This journal article discusses the importance of social and emotional learning for students of color. Researchers investigate the issues and challenges students of color experience before, during, and after the pandemic.

This journal article assesses new methods for summer reading interventions after school closures during the pandemic.

This article investigates the disproportionate impact of COVID-19 among providers, communities, and the county child care market in North Carolina.

This report examines the extent to which US teacher education programs prepare teacher candidates to promote their own and their students' social-emotional competence.

This journal article from the Center for Healthy Minds at the University of Wisconsin–Madison provides estimates of school system employee stress, anxiety, and depression during the COVID-19 pandemic.

This journal article from Reading Horizons examines 13 preschool to third-grade teachers’ experiences reading and discussing culturally relevant texts (CRTs) with their students.

This journal article from Reading Horizons explores the relationship between reading proficiency and cultural relevance of text for third grade English Language Learners (ELLs).

This journal article from the Applied Developmental Science journal discusses the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research.

This journal article from the National Bureau of Economic Research (NBER) investigates the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty.

This journal article from the American Educational Research Association examines how student reading and math achievement at the beginning of the school year has changed across the course of the COVID-19 pandemic thus far.