The Mitigating the Impact of Childhood Trauma report highlights the need for integrated student supports that promotes students’ academic success by developing or securing and coordinating supports that target academic and non-academic barriers to achievement.
The COVID-19 pandemic has disrupted education across the country. It has led to a loss of in-person instruction. And unfortunately, this disruption has affected low-income families and communities of color disproportionately. Before the pandemic, many students were dealing with continuous and long-lasting adverse experiences called toxic stress that impacted how their brains developed, how they showed up to the classroom, and life-long health outcomes.
By utilizing evidence-based models, such as integrated student supports, toxic stress and the added stressors of the pandemic can be mitigated, giving students the supports they need to be ready to learn, now and beyond the pandemic.
This brief includes recommendations for federal, state, and local policymakers wanting to ensure all students show up ready to learn and achieve their fullest potential.
Learn more about how Communities In Schools supports students in ways that go beyond the classroom, by visiting our Policy Corner.
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