How to manage as a family during unexpected school closures

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Unexpected school closures or extended breaks can make things challenging for parents—especially when juggling work and other commitments on top of children being home full time.

For many parents, taking over the role of teacher can be daunting in itself (especially when it happens unexpectedly). Add on top of it the challenge of keeping your child engaged while they’re not in the classroom, many parents are left wondering how to manage this new learn-from-home routine.

With the right planning and a bit of support (that’s why we’re here!), you can keep your child on track while they make the switch to learning from home.

How To Deal With Extended School Breaks

There are a few things to keep in mind while your child is away from school for an extended period of time.

Most of all, try to stick to normal routines as much as possible. These may be existing routines or new ones—the important thing is establishing a routine you and your child can stick to to create structure and organization out of a new situation.

    Create Daily & Weekly Plans

A plan will not only help you take some control during unexpected circumstances, it will also help create structure for both you and your child.

For younger children, these plans can include different activities (both mental and physical) to do during the day.

For older students, this plan should include any home assignments or virtual classes, and dedicated times for particular subjects.

Your plan can include:
– A daily schedule (include breaks, lunch, and free time!)
– Lessons plans for subjects to cover each day
– Meal plans to accommodate more meals at home for your child
– Fun mental and physical activities

Looking for more tips? Check out these resources

Stick To A Routine

Children, especially young ones, thrive on routine and can feel lost or distressed without one.

Stick to your normal school day routine as much as possible to maintain normalcy in your child’s life:
– Get them up at the same time everyday
– Get them dressed and ready like they’re going to school
– Pack or prepare a lunch with your child
– Create “class hours” for your child to dedicate to different subjects everyday

Prepare Your Childcare Provider

If you are working at the time of school closures, make sure you prepare your childcare provider with homework your child needs to complete or any other expectations you may have about what your child does during the day.

Set Expectations With Your Child

Don’t let your child treat school days like a vacation where they sit in front of the TV or lay in bed all day. Set the expectation that your child will spend certain times of the day studying and completing school work.

The daily schedule you have created will help keep your child on track here. Setting the expectation of regular study hours during the day from the get-go can help avoid potentially frustrating arguments later.

Prepare Lesson Plans

Knowing what your child should be learning at their grade level and preparing a rough daily lesson plan is key to keeping them up to speed in their school work.

For many parents, this is something you’ve never had to do before. To help, Scholars provides a daily email newsletter with lessons, activities, and other educational materials for each grade group. Sign up for the newsletter here!

Prepare For Virtual Learning Expectations

During an unexpected school closure, some schools are set up for online learning or virtual classrooms. Find out if this is the case for your child’s school and make a note of the class schedule, which platform they’re using, and any technical expectations (like webcam and microphone)

Many teachers continue to make themselves available for teaching and additional support for their students. Find out how you and your child should be communicating with teachers for things like updates, course work, and assignments from home.

Resources To Help Learn From Home

Having a wealth of learning resources at your fingertips can help you find something to keep your child entertained.

Here are some of our favourite resources to help you keep your child engaged and learning during unexpected school closures.

    Scholars free email resources

Sign up to receive free educational materials created and curated by our certified teachers to keep your child learning from home, emailed directly to you each day.

Our favourite YouTube channels for learning:

Our favourite sites for at-home learning:

Scholars Is Here To Help!

Having your kids home from school unexpectedly can be a new and uncertain time for many parents, but creating structure and sticking to a routine can keep everyone on track.

If you’re looking for some additional help, Scholars now offers flexible online tutoring for all subjects from kindergarten to grade 12 to help your child stay on top of school work while school is out.

How to manage as a family during unexpected school closures

In response to the coronavirus (also known as COVID-19) situation, many school districts are electing to shut down campuses for several weeks to attempt to mitigate the spread of the virus. These closures will undoubtedly have a huge impact on both employers and employees, but employers and employees have several options, including the use of vacation/paid time off (PTO), school activities leave and remote working arrangements, to help this situation.

School Activities/Emergency Leave

The California Division of Labor Standards Enforcement (DLSE) has specifically addressed school closures in a recent COVID-19 FAQ, highlighting the school-related emergencies leave provided by California law. While employees can utilize their vacation/PTO in accordance with company policies, certain employees can also use school activities leave.

