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

This report explores new resources to mitigate the effects of COVID-19 on education programs through policy changes.

This report examines the effects of microschool on the social, emotional, and educational development of children during the pandemic at Southern Nevada Urban Micro Academy (SNUMA).

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 report from the Learning Policy Institute identifies and reviews 35 studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes.

This report from the Education Policy Initiative at Carolina (EPIC) examines the impacts of school extension programs in the summer or during the school year on student re-engagement and academic performance following COVID-19.

This report from the North Carolina Department of Public Instruction focuses on an Impact Analysis that assesses student performance and lost instructional time by comparing students’ pre-pandemic expected performance with their post-pandemic actual performance in the 2020-21 school year.