Rising incidence of student mental health challenges was already a big issue for educators before the coronavirus pandemic hit. Now, research shows that the physical, economic, and emotional impacts of COVID-19 are taking a striking toll on children’s mental health—and the effects are likely to last for years to come.
This online summit will explore what the data tell us about the worsening state of kids’ mental health, what schools can do now to address those issues, and best practices for ensuring students get the supports and services they need going forward. Participants will discuss the specific challenges LGBTQ students and students of color face, and examine the ways school counselors have adapted during the pandemic.
The summit will feature exclusive EdWeek Research Center survey data on these topics as well as insights from mental health, trauma, and education experts.
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Agenda
How to Support LGBTQ Students During—and After—School Closures
EdWeek survey data shows that while the pandemic has taken a toll on most teenagers, it has especially affected those who identify as LGBTQ. Those students, who may have been isolated from supportive educators and peers during remote learning, are more likely to be showing symptoms of depression this school year. In this discussion, educators will share best practices for supporting LGBTQ students both during school closures and when they come back into the classroom.
Madeline Will is an assistant managing editor for Education Week, leading coverage of school leadership and general education trends.
Amber Andrade
Principal,
Paradise Valley Engineering Academy (Morgan Hill, Calif.)
Andrade is an elementary school principal in Morgan Hill, Calif., and serves on GLSEN’s Educator Advisory Council. A former teacher, project specialist, and middle school principal, Andrade believes that all students deserve to feel valued, safe (physically, emotionally, and mentally), respected, and included, and that it is her job as a leader to ensure that happens for every student. In her previous job, Andrade implemented inclusive restrooms and data systems that showed authentic names and gender, recruited inclusive therapists, started an LGBTQ library section, and trained staff in trauma-informed care, de-escalation tactics, suicide prevention, and other information about how to best serve LGBTQ students. She also worked to create safe spaces for LGBTQ students, including a student-run club.
Christine Rockwell-Wardlow
English teacher,
Marine Academy of Science & Technology (Highlands, N.J.)
Rockwell-Wardlow is an English/language arts teacher at the Marine Academy of Science & Technology in Monmouth County, N.J. Her work to infuse her 11th and 12th grade curriculum with LGBTQ+ voices and sustain a positive classroom and school culture for queer students is ongoing. Previously, Christine served as the founder and faculty adviser for a high school GSA and a mentor for a weekend LGBTQ+ youth drop-in program. She is a current chair for her high school’s professional learning community focused on social justice initiatives.
Supporting Students’ Mental Health Needs Over the Long Haul
What will the long-term mental health impacts of the pandemic, disrupted educational and social norms, economic hardship, and the racial reckoning be on our children? Experts say the aftershocks of the pandemic will likely impact many students for years to come. There are lessons to be drawn on how to support kids’ mental health needs for the long haul from other traumatic events, such as hurricanes and school shootings. In this discussion, experts in childhood trauma will outline the ways the pandemic may affect students’ mental health, how long those effects are expected to last, and how educators can help meet students’ needs in the near and long term.
Arianna Prothero covers technology, student well-being, and the intersection of the two for Education Week.
Marleen Wong
Senior Vice Dean, David Lawrence Stein and Violet Goldberg Sacks Endowed Professor of Mental Health,
University of Southern California
Wong is a clinical professor and a nationally recognized expert on school crisis response. She was previously the Director of Mental Health, Crisis Teams and Suicide Prevention Programs at the Los Angeles Unified School District. She has worked with survivors and school districts of targeted violence and terrorist attacks including Littleton, Newtown, Parkland, Oklahoma City, San Bernardino, and New York City. Internationally, Wong has worked as a subject matter expert and program developer for disaster recovery after earthquakes and typhoons in China, Japan, The Republic of the Philippines and Taiwan. Currently, she is involved in training and consultation with the Center for Safe and Resilient Schools and Workplaces focused on Trauma Informed Schools, Crisis Intervention and Recovery, and Threat Assessment including assisting schools to develop post-COVID 19 recovery strategies.
Robin Gurwitch
Professor of Psychiatry and Behavioral Sciences,
Duke University
Gurwitch is a psychologist, professor, and a specialist in childhood trauma. Since the Oklahoma City bombing 1995, she has focused much of her clinical work and research on children who have experienced traumatic events such as terrorism and natural disasters. She has worked with schools and communities in the aftermath of mass shootings, natural disasters, and terrorist attacks. She has helped develop training materials for the American Red Cross and has written a manual on trauma treatment for children and adolescents following disasters. Gurwitch is a member of the American Psychological Association’s Disaster Response Network and the National Child Traumatic Stress Network.
School Counseling in a Virtual Space
Just because millions of children weren’t physically in school for much of this year doesn’t mean they didn’t need support from their school counselors. In fact, if anything, the pandemic has made students’ mental health needs more acute. So many schools have been moving counseling online. But is it as effective as in-person sessions? What happens when parents want to listen in? Can counselors build rapport with students they can’t see? What kinds of tricks or tips do experienced counselors have for making this work? And are there any upsides to virtual counseling?
Alyson Klein is an assistant editor for Education Week.