In California, employers with 25 or more employees working at the same location must permit employees to take time off for certain child-related activities, including to address a child-care provider or school emergency. Such an emergency includes closure or unexpected unavailability of the school or child-care provider.

Employees may take up to 40 hours each year for school activities. Employees are limited to eight hours per month for most activities, but that limitation doesn’t apply to emergencies. Thus, employees may be able to use all 40 hours for the current school closures.

Employers can require the employee to use existing vacation, PTO or other personal leave, while on school activities/emergency leave, unless prohibited by a collective bargaining agreement. Depending on the employer’s policies, the employee may also take the leave unpaid.

Remote Working

Many employers, including state and national government agencies, are also exploring remote working. Some employers already maintain a remote working policy, but those that don’t may want to start exploring the option soon if they have employees that can perform their job away from the office.

A good remote work policy contains:

  • The criteria for assessing whether an employee can work remotely;
  • How to handle home office expenses and other telecommuting expenses and logistics;
  • How managers can expect to manage productivity and adherence to company policies;
  • How to handle off-the-clock issues if the employee is nonexempt; and
  • Confidentiality and privacy policies, including how the employee is monitored.

Employers may also consider using a remote work agreement that describes the expectations your company has for employees who work remotely.

Additional considerations include computer equipment, software and employer-provided telephones. Keep in mind that not all employees may perform jobs that are conducive to remote working; however, for those who can, putting a process in place will help mitigate some of the unintended consequences during flu or other viral outbreaks, such as schools shutting down for several weeks.

Paid Sick Leave

Companies should also review and discuss with employees any other company leaves or arrangements that it provides.

The DLSE also points out that paid sick leave may be available for employees who are actually sick, caring for a sick family member or for preventative care when civil authorities recommend a quarantine. This is likely not available for most employees whose children are home because of a school closure. However, it’s good to keep in mind that if someone is actually sick or there is an official quarantine, other leaves may be applicable, including paid sick leave, disability and others.

CalChamber has created a dedicated COVID-19 resources page with links to several federal and state agencies monitoring the situation and we will continue to provide updates as the situation develops.

CalChamber members can read more School and Child Care Activities Leave in the HR Library. Not a member? See how CalChamber can help you.

Go outside (safely), be active, be kind, and learn skills to manage stress.

THE BASICS

  • What Is Stress?
  • Find a therapist to overcome stress

I’ve been reading many articles and blog posts about how to manage stress and boredom and be productive while our children and teens are home from school for weeks (or more?) due to COVID-19 social distancing interventions such as school closings. Many of these articles and posts (see some links below) provide great lists of strategies and activities, and I will try not to repeat them here.

However, I have some ideas that do not seem to be regularly mentioned in these otherwise excellent resources: go outside (safely, keeping social distance), be physically active, teach some life skills and be kind to others.

Go Outside (safely, keeping social distance): Social distancing means keeping a recommended distance from other people to limit the spread of the virus. This is not the same as “stay in your house or apartment all day.” If you have a yard and can supervise (and limit) your children’s contact with others, go play in the yard. Go for a walk in the woods — while keeping social distance (at least six feet) from others and not touching surfaces others may have touched. If you have a car take a ride to a state or national park and get out and explore — while keeping recommended social distance from others, of course. Research suggests outdoor activity reduces stress.

Be Physically Active: Go safely outside (see above) and play, have a catch or kick a ball around, walk, run, or hike together. If indoors, set aside a place and time to do some basic stretching and exercises. Many home-exercise videos, for children and adults, can be found online. Research suggests physical activity reduces stress.

Teach Some Life Skills: Children of all ages can help cook or bake. Adolescents can, with some preparation and guidance, be made responsible for preparing and serving a family meal. Have your teen watch you one time, then help a bit, then do the prep and cooking or baking while you watch and guide, then, when ready, do it on their own.

Same thing with doing laundry, so that eventually your teen is responsible not just for their own clothes but for the family’s clothes as well. Teach your older child or teen how to rake the yard or prepare a garden. Do your walls need re-painting? Have your child or teen help you paint. Oil change? Teach your teen how to change the oil in your car. You may even be able to teach them to vacuum or clean the toilets [insert smiley emoji here].

Older children and teens can be learning life skills in preparation for the time when they will, hopefully, someday, be out on their own. Knowing how to do these kinds of things also builds their sense of self-efficacy. Research suggests sense of self-efficacy (“I am capable,” “I can solve problems and overcome obstacles”) reduces stress.

