School shutdowns due to the COVID-19 pandemic have led to remote learning for students across the county, where nearly 80% of students started the 2021 school year learning in a remote or hybrid model. However, educators, parents, and students recognize that extended periods of remote learning can negatively impact both student academic achievement and social-emotional well-being, where students experience learning loss and increased rates of anxiety and depression. Furthermore, research suggests that Black and Hispanic students are more likely to experience remote learning loss. Loss due to remote learning also disproportionately impacts students of color, where Black, Hispanic, and Indigenous students experience higher rates of learning loss than their white peers.
Accordingly, school districts across the country are currently seeking research-based support for student academic and social-emotional recovery from instructional loss due to pandemic-related extended school closures. The district recognizes the need to implement best practices, policies, and targeted resources to effectively manage the instructional impact of the crisis.
To support member districts in their efforts to recover from the pandemic’s impact on academics and students’ social-emotional wellbeing, Hanover Research examines the best practices for addressing academic and social-emotional recovery, and includes strategies and innovative ideas from notable districts. The results of this research will provide guidance for district leaders as they strategically plan and communicate with parents about addressing the academic and social-emotional needs of students.