Teacher support and guidelines for diverse student learners during COVID-19
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First author draft
Date
DOI
Authors
Kim, H.
Ismail, B.
Nieves, H.I.
Solberg, Vernon S.H.
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First author draft
OA Version
Citation
H. Kim, B. Ismail, H.I. Nieves, V.S.H. Solberg. "Teacher Support and Guidelines for Diverse Student Learners during COVID-19." Journal of School Psychology,
Abstract
Teachers serving students from low-income backgrounds, students with disabilities, and students from underrepresented racial and ethnic backgrounds are experiencing a myriad of challenges due to the pandemic that is exacerbating existing inequities and risks. The purpose of this study was to assess whether and to what extent teachers received access to professional development support that would enable them to more effectively respond to the education to the challenges experienced in managing through COVID-19 and evaluate the impact of this access on their perceptions on student engagement. Using the RAND 2020 American Teacher Panel (ATP) COVID-19 collected in October 2020, four clusters of support and resources were identified: Most Supported, Least Supported, Moderate Supported A (received support primarily with students with Disabilities) and Moderate Supported B (received support primarily with diverse backgrounds). Teachers classified as relatively less supported groups were more likely to be teaching in more urbanized settings with larger size schools than the other clusters and perceived their students as attending less often and being less ready for grade-level coursework. Recommendations for school psychologists and human service professionals organizing professional development to address teacher self-care and social emotional learning are described.