After a long period of closer due to COVID-19 your schools are reopening now but after going to school you are witnessing unsanitary conditions there . Write a letter to the principal bringing the problem to his notice and request him to take urgent action in the matter. You are Dinesh/Diana of 421 /A, Raipur, CG.
Answers
Answer:
Brown Center Director Michael Hansen led the discussion among three panelists: Heather Hough (executive director of Policy Analysis for California Education, PACE), Daniel Domenech (executive director of The School Superintendents Association, AASA), and Emiliana Vegas (co-director of Brookings’s Center for Universal Education). You can watch video of the event here.
Although we fielded several questions from viewers during the event, we didn’t have time to get to everyone. Here are answers to some of the questions we didn’t get a chance to answer.
Responses from Heather Hough
Q: The panelists talked about expected learning losses during current school closures and strategies to help students academically once they’re back in school. Can you offer guidance on how schools can help meet students’ non-academic needs next year?
A: When students come back to school after closures, whenever that may be, they will bring with them an incredibly high level of need. In the most dire cases, students will have experienced trauma as issues of housing access and food insecurity are compounded by grief, loss, and even abuse. To meet these needs, schools should be prepared to offer a comprehensive set of services that address the needs of children and their families. Good examples of this approach can be found in “community schools,” in which schools partner with community agencies and allocate resources to provide an integrated focus on academics, health and social services, youth and community development, and community engagement. Community schools invest in programs, systems and practices to provide students with a wide array of supports that will help them succeed in school. In the aftermath of the COVID-19 crisis, this “whole child” approach can be seen as a comprehensive way to ensure that students and their families are able to secure essential services, and reduce disparities in access and enrichment.
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