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In the wake of the pandemic, PreK-12, early childhood program, and higher education administrators, teachers, providers, faculty, and staff; counselors and advisors; custodians; school bus drivers; and information technology, housing and food service, and other staff mobilized to go above and beyond to support the well-being and safety of all our children and students. This community of educators and education staff continues to rise to the occasion despite many challenges as they continue to help students and staff recover from the pandemic.
However, teachers, early childhood providers, faculty, and staff are also susceptible to issues such as loss, isolation, significant family challenges, unemployment, or financial distress as a result of the COVID-19 pandemic. Serving as a support system for students, young children, and families with a wide range of needs while recovering from the negative effects of the pandemic can be mentally, emotionally, and physically taxing and result in compassion fatigue. Teachers, early childhood providers, faculty, and staff may require mental and behavioral health supports, assistance with childcare or eldercare, or other forms of supports.
In addition, pandemic recovery and the return to in-person schooling have presented opportunities for professional development as educators quickly adapt to the shifting needs of students and adopt new and varied educational technology to support engaging and effective instruction to help students recover from significant academic losses. These development-centered initiatives are vital for supporting teachers, early childhood providers, and staff as they do the essential work of helping the nation’s students recover from the pandemic.
The resources on this page share school, early childhood program, and campus strategies to address the social, emotional, health, and other needs of teachers, early childhood providers, faculty, and staff. Teachers, early childhood providers, faculty, staff, schools, districts, early childhood programs, institutions of higher education, other places of educational instruction, and States may use these lessons learned, best practices, and Federal resources to ensure equity within all aspects of their education systems and to provide ongoing supports to those most impacted by the pandemic.
This infographic describes how to achieve well-being through social emotional learning-focused activities that promote positive and supportive relationships with colleagues and students.
This guide, Restart & Recovery: Leveraging Federal COVID Relief Funding & Medicaid to Support Student & Staff Wellbeing & Connection: Opportunities for State Education Agencies, highlights how State education agencies and local education agencies can use Elementary and Secondary School Emergency Relief (ESSER) funds to support wellbeing and connection, and how these funds can be leveraged to access additional funding streams to promote sustainability of these efforts.
Have a lessons learned or best practice focused on helping teacher, early childhood provider, and faculty continue to recover from the pandemic? Visit the Best Practices Submission page to view details on submission requirements, and then e-mail Bestpracticesclearinghouse@ed.gov to share your lessons learned or best practice.
Have feedback to share on a resource accessed on the Clearinghouse site? We want to hear from you. Select the button below to share your feedback with the U.S. Department of Education and the Clearinghouse team.
A graphic of discover promising practices across North Carolina. On the top are five icons. The first icon is a leaf with an arrow with the caption, Learning Recovery. The second is an icon of two leaves with the caption, Dist & Schl trans. The third is an icon of an open book with the caption, Literacy. The fourth is an icon of puzzle pieces with the caption, Student Support. The fifth and final icon are stick figures with the caption, Human Capital. All of the icons are over an infographic of the county map of North Carolina identifying Promising Practice spotlights.
Learn how several districts across North Carolina are addressing staffing shortages. The North Carolina Department of Public Instruction Promising Practices Clearinghouse also shares information on promising practices related to student support, literacy, district and school transformation, and learning recovery.
This letter from Secretary Cardona outlines evidence-based strategies to address teacher and staff shortages by using ARP ESSER funds. This resource also provides examples from the field of current SEAs and LEAs successfully using ARP ESSER funds to address these challenges.
Have a lessons learned or best practice focused on helping teacher, early childhood provider, and faculty continue to recover from the pandemic ? Visit the Best Practices Submission page to view details on submission requirements, and then e-mail Bestpracticesclearinghouse@ed.gov to share your lessons learned or best practice.
Have feedback to share on a resource accessed on the Clearinghouse site? We want to hear from you. Select the button below to share your feedback with the U.S. Department of Education and the Clearinghouse team.
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