Be Kind to Others: Acts of common decency and kindness and providing support and aid to others reduces our focus on ourselves and our anxieties — and can also teach our children good, lifelong, values. Research suggests altruism reduces stress.

Visiting with elderly or disabled neighbors wouldn’t be a good idea at this time but you might consider supervising your children as they talk with and check in on these neighbors while keeping a safe social distance (at least six feet or more) — through an open window or door (you and your children on the outside, your neighbor on the inside) for example. Or make some calls or video chat — a great way to practice those phone skills. Or do some outdoor chores for these neighbors – rake or clean up a yard or flower bed, for example.

THE BASICS

  • What Is Stress?
  • Find a therapist to overcome stress

Important Note: Social distancing is key to your own and your children’s health and to limiting the spread of the virus in the community. If you experience in your particular circumstances a conflict between ‘social distancing’ and enacting the suggestions in this post, don’t enact them. Social distancing comes first.

For information on social distancing go to “From Pandemic to Social Distancing: A Corona Virus Glossary” at https://www.nytimes.com/2020/03/11/science/coronavirus-terms-to-know.ht…

Another Important Note: See the references section of this post for some links to articles with many more recommendations for how to emotionally survive and even thrive during corona virus closings. I am providing New York Times articles in-part because the Times says their corona virus coverage is free to all (no pay wall).

HR Operations

Family care emergency absences

This page was updated September 14, 2020.

Family care emergencies occur when regularly scheduled care plans are interrupted due to a school, camp, facility closure and/or the unexpected absence of a care provider. The family care emergency provisions apply to nontemporary contract covered, classified non-union, and professional staff.

There are two types of family care emergencies for which eligible staff are able to take time off:

  • A child care emergency occurs when you are unable to report for or continue scheduled work because of emergency child care requirements such as unexpected absence of regular care provider, unexpected closure of the child’s school, or unexpected need to pick up child at school earlier than normal.
  • An elder care emergency occurs when you are unable to report for or continue scheduled work because of emergency elder care requirements such as the unexpected absence of a regular care provider or unexpected closure of an assisted living facility.

For the purpose of this policy, a “family member” includes a spouse, registered domestic partner, or other household member; your minor/dependent child or a minor/dependent child of your spouse/registered domestic partner, your parents, or grandparents.

Time off types required

Unless a collective bargaining agreement or the Professional Staff Program states otherwise, an employee who is unable to report for or remain at work due to a family care emergency must be allowed to apply up to three (3) work days per calendar year of each of the following time off types available to the employee, to account for time away from work:

  • Vacation time off
  • Sick time off (see below)
  • Unpaid time off
  • Personal holiday (one day only)

Sick time off in excess of three days may be used when a child’s school or place of care has been closed by order of a public official for any health-related reason. A school or place of care is considered closed if the physical location is closed and even if some or all instruction is provided online where the child is expected or required to complete assignments.

Approval

No advance approval is required for an employee to take time off for a family care emergency; but you must notify your supervisor at the beginning of the absence. Upon returning to work, the employee shall designate to which time off category the absence will be charged.

Supervisors: Your department may require verification of the need to take time off and that the situation was such that advance notice was not possible. Verification and use of sick time off for family care emergencies as outlined on the sick time off webpage must be consistent with verification rules. Please contact your human resources consultant if you have questions about family care emergencies.

From the 20 March, schools, colleges and other providers were asked to close to most children and young people to slow the spread of COVID-19. We know schools have a range of questions about what this means, including what impact it has on existing safeguarding duties.

Radicalisation and extremism safeguarding concerns

Advice on safeguarding in schools, colleges and other providers has been published by the Department for Education on GOV.UK and this should be your first port of call. As with other safeguarding functions, Prevent management in local authorities is still operating – if you have concerns, follow your usual safeguarding referral processes for Prevent.

Further information is available on spotting the signs of radicalisation and how to raise concerns you may have.

Pupils receiving Channel support

Where schools already have one or more pupils receiving Channel support, the continuation of this support will need to be managed on a case-by-case basis. If you haven’t already been contacted, you may want to reach out to your local authority contact to discuss interim arrangements for supporting the child or young person. You should ensure that the relevant local authority staff know the best way to contact your school’s designated safeguarding lead(s).

