This brief discusses how school faculty responded to the needs of students during COVID-19.

This brief discusses how COVID-19 has enhanced racial and social inequities within schools and what approaches to utilize to make it better.

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

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 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 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.