NCRERN partner districts focused their early pandemic response on (1) meeting students' basic needs, (2) facilitating access to learning, (3) educating students, and (4) building community.
While COVID-19-related school closures in spring 2020 challenged every school district, students in rural districts faced especially significant barriers. In particular, lack of consistent internet limited their access to online instruction.
This PACE report shows that while SEL disparities mirror academic inequities, some schools achieve exceptional growth, offering insight into practices that promote equitable social-emotional development.
This large-scale study reveals important developmental trends and disparities in students’ social-emotional learning, emphasizing the need for targeted, evidence-based SEL supports across K–12 education.