School attendance

Leaders of education settings and designated safeguarding leads have the flexibility to offer a place to those who they consider most vulnerable. As a result, schools and other education providers should work with local authorities to carefully consider whether pupils receiving Channel support can be offered a school or college place.

Channel panels should continue to conduct regular assessments of the vulnerability of those receiving Channel support. Any assessment about the nature of ongoing support for children and young people, including the offer of a school or college place, should involve the parents or carers.

This assessment should take into consideration what is in the best interests of the child, accounting for any underlying health conditions, the potential impact to the individual’s wellbeing, and the ability of the individual’s parents or home to ensure their needs can be met safely.

In circumstances where a child or young person is offered a place but they or their parent/carer does not want them to attend their education setting, the education setting and relevant local authority staff should explore the reasons for this directly with them and their parent/carer.

Mental health and wellbeing

Many children and young people may be feeling anxious, worried and isolated as a result of COVID-19 and the subsequent changes in their daily lives. Guidance for parents and carers on supporting children and young people’s mental health and wellbeing during the coronavirus (COVID-19) outbreak has been published on GOV.UK.

Keeping children safe online

Measures taken to slow the spread of COVID-19 mean most children will be at home and spending increasing amounts of time online. There is a risk that extremists may exploit this situation by sharing harmful misinformation and conspiracy theories and targeting vulnerable children and young people directly.

Counter-Terrorism Police have produced guidance for parents on some of these risks and how to seek further support, which can be found on the Let’s Talk About It website.

If you come across online material promoting terrorism or extremism this can still be reported using the online tool.

The Department for Education’s safeguarding guidance also includes advice and guidance on online harms that we encourage settings to share with parents. In addition, guidance for parents has been published which includes resources to help keep children safe online:

Extremist Narratives in Communities

The impact of COVID-19 on communities may give individuals and extremist organisations opportunities to promote hateful or harmful narratives. In some cases, education leaders or designated safeguarding leads may be aware of graffiti, leafleting and stickering that is of an extremist nature that children and young people may be exposed to. Education settings should consider the impact this material may have and encourage pupils to share any concerns if they feel worried, upset or anxious.

The COVID-19 pandemic has presented many challenges to students, educators, and parents. Children already coping with mental health conditions have been especially vulnerable to the changes, and now we are learning about the broad impacts on students as a result of schools being closed, physically distancing guidelines and isolation, and other unexpected changes to their lives.

Mental Health Impacts on Students

“For some children with depression, there will be considerable difficulties adjusting back to normal life when school resumes….” Read more.

“20% of college students say their mental health has worsened…” Read more.

“Nearly three in 10 (29%) say their child is “already experiencing harm” to their emotional or mental health because of social distancing and closures. Another 14% indicate their children are approaching their limits, saying they could continue social distancing a few more weeks until their mental health suffers.” Read more.

“The shuttering of the American education system severed students from more than just classrooms, friends and extracurricular activities. It has also cut off an estimated 55 million children and teenagers from school staff members whose open doors and compassionate advice helped them build self-esteem, navigate the pressures of adolescence and cope with trauma….mental health experts worry about the psychological toll on a younger generation that was already experiencing soaring rates of depression, anxiety and suicide before the pandemic….” Read more.

“In some ways, the COVID-19 era seems like exactly the right time to educate students on how to manage the intense sadness, isolation, and anxiety they are feeling. But during the horrible natural experiment called coronavirus, is that the right message to send to students — to push through hardship, bounce back from failure, and come out stronger? Or should it be about empathy, compassion, and getting through this time in one piece?….” Read more.

“As a parent, follow your gut… If you feel like something might not be right, it’s better to talk with them or find someone for them to talk to before it might spiral into something more serious.” Read more.

Support for Parents and Students

Taking steps to support students is essential during this challenging time, whether they’re learning remotely or in classrooms. For us, that means more than simply making sure they learn from lesson plans and score well on standardized tests. We are as concerned about the social, emotional, and mental health needs of students in our community. Here are resources to help parents and students.

Numbers to Call

Webinars with Useful Information

Supporting Distance Learning (Parents and Caregivers for Wellness webinar)

More Resources

Back to School in a Pandemic: Tips to Foster Mental Health: Part 1 and Part 2 (Psychology Today)

How to manage as a family during unexpected school closures

Impact of School Closures on Mental Health during COVID-19

The Centers for Disease Control and Prevention (CDI) stated that Coronavirus disease 2019 (COVID-19) can affect children and young people directly and indirectly. Beyond getting sick, many young people’s social, emotional, and mental well-being has been impacted by the pandemic. Trauma faced is an important impact of school closures on mental health during COVID-19 and at this developmental stage can continue to affect them across their lifespan.

