Building Supportive Conditions and Comprehensive Supports to Enhance Student and Educator Well-Being and Thriving. Addressing Educational Inequities in the Wake of the COVID-19 Pandemic. Commissioned Paper Series
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| Title: | Building Supportive Conditions and Comprehensive Supports to Enhance Student and Educator Well-Being and Thriving. Addressing Educational Inequities in the Wake of the COVID-19 Pandemic. Commissioned Paper Series |
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| Language: | English |
| Authors: | David Osher, Wehmah Jones, Robert Jagers, National Academy of Education (NAEd) |
| Source: | National Academy of Education. 2025. |
| Availability: | National Academy of Education. 500 Fifth Street NW Suite 339, Washington, DC 20001. Tel: 202-334-2341; Fax: 202-334-2350; e-mail: info@naeducation.org; Web site: http://www.naeducation.org |
| Peer Reviewed: | N |
| Page Count: | 104 |
| Publication Date: | 2025 |
| Sponsoring Agency: | William T. Grant Foundation Stuart Foundation |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | COVID-19, Pandemics, Evidence Based Practice, Equal Education, Well Being, Students, Teachers, Intervention, Restorative Practices, Social Emotional Learning, Trauma Informed Approach, Elementary Secondary Education, Community Schools, School Districts, Positive Behavior Supports, Integrated Services, Educational Environment |
| Geographic Terms: | California (Los Angeles), Ohio (Cleveland) |
| Abstract: | This report is part of a commissioned paper series that highlights the profound and ongoing effects of COVID-19 on educational opportunities and underscores the necessity of bold, systemic reforms to ensure equitable and effective learning environments. The papers examine evidence-based strategies to mitigate opportunity gaps, strengthen student supports, and foster inclusive, community-centered approaches that enhance educational outcomes for all learners. This paper begins by defining thriving and well-being and delineating their critical components, examining how student and teacher well-being and ill-being are intertwined. The discussion then moves to the impact of the COVID-19 pandemic and consequences on students and educators, highlighting how the challenges that many students and educators face underscore the need for stronger support systems for students and educators and the particular importance of student engagement and positive conditions for learning. Following this discussion, the paper delves into overarching approaches to well-being, identifying 16 success drivers, including relationally rich multitiered strategies and school climate enhancements that are consistent with the science of learning and development and promote conditions conducive to learning and teaching. The focus of the paper then broadens to specific strategies such as: (1) social and emotional learning; (2) strengths-based and strengths-building trauma and mental health support; (3) restorative practices; and (4) coordinated efforts and effective collaboration across a student's whole ecology. The paper concludes by providing two case studies and related resources to illustrate how a school and a school district can implement the 16 success drivers and many of the approaches described in the paper and do so in a manner that actively and respectfully engages the voices and perspectives of students, families, and teachers, demonstrating how these comprehensive supports can be integrated to create more resilient educational environments that support student and teacher well-being, learning, and thriving. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED676269 |
| Database: | ERIC |
| Abstract: | This report is part of a commissioned paper series that highlights the profound and ongoing effects of COVID-19 on educational opportunities and underscores the necessity of bold, systemic reforms to ensure equitable and effective learning environments. The papers examine evidence-based strategies to mitigate opportunity gaps, strengthen student supports, and foster inclusive, community-centered approaches that enhance educational outcomes for all learners. This paper begins by defining thriving and well-being and delineating their critical components, examining how student and teacher well-being and ill-being are intertwined. The discussion then moves to the impact of the COVID-19 pandemic and consequences on students and educators, highlighting how the challenges that many students and educators face underscore the need for stronger support systems for students and educators and the particular importance of student engagement and positive conditions for learning. Following this discussion, the paper delves into overarching approaches to well-being, identifying 16 success drivers, including relationally rich multitiered strategies and school climate enhancements that are consistent with the science of learning and development and promote conditions conducive to learning and teaching. The focus of the paper then broadens to specific strategies such as: (1) social and emotional learning; (2) strengths-based and strengths-building trauma and mental health support; (3) restorative practices; and (4) coordinated efforts and effective collaboration across a student's whole ecology. The paper concludes by providing two case studies and related resources to illustrate how a school and a school district can implement the 16 success drivers and many of the approaches described in the paper and do so in a manner that actively and respectfully engages the voices and perspectives of students, families, and teachers, demonstrating how these comprehensive supports can be integrated to create more resilient educational environments that support student and teacher well-being, learning, and thriving. |
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