Lisa DiMurro
School Counselor,
Vancouver Public Schools (Wash.)
DiMurro joined Vancouver Public Schools in 2005, working as a paraeducator. She later became a school clerk, then a school secretary. After earning her master’s degree in school counseling, DiMurro joined the Franklin Elementary staff. At Franklin, DiMurro’s number one goal is to build relationships and connect with students and families. She teaches social emotional awareness and strategies for recognizing naming and managing feelings through whole group instruction. As a school counselor, one question DiMurro always keeps in mind is: “How can I and other educators help students learn to become the best version of themselves?” DiMurro was awarded the 2020 School Counselor of the year by the Washington School Counselor Association.
Lydia McNeiley
Lead School Counselor,
Charles N. Scott Middle School (Ind.)
McNeiley is the lead school counselor at Charles N. Scott Middle School in Hammond, Indiana. She has been focused on implementing programs that meet the needs of a very diverse student population. Through her efforts, Scott Middle School has been able to engage students, families, and other stakeholders in supporting military veterans, enhancing Social Emotional Learning programs, exploring college and career readiness opportunities, and building ongoing partnerships with numerous outside agencies. McNeiley holds a bachelor’s degree in social work from Indiana University Northwest and a Master of Education in School Counseling from Purdue University Northwest. She was recently named a 2020 Indiana School Counselor for the Year finalist and is a Hammond Education Foundation Hero in Education Award winner. She serves as a member of the Hammond Hispanic Community Committee and volunteers with the Your Biggest Fan mentoring program and Girls Literacy Program through Athletes for Charity.
Student Mental Health During the Pandemic: Minding the Gaps
Mental health emergencies for children and young adults have skyrocketed in the year since the pandemic began, and schools have struggled to meet students’ deepening needs. Emerging research and data from a new, nationally representative survey by the EdWeek Research Center find adults in schools could be overlooking the new ways that stress, bullying, and isolation are affecting students, particularly in remote and hybrid settings.
Sarah D. Sparks covers the teaching profession and pedagogy for Education Week.
Holly Kurtz, PhD
Director,
EdWeek Research Center
Supporting the Emotional Well-Being of Students of Color
As schools ramp up in-person instruction, some students of color may return with different emotional experiences than their peers. Black, Latino, and Native populations have had significantly higher death rates than white populations due to COVID-19, for example. Researchers say students of color may feel a greater sense of belonging at school if educators understand and embrace the collective mindset through which many cultural groups view concepts like success, support, and grief. During this discussion, an expert will answer questions about how educators and student support staff can win the trust of --and offer support to-- all students.
Sheila Desai
Director of Educational Practice,
National Association of School Psychologists
Desai is a Nationally Certified School Psychologist and currently works as the director of educational practice at the National Association of School Psychologists. Previously, she worked as a school psychologist in K-12 public schools and clinical day treatment settings.
Tiombe-Bisa Kendrick-Dunn
School Psychologist,
School Board of Miami-Dade County Florida
Kendrick-Dunn is employed with the School Board of Miami Dade County Florida as a school psychologist where she has practiced since 2005. She holds a license, professional educator’s certificate, and national certification in the field of school psychology. Kendrick-Dunn is currently a doctoral candidate at Loyola University Chicago and is adjunct professor at Barry in the School Psychology Program. She also runs a private practice where she specializes in in identifying and servicing gifted and talented children. She also specializes in providing culturally competent services. Kendrick-Dunn serves on the board of directors for several organizations and is a current member of the NASP Social Justice Committee and coordinates the NASP Gifted and Talented Interest Group. Kendrick-Dunn is married, and family is a priority in her life.
Content Provided by Gaggle
How Education Leaders Are Saving Student Lives
More than a year into the pandemic, how are your students doing? Last fall, our data showed an 83% increase in incidents of student suicide and self-harm, but where are we now? What does the latest data show? Join Gaggle, along with child psychologist Dr. Lisa Strohman, to discuss what we’re seeing in terms of student mental health and troubling trends in student safety.
Paget Hetherington
Vice President of Marketing,
Gaggle
Paget Hetherington has empowered children to achieve academic success for more than three decades, leading sales and marketing efforts for global publishing and EdTech companies. As the vice president of Marketing, Paget’s focus is spreading Gaggle’s message to school districts across the country, helping to ensure the safety and well-being of students.
Lisa Strohman
Psychologist, Author, and Founder,
Digital Citizen Academy
A psychologist, attorney, author, and mother, Strohman established Digital Citizen Academy to help keep families safe from online dangers. Her background working as a visiting scholar with the profiling unit at the FBI during one of the most tragic school shootings in the U.S. helped create her passion to help proactively prevent and educate students, educators, and parents on issues related to technology.
Kim Bolz-Andolshek
Regional Vice President,
Gaggle
Kim Bolz-Andolshek is currently serving in her 17th year as an elected school board member in the state of Minnesota. She has had a passion for public education and supporting students in her personal and professional life for almost two decades. Kim joined the Gaggle Team as a Regional VP in early 2020. She also volunteers at the national crisis text line 4–6 hours a week supporting students and adults in times of crisis.