According to the National Alliance on Mental Illness (NAMI) California, the COVID-19 pandemic has presented many challenges to students, educators, and parents. Children already coping with mental health conditions have been especially vulnerable to the changes, and we are learning about the broad impacts on students as a result of schools being closed, physically distancing guidelines and isolation, and other unexpected changes to their lives.

Some of the challenges children and young people face during the COVID-19 pandemic relate to:

  • Changes in their routines (e.g., having to physically distance from family, friends, worship community)
  • Breaks in continuity of learning (e.g., virtual learning environments, technology access, and connectivity issues)
  • Breaks in continuity of health care (e.g., missed well-child and immunization visits, limited access to mental, speech, and occupational health services)
  • Missed significant life events (e.g., grief of missing celebrations, vacation plans, and/or milestone life events)
  • Lost security and safety (e.g., housing and food insecurity, increased exposure to violence and online harms, the threat of physical illness and uncertainty for the future)

Social Distancing Disruptions

The COVID-19 pandemic – and the social distancing measures that many countries have implemented – have caused disruptions to daily routines. As of April 8, 2020, schools have been suspended nationwide in 188 countries, according to UNESCO. Over 90% of enrolled learners (1.5 billion young people) worldwide are now out of education. The UNESCO Director-General Audrey Azoulay warned that “the global scale and speed of the current educational disruption is unparalleled”.

For children and adolescents with mental health needs, such closures mean a lack of access to the resources they usually have through schools. In a survey by the mental health charity YoungMinds, which included 2111 participants up to age 25 years with a mental illness history in the UK, 83% said the pandemic had made their conditions worse. 26% said they were unable to access mental health support; peer support groups and face-to-face services have been canceled, and support by phone or online can be challenging for some young people.

School routines are important coping mechanisms for young people with mental health issues. When schools are closed, they lose an anchor in life and their symptoms could relapse. “Going to school had been a struggle for some children with depression prior to the pandemic, but at least they had school routines to stick with”, said Zanonia Chiu, a registered clinical psychologist working with children and adolescents in Hong Kong, where schools have been closed since February 3, 2020. “Now that schools are closed, some lock themselves up inside their rooms for weeks, refusing to take showers, eat, or leave their beds.” For some children with depression, there will be considerable difficulties adjusting back to normal life when school resumes.

Special Education Needs

Children with special education needs, such as those with an autism spectrum disorder, are also at risk. They can become frustrated and short-tempered when their daily routines are disrupted, said psychiatrist Chi-Hung Au (University of Hong Kong, Hong Kong, China). He advised parents to create a schedule for their children to reduce anxiety induced by uncertainty. With speech therapy sessions and social skills groups suspended, he cautions that stopping therapy can stall progress, and children with special needs might miss their chance to develop essential skills. He points out that creative ways, such as online speech and social skills training, are needed to make up for the loss.

Many countries are postponing or canceling university entrance exams. Meanwhile, college and university students are stressed about dormitory evacuation and cancellation of anticipated events such as exchange studies and graduation ceremonies. Some lost their part-time jobs as local businesses closed. Students in their final years are anxious about the job market they are going to enter soon.

Social distancing measures can result in social isolation in an abusive home, with abuse likely exacerbated during this time of economic uncertainty and stress. According to Child and Adolescent Psychiatry and Mental Health (CAPMH), an online journal published by BioMed Central Ltd., the situation of the crisis produced by the Coronavirus (COVID-19) pandemic poses major challenges to societies all over the world. While efforts to contain the virus are vital to protect global health, these same efforts are exposing children and adolescents to an increased risk of family violence. This is not a surprise as increased rates of child abuse, neglect, and exploitation have also been reported during previous public health emergencies, such as the Ebola outbreak in West Africa from 2014 to 2016.

impact of school closures long-term mental effects

However, not much is known about the long-term mental health effects of large-scale disease outbreaks on children and adolescents. While there is some research on the psychological impact of severe acute respiratory syndrome (SARS) on patients and health-care workers, not much is known about the effects on ordinary citizens. Evidence is especially scarce in children and adolescents. This is an important gap for research. COVID-19 is much more widespread than SARS and other epidemics on a global scale. As the pandemic continues, it is important to support children and adolescents facing bereavement and issues related to parental unemployment or loss of household income. There is also a need to monitor young people’s mental health status over the long term, and to study how prolonged school closures, strict social distancing measures, and the pandemic itself affect the wellbeing of children and adolescents.

