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Evidence-Based Practices for Assessing Students' Social and Emotional Well-Being. Brief No. 13

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Bibliographic Details
Title: Evidence-Based Practices for Assessing Students' Social and Emotional Well-Being. Brief No. 13
Language: English
Authors: Hough, Heather, Witte, Joe, Wang, Caroline, Calhoun, Dave, EdResearch for Recovery Project, Annenberg Institute for School Reform at Brown University, Results for America, Stanford University, Policy Analysis for California Education (PACE), CORE Districts, Education Analytics, Inc.
Source: EdResearch for Recovery Project. 2021.
Availability: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Peer Reviewed: N
Page Count: 7
Publication Date: 2021
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Evidence Based Practice, COVID-19, Pandemics, Mental Health, Well Being, Emotional Response, Social Support Groups, School Closing, Educational Technology, Electronic Learning, Student Needs, Distance Education, At Risk Students, Social Emotional Learning, Child Health, Resilience (Psychology), Student Evaluation, Student Surveys, Privacy
Abstract: This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools and districts monitor students' social and emotional well-being across the year? In order to answer this question, the brief breaks down the issue into two points: (1) Disruptions to students' mental and emotional health, social systems of support, and learning environments require a new focus on social and emotional well-being; and (2) Although the need to assess students' social and emotional well-being in a virtual environment is new, we can still draw from assessments that were developed and validated prior to the pandemic. Based on these points, the brief provides four strategies to consider and two strategies to avoid.
Abstractor: ERIC
Entry Date: 2021
Accession Number: ED613803
Database: ERIC
Description
Abstract:This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools and districts monitor students' social and emotional well-being across the year? In order to answer this question, the brief breaks down the issue into two points: (1) Disruptions to students' mental and emotional health, social systems of support, and learning environments require a new focus on social and emotional well-being; and (2) Although the need to assess students' social and emotional well-being in a virtual environment is new, we can still draw from assessments that were developed and validated prior to the pandemic. Based on these points, the brief provides four strategies to consider and two strategies to avoid.