This sound is generated automatically. Please let us know if you have feedback.
- State education agencies have directed about $1 billion in emergency COVID-19 federal funding toward initiatives related to the well-being of students and staff, including through programs to improve mental health, socio-emotional support, school feeding, and comprehensive student services, according to the Council of Public School Heads. COVID Relief Data Project.
- Examples of these state welfare initiatives include the PATH Forward to . Program Offering targeted health support to educators and Iowa’s partnership with the University for professional development opportunities, Austin Estes, director of the CCSSO COVID Relief Data Project, said.
- Although the ad hoc state set aside the Emergency relief in primary and secondary schools Funding is also used for more expensive programs that focus on accelerated learning, summer and after-school activities, school staff and the curriculum, and the CCSSO said students’ mental health is pivotal in helping them succeed academically.
According to the data project, as of September 12, states had planned, budgeted or committed to spending 94% of the $19 billion in relief funding they had received in appropriations. Of the total $189.5 billion approved by Congress for K-12 COVID-19 recovery efforts, state education agencies received 10% is set aside in each of the three ESSER allotments.
There is a great deal of flexibility in spending the money, but for the largest of ESSER’s three allocations – the US bailout totaling $121.9 billion – states had to use 5% of the total allocation for incomplete learning, 1% for summer school and 1% beyond – School programming. Aside from these requirements, states can prioritize spending on recovering from COVID-19 as long as activities are authorized under education laws from kindergarten through the end of secondary education.
Estes and Ann Bowles, director of the Student Centered Learning Program at CCSSO, said the spending on student and staff welfare is noteworthy.
“Leaders of state education agencies understand that when students learn in secure, supportive environments that prioritize relationships, they can truly develop agency and affiliation. And they can be positioned to achieve more academic success, so states really consider that a priority,” said Bowles.
Bowles said the state’s education leadership not only planned new statewide initiatives, but also helped advance existing best practices, such as multi-tiered support systems, telehealth, and pooling of resources across in-state areas in certain areas.
Bowles also noted that CCSSO data shows that states across the country and across political lines prioritize the welfare of students and staff.
This, she said, “illustrates the fact that education leaders really know that students’ well-being and mental health affect how they perform in the classroom.”
In Illinois, state education leaders have developed seven SEL hubs that provide district professional development, training, and support to create and expand self-learning programs for students, Liam Chan-Hodges, media coordinator for the Illinois State Board of Education, said in an email.
Hubs also support schools’ involvement in resilience education to promote a statewide community recovery initiative. This program helps leadership teams in the school and community use data-driven strategies for student trauma and mental health needs through the process of conducting trauma assessments and action plans.
Chan Hodges said the state has earmarked $18 million from ESSER’s program for learning centers. The state tracks the impact of programs and focuses on sustainable models, including building staff capacity to better respond to shocks.
“Chan Hodges said that being able to start new programs is a challenge we’ve heard consistently from school districts. “That is why we allocate ESSER funds to programs that take the burden off school leaders by providing research-backed programs with a sustainability in mind.”
newly Rand Corporation Report It highlights six school communities that have partnered with organizations that provide out-of-school services and activities, and how the partners are working together to improve SEL for students.
for example, Diamond View Elementary School, in Palm Beach County, Florida, and its out-of-school program, Diamond View Afterschool, have helped those adults who work with students become more aware of SEL practices to promote positive interactions with children throughout the day, according to the report. SEL training was provided to teachers, as well as parents and non-educational staff.
#countries #ESSER #funds #promote #SEL #wellbeing #schools