Center for the Transformation of Schools

The impact of the COVID-19 pandemic on student social-emotional learning (SEL) and mental health was a top concern of California voters in May 2021. Key state officials acknowledged early on in the pandemic that SEL and student well-being would be a great challenge for students and schools. These concerns were warranted. Countless people continue to suffer the physical, emotional, and economic effects of the virus and our students have been severely impacted in their academic and social-emotional development. Research shows that the pandemic has had a negative impact on student mental health and social-emotional health and has increased rates of anxiety and attempted suicides. Self-efficacy has worsened in elementary schools, particularly for low-income students. With existing gaps in SEL before the pandemic by race/ethnicity and how the pandemic disproportionately affected low-income and students of color, it is highly likely that inequities persisted or even broadened since then. This brief analyzes new statewide post-COVID data on chronic absenteeism, academic motivation, student SEL and well-being, and school support staff shortages. It urges CA to focus its pandemic recovery efforts on improving student engagement, SEL, and well-being, with a targeted focus on vulnerable student groups such as low-income, English Learners, foster youth, and racial/ethnic minorities. The brief suggests efforts the state can lead and coordinate to ensure that LEAs can best utilize pandemic relief funding to make our school systems stronger during pandemic recovery. Learn more on the CTS website.