This report presents an analysis of the results from the American School District Panel survey administered in spring 2022.

This study explores the progress made by Connecticut principals and school counselors in implementing the Connecticut Comprehensive School Counseling Framework.

This study examined principals’ reports of changes in non-instructional investments from SY 2019–2020 to SY 2020–2021 using data from a national sample of U.S. pre-kindergarten through 12th grade schools.

This study reports on a practitioner-focused case study of a high school counseling department integrating multitiered systems of support (MTSS) into their comprehensive school counseling program during the 2020–2021 school year, in response to both a global pandemic and the racial justice movement.

This study examines the academic, social, and emotional effects of COVID19 on 11th and 12th grade students.

This dissertation explores the impact of a virtual social-emotional program compared to an in-person social-emotional program.

This journal article describes the design, development, and deployment of the Coping with COVID-19 program to address the mental health needs of students in the context of the pandemic

This report shares the results of longitudinal interviews with teachers and parents across four school systems in New England between January and June 2021.

This study shares the results of a study analyzing changes in scores on the Pennsylvania Department of Education's school climate survey from a pre-pandemic year (2018/2019) to the 2020-2021 and 2021-2022 school years, both of which were affect by COVID-19 and related policy changes.

This journal article uses interview data to examine elementary school educators' perspectives of the impact of COVID-19.