addressing Racial Trauma and Supporting Black Students in Schools.
From page 14...
... . School Reentry Considerations: Supporting Student Social Emotional Learning (SEL)
From page 15...
... . Emergency department visits for suspected suicide attempts among persons aged 12–25 years before and during the COVID-19 pandemic -- United States, January 2019–May 2021.
From page 16...
... The associated workshop series that informed the development of this rapid expert consultation was hosted by the National Academies' Forum for Children's Well-Being, which is supported by the American Academy of Pediatrics, the American Board of Pediatrics, the Centers for Disease Control and Prevention, the Children's Hospital Association, Family Voices, the Global Alliance for Behavioral Health and Social Justice, the Health Resources and Services Administration, the Society for Child and Family Policy and Practice, the Society of Clinical Child and Adolescent Psychology, Well Being Trust, and ZERO TO THREE. Special thanks go to the members of the SEAN executive committee, who dedicated time and thought to this project: Mary T
From page 17...
... Addressing the Mental Health and Well-Being of Youth in the Wake of COVID-19 17 were responsible for making certain that an independent examination of this rapid expert consultation was carried out in accordance with the standards of the National Academies and that all review comments were carefully considered. Responsibility for the final content rests entirely with the authors, and the document has been reviewed and approved for release by the National Academies.
From page 18...
... , Georgetown University DOMINIQUE BROSSARD, University of Wisconsin–Madison JANET CURRIE, Princeton University MICHAEL HOUT, New York University ARATI PRABHAKAR, Actuate ADRIAN E RAFTERY, University of Washington JENNIFER RICHESON, Yale University Staff: MONICA N
From page 19...
... KAMINSKI, Division of Human Development and Disability, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention AMY WIMPEY KNIGHT, Children's Hospital Association, Washington, DC LAUREL K LESLIE, American Board of Pediatrics; Departments of Medicine and Pediatrics, Tufts University School of Medicine MARY ANN MCCABE, Society for Child and Family Policy and Practice; Society of Pediatric Psychology; Department of Pediatrics, George Washington University School of Medicine; Department of Applied Psychology, George Mason University TYLER NORRIS, Well Being Trust, Oakland, CA CARLOS E


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