This article is provided by Dr. Ralph Kueche (Child Psychologist). Dr. Kuechle is a Child and Adolescent Clinical Psychologist who specializes in treating children and their families who may be struggling with mood and behavioral issues. Learn more about Dr. Kuechle.

N obody ever believed the pandemic would go easy on children. The virus might target them less directly than it targets older people, but other challenges—the loss of school, the loss of play, the loss of time with friends—would exact their own emotional toll. A study published April 29 in JAMA Network Open sheds light on how serious that harm has been.

The work, led by psychologist Tali Raviv at Northwestern University, involved a survey of more than 32,000 caregivers looking after children from kindergarten to grade 12 in the Chicago public school system. The definition of “caregiver” was broad, including parents and grandparents as well as anyone 18 or older with principal responsibility of caring for children in a household. The sample group of the families was ethnically and racially diverse—39.3% white, 30.2% Latinx; 22.4% Black; and 8.1% mixed.

The pivot point of the research was March 21, 2020: the day that in-person instruction ended in Chicago public schools and home-schooling began. Raviv and her colleagues asked each caregiver to rate the children they were looking after on how they exhibited 12 different traits in the time before the end-of-school date, and in the time after (the surveys themselves were filled out between June 24 and July 15):

The results were striking. On every one of the negative traits the overall scores went up, and on every one of the positive ones, there was a decline. Some were comparatively small shifts: Talking about plans for the future fell from 44.3% to 30.9% (a change of 13.4 percentage points); positive peer relationships declined from 60.4% to 46.8% (a 13.6 percentage-point drop). But in other cases the change was more dramatic. Just 3.6% of kids overall were reported to exhibit signs of being lonely before the schools were shuttered and 31.9% were that way after, a massive shift of 28.3 percentage points. Only 4.2% of children were labeled agitated or angry before the closures, compared to 23.9% after, a jump of 19.7 points.

A small number of the children studied, Raviv says, improved over the before-and-after period. “About 7% actually benefited” from the shift to in-person learning, she says. Self-harm and suicidal ideation, for example, declined from 0.5% to 0.4% among Black children, and from 0.4% to 0.3% among Latinx kids. “Maybe school was a stressful place and remote learning was good for them.”

But that’s not at all the case for most kids and, as with so many things, race, ethnicity and income play a role, though in this case it was Black and Latinx children generally faring better than whites, instead of the other way around.

Overall, the figure for the “loneliness” characteristic was 31.9% post-school closures, but it broke down to 22.9% among Black kids and 17.9% among Latinx, compared to 48.4% among whites. Since all three groups clocked in at just over 3% before in-class learning ended, the resulting increase in loneliness was much higher among whites. On the “hopeful or positive” metric, 36.4% Black kids exhibited the traits, compared to 30.7% in Latinx households and just 24.6% among whites—a decline in all three cases, but a more precipitous one among whites who were down from 55.7%, compared to 40.2% for Latinx kids and 49.8% for Blacks.

The explanation, Raviv suspects, could be that the greater level of privilege whites generally experience left them less prepared to deal with the hardships of the lockdowns when they came around.”It may have been more unusual for white families to have to cut back,” she says. “For some lower-income people it might not have been that much of a change.”

But Black and Latinx families suffered in other ways. Across the board, they were more likely to have a family member who contracted COVID-19; to have lost a job, lost a home, lost health insurance; to have difficulty getting medicine, health care, food, and PPE. Even if the Black and Latinx children’s change in overall mental health as tabulated in the study was less severe than that of white kids’, they experienced hardship all the same. “They were more likely to see these additional stressors,” says Raviv.

Going forward, Raviv and her colleagues write that the pandemic can be something of a teachable moment for educators, clinicians, and policymakers. The research, they say, points to the need for a renewed commitment to better mental health care—especially access to telehealth; improved access to school- and community-based mental health services; improved funding for communities in need; and a better effort to eliminate structural inequality. The pandemic, eventually, will end. The emotional pain kids in every ethnic group have sustained could stay with them for a long time to come.

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