This journal includes articles from subject-matter experts that cover topics like supporting community schools, addressing workforce needs, and how state boards can increase family engagement policies.

This article explores how schools and staff encouraged a sense of connectedness among students during the pandemic. Multiple data sources examine how school connectedness is associated with feelings of self-efficacy.

This journal article reports that stressful pandemic-related experiences were associated with posttraumatic stress symptoms in students of color in middle school, but not among white students.

This journal article evaluates the impacts on well-being of an intervention that had first-grade students create a gratitude journal over the course of 28 weeks.

This journal article investigates differences in students' levels of internalizing and externalizing behaviors as well as school referrals for special education services from before and after the onset of the pandemic.

This journal article examines the effects of the pandemic on student attendance, course grades, and grade retention in North Carolina in 2020–2021 and 2021–2022 using descriptive and regression analyses.

This article reports on findings that virtual tutoring increased early literacy skills for all students in a randomized controlled trial.

This article describes the interest-based learning approach of Metropolitan Regional Career and Technical Center (the Met) in Rhode Island, which addresses students' need for connection to adults and the world beyond the classroom.

This article shares seven important insights into how Guilford County Schools in Greensboro, North Carolina transitioned ESSER-funded programs to help engage students after the pandemic and ease absentee rates.

This article describes practical, accessible, and research-informed guidance for schools to tackle the challenge of student attendance through high-quality partnerships between schools, parents, and community members.