Commentary author
Publication Type
Commentary
Summary

The COVID-19 pandemic disrupted schooling at an unprecedented scale. Widespread school closures reduced students’ access to in-person instructional routines, altered teacher–student interactions, increased students’ responsibility for managing their learning, and exacerbated stress and trauma—conditions that significantly influenced students’ social-emotional development. This commentary offers findings from CORE Districts’ large-scale longitudinal social-emotional learning (SEL) data. Students’ social-emotional competencies followed complicated developmental patterns rather than increasing steadily over time. The pandemic shifted many of those trajectories downward, especially for younger students—and students’ prepandemic competencies predicted the level of academic disruption they experienced. This disruption included changes in attendance, linking California’s high rates (20 percent) of chronic absenteeism—students missing 10 percent or more of the school year—to social-emotional competencies. Author Yang Caroline Wang suggests six considerations for California policymakers, including: prioritize the elementary-to-middle school transition; integrate SEL into core academic strategies; leverage the connection between attendance and SEL; and start longitudinal monitoring.

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