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- Title
Responding to the Needs of the Whole Child: Principals' Reports of Non-Instructional Investments During COVID-19.
- Authors
Rochester, Shana E.; Sanders, Mavis G.
- Abstract
From extensive school closings and abrupt transitions to distance learning in spring 2020 to varied levels of face-to-face, hybrid, and virtual learning in school year (SY) 2020–2021, the coronavirus disease (COVID-19) has disrupted education across the world. While several studies have examined academic changes that have occurred over the past year, fewer studies have documented changes in non-instructional investments during COVID-19 or centered principals' perspectives. Yet, non-instructional investments that address students' physical and socio-emotional needs are critical to a Whole Child approach to learning, and principals are essential for school change. Accordingly, this quantitative study examined principals' reports of changes in non-instructional investments from SY 2019–2020 to SY 2020–2021 using data from a national sample of U.S. pre-kindergarten through 12th grade schools. We discuss implications of the study's findings for expanded implementation of Whole Child reform principles post-COVID-19 and opportunities for principals to serve as change leaders.
- Subjects
COVID-19 pandemic; BLENDED learning; COVID-19; KINDERGARTEN children; SCHOOL closings; VIRTUAL schools; SCHOOL year
- Publication
Journal of School Leadership, 2023, Vol 33, Issue 5, p434
- ISSN
1052-6846
- Publication type
Article
- DOI
10.1177/10526846221133993