Leveraging Integrated Student Support to Identify and Address COVID-19-Related Needs for Students, Families, and Teachers

As COVID-19 shuttered schools, it created widespread student and family needs and exacerbated challenges stemming from long-standing racial and economic inequities. Here, we examine how an evidenced-based, integrated student support intervention responded to systematically identify and address the a...

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Autores principales:	Courtney Pollack, Maria Theodorakakis, Mary E. Walsh
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	Education L
Acceso en línea:	https://doaj.org/article/0382bfd0b0ec4a44b595b81e7c51d56e
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spelling	oai:doaj.org-article:0382bfd0b0ec4a44b595b81e7c51d56e2021-11-15T04:33:19ZLeveraging Integrated Student Support to Identify and Address COVID-19-Related Needs for Students, Families, and Teachers2332-858410.1177/23328584211058473https://doaj.org/article/0382bfd0b0ec4a44b595b81e7c51d56e2021-11-01T00:00:00Zhttps://doi.org/10.1177/23328584211058473https://doaj.org/toc/2332-8584As COVID-19 shuttered schools, it created widespread student and family needs and exacerbated challenges stemming from long-standing racial and economic inequities. Here, we examine how an evidenced-based, integrated student support intervention responded to systematically identify and address the academic and nonacademic needs of students and families in 94 high-poverty, urban schools. We conduct thematic analysis of open-ended survey responses about intervention personnel’s work in spring 2020 and triangulate findings with descriptive analyses of service provision records and mid-spring estimates of crucial needs. We find that intervention schools developed specific processes to respond to immediate needs, which included resource, academic, and socioemotional support. To accomplish this, the intervention leveraged existing processes and relationships to maintain intervention-specific practices, facilitate referrals and connections to resources, and expand direct intervention for education stakeholders. Findings elucidate practices for meeting academic and nonacademic needs that affect student learning and that may arise in future schooling disruptions.Courtney PollackMaria TheodorakakisMary E. WalshSAGE PublishingarticleEducationLENAERA Open, Vol 7 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education L
spellingShingle	Education L Courtney Pollack Maria Theodorakakis Mary E. Walsh Leveraging Integrated Student Support to Identify and Address COVID-19-Related Needs for Students, Families, and Teachers
description	As COVID-19 shuttered schools, it created widespread student and family needs and exacerbated challenges stemming from long-standing racial and economic inequities. Here, we examine how an evidenced-based, integrated student support intervention responded to systematically identify and address the academic and nonacademic needs of students and families in 94 high-poverty, urban schools. We conduct thematic analysis of open-ended survey responses about intervention personnel’s work in spring 2020 and triangulate findings with descriptive analyses of service provision records and mid-spring estimates of crucial needs. We find that intervention schools developed specific processes to respond to immediate needs, which included resource, academic, and socioemotional support. To accomplish this, the intervention leveraged existing processes and relationships to maintain intervention-specific practices, facilitate referrals and connections to resources, and expand direct intervention for education stakeholders. Findings elucidate practices for meeting academic and nonacademic needs that affect student learning and that may arise in future schooling disruptions.
format	article
author	Courtney Pollack Maria Theodorakakis Mary E. Walsh
author_facet	Courtney Pollack Maria Theodorakakis Mary E. Walsh
author_sort	Courtney Pollack
title	Leveraging Integrated Student Support to Identify and Address COVID-19-Related Needs for Students, Families, and Teachers
title_short	Leveraging Integrated Student Support to Identify and Address COVID-19-Related Needs for Students, Families, and Teachers
title_full	Leveraging Integrated Student Support to Identify and Address COVID-19-Related Needs for Students, Families, and Teachers
title_fullStr	Leveraging Integrated Student Support to Identify and Address COVID-19-Related Needs for Students, Families, and Teachers
title_full_unstemmed	Leveraging Integrated Student Support to Identify and Address COVID-19-Related Needs for Students, Families, and Teachers
title_sort	leveraging integrated student support to identify and address covid-19-related needs for students, families, and teachers
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/0382bfd0b0ec4a44b595b81e7c51d56e
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Leveraging Integrated Student Support to Identify and Address COVID-19-Related Needs for Students, Families, and Teachers

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