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This issue brief shares data from the Census Bureau Household Pulse Survey that indicate that 19% of Hispanic households and 22% of Black households were food insufficient this summer compared to 14% of all households and 9% of white households. Food insufficiency puts children at higher risk of health, academic, behavioral, and emotional problems. The brief suggests that federal and state governments should offer supports that were offered through Families First Coronavirus Response Act and other income and housing supports. This resource supports the COVID-19 response.
This issue brief focuses on three ways to support the early care and education (ECE) workforce: (1) Increasing access to education and career growth; (2) reinforcing workers overall economic well-being; and (3) improving working conditions. MDRC, which published this article, is launching a new national project to examine a variety of approaches.
This webinar provides information about how two states are supporting Family, Friend, and Neighbor care (FFN), which has become an especially important part of the child care supply in COVID-19. New Mexico has created a path for temporary FFN care that lasts for 6 months. Providers can serve up to 4 non-residential children and can access subsidy and food programs. A California Child Care Resource and Referral Center is providing extensive supports to FFN providers including play groups, story time, curriculum, provider cafes, and lots of support to become licensed. This resource supports the COVID-19 response.
The report and executive summary review lessons learned from the first two years of the Partnership for Social-Emotional Learning Initiative (PSELI). Findings are based on surveys, interviews, and observations from 38 partnerships in 6 sites about the barriers and solutions to school-OST partnerships on SEL. Findings include the need to build adult SEL skills, set aside staff time for communication and for implementing SEL activities, and to formalize practices so they are maintained regardless of staff turnover. There is also a companion webinar about the report: https://www.wallacefoundation.org/knowledge-center/pages/early-findings-and-lessons-from-the-partnerships-for-sel-webinar.aspx?utm_source=PSELI+Webinar+10.26.20&utm_campaign=81502551e8-EMAIL_CAMPAIGN_2020_10_27_05_34&utm_medium=email&utm_term=0_6d337e88af-81502551e8-221181114
For information on promising practices from PSELI, see the podcast series at: https://www.wallacefoundation.org/knowledge-center/pages/podcast-the-partnerships-for-social-and-emotional-learning.aspx
This webinar series explores the importance of trauma-informed and healing-centered approaches in out-of-school time settings and the role they can play in helping youth manage and recover from trauma.
- The first webinar reviews what we know from research about the effects of adversity on brain development: http://afterschoolalliance.org/webinars.cfm?ID=1AE7CDD1-5056-A82E-7AAA133082226F15
- The second webinar provides practical strategies for creating healing-centered environments: http://afterschoolalliance.org/webinars.cfm?ID=BEB07B47-5056-A82E-7AE6BEB1EFD33724
- The third webinar looks at how we can leverage local, state, and federal policy to expand access to healing-centered programming: http://afterschoolalliance.org/webinars.cfm?ID=F96B093F-5056-A82E-7A9D9156A7D525E9
This resource supports the COVID-19 response.
This issue brief provides a framework that states can use during the COVID-19 crisis to create child care policies that promote equitable access and mitigate the chance that child care closures will be concentrated in low-income and middle-income neighborhoods and rural areas. The ECE Access Project, supported by OPRE (Office of Planning, Research and Evaluation) in the Department of Health and Human Services, developed an access framework with four interrelated dimensions: (1) affordable; (2) supports child development; (3) meets parents' needs; and (4) reasonable efforts. The brief includes a table of policy-related questions along each dimension and recommendations. This resource supports the COVID-19 response.
This issue brief shares findings from the Rapid Assessment of Pandemic Impact on Development, finding that parents of young children with disabilities are experiencing higher rates of stress, anxiety, and depression as a result of loss of services in a virtual environment. It outlines state policies that could be considered to provide families with supports to reduce parental stress. Suggestions include getting services to families including home visiting, telehealth, and community-based health centers. In addition, it suggests alleviating uncertainty about policies and strategies like Electronic Benefit Transfers given that 29 percent of families with children with disabilities reported major financial problems compared to 19 percent of other families. This resource supports the COVID-19 response.
This issue brief and its video clips explore trauma-informed practices implemented in a Nashville, TN school. While the strategies are implemented in a school, the information and the videos on a whole-school approach, peace corners, mentor relationships, and teacher supports are relevant for out-of-school programs. This resource supports the COVID-19 response.
This toolkit includes resources that will help build child care supply. It includes six steps: (1) assess and plan; (2) identify resources; (3) generate awareness; (4) develop strategies; (5) implement your plan; and (6) evaluate and implement. The concepts build on recognized strategic planning principles and include stories of success. This resource supports the COVID-19 response.
This blog by the National Institute on Out-of-School Time highlights what their research staff learned this past summer about high-quality practices in virtual programs based on conducting observations of more than 200 hours of online academic and general enrichment programming. The focus is on tips for activity design, youth engagement, and technology. This resource supports the COVID-19 response.