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Self-Care for Educators During the COVID-19 Crisis: Supporting Personal Social and Emotional Well-Being

Learn strategies for recognizing and responding to students’ social and emotional needs while teaching remotely. The guidance is organized around neuroscientist Bruce Perry’s “3 Rs” approach to interventions: “Regulate, Relate, and Reason.”

While a fair amount is known about effective instructional practices for English learners, less is known about how these practices might look in a remote learning environment. Get tips for making this critical shift.

This brief provides teachers with ideas, resources, and strategies to consider as they strive to implement distance learning for all students, particularly students with disabilities.

WestEd researchers recently studied how education leaders think about and use continuous improvement to address equity issues. A key finding: Although many leaders understand the value and potential of continuous improvement, few education organizations embrace the concept as a strategy for creating equity.

Download this recent report to learn about the complexities of the current special education funding system in California, its history, and the role of the state and intermediaries in the distribution and use of those resources. The report also introduces five components to consider when revising a funding system.

This policy brief shares lessons learned from previous policy decisions that unintentionally exacerbated funding inequalities between lower- and higher-wealth school districts across the nation. Read research-based considerations about how resource allocation affects the academic achievement of the students who have the greatest needs.

Discover strategies for providing care to school communities and maintaining a sense of connectedness and well-being while coping with the stresses of social isolation, school site closures, and changes in how services are provided.

This guidance from the Center to Improve Social and Emotional Learning and School Safety at WestEd explores the concept of mindfulness, offers mindfulness strategies, and examines the benefits for both students and educators.

This brief shares insights for district and school leaders about maintaining a positive focus on the student groups most affected by long-standing opportunity gaps, which include, but are not limited to, students from low-income households, those who are unhoused, and those in the foster care system.

Visit our COVID-19 web page for timely, evidence-based resources and guidance to help you continue making a positive difference in the lives of children, youth, and adults through this challenging time.

View a broad selection of WestEd's 2020 resources designed to support all learners.