In this report researchers discusses ways to deepen social and emotional learning through student-teacher relationships.

In this brief researchers discuss San Diego's approach on reopening schools during the pandemic.

This report reflects on the experiences of students during the pandemic and what changes to implement to improve retention and graduation statistics.

This report from The Aspen Institute explains the science behind how the brain develops, how that development relates to learning, and the settings and contexts that are conducive to learning and development.

This report from Educational Research Review focuses on research regarding the effects of pre-K-12 school-based social and emotional learning (SEL) interventions on reading, mathematics, and science achievement.

This report from Regional Educational Laboratory Midwest examines data from 17 Illinois districts over five years and demonstrates how learning changed in both mathematics and reading for students in grades 3–8, as well as how these changes varied across student characteristics and district size.

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 report from the Public Policy Institute of California documents how the pandemic altered Californian households and shows that distance learning has widened gaps for children of color, children in low-income families, and children of less-educated parents.

This working paper from Public Policy Institute of California lays out a variety of institutional practices or mediators that may help to explain whether and when sizable infusions of new dollars enable schools to recover “lost learning” and narrow persisting disparities in student achievement.

This brief from UVA EdPolicyWorks details statewide, student-level administrative data on the composition of the EL population, the identification for and reclassification out of EL services, and the exit of ELs from public school enrollment in kindergarten through grade 12.