Resources for Students, Families, and Educators During COVID-19
For the first time in our lives, many are facing the need to stay at home for weeks, including families with school-aged children. That presents a special dilemma for students and their parents and caregivers. How do we talk to our children about what is happening? How do students stay engaged with their academics?
Below, we have provided some tips and advice here from our own faculty experts and from other sources as recommended by our faculty.
This toolkit provides user-friendly, evidence-based resources for people supporting children and adolescents with Autism Spectrum Disorder. Led by associate professor Kara Hume, the toolkit was developed by experts from the UNC School of Education, the UNC Frank Porter Graham Child Development Institute, and the UNC School of Medicine’s Department of Allied Health Sciences. UPDATE:New toolkit for helping adults with autism WEBINAR: Supporting Individuals With Autism During COVID-19
In a project funded by the National Science Foundation, a team led by Troy Sadler, the Thomas James Distinguished Professor of Experiential Learning, is developing science education curricula materials based on the coronavirus. The materials are being made available as they are developed.
Dorothy Espelage talks in this interview about the possible increased risks of cyberbullying during the pandemic and offers suggestions for how parents and caregivers can talk to young people about protecting themselves.
Jeff Greene, the McMichael Distinguished Professor in Learning Sciences and Psychological Studies, offers guidelines and suggestions for families to keep their homebound students on track with their studies.
VIDEO: Facebook Live Q&A with Professor Jeff Greene
School psychology associate professor Dana Griffin shares timely expertise about empathy and well-being on a podcast with UNC World View. She also offered her three strategies to navigate the uncertain times.
Lora Cohen-Vogel, Frank A. Daniels Distinguished Professor, and colleagues from the University of California at Santa Barbara and the University of California at Irvine offer advice to parents and guardians for establishing a "4R Plan" — Routine, Relevant, Read, and Run — for each of their children.
This set of resources promotes the development of executive skills, which refer to the thinking, or cognitive, processes required to plan, organize, and execute activities. It was created by a team including assistant faculty member Marisa Marraccini and doctoral student Meagan Padro and led by Peg Dawson of the Study Group on Executive Skills.
With the closure of schools, many narratives have focused on remote learning and teaching. But what about our most vulnerable students? This pandemic also compromises student safety and well-being. Teachers and school leaders are primary reporters of abuse, neglect, and other issues of wellness. So how can we approach these challenges? School of Education faculty members and school professionals convened for an online discussion around keeping students safe and the roles schools play during the times. Clinical assistant professor Chris Scott moderated.