How can schools respond long-term to COVID-19?
Lyman L. Dukes III, Ph.D.; Allison F. Messina, M.D.; Nicholas Gelbar, Ph.D. &Marlena Minkos, Ph.D.
Abstract
With COVID-19 considered by many experts to be endemic, the likelihood of persistent and incomparable academic and social-emotional disruption for school-aged children is extraordinary. School professionals have also been adversely impacted. Many children and families, prior to the pandemic, dealt with enduring adverse childhood experiences (ACEs) including domestic turbulence and financial, food, and housing insecurity. The disruption of the past two school years, and the possibility of ongoing school disruption, exacerbates these challenges. The recommendations herein are designed to address the expected long-term effects of the ongoing pandemic within the educational setting.