The report features the results of a multi-series survey focused on how district leaders are using ARP funds. The survey found that districts’ spending remained consistent from the 2021-22 to 2022-23, focused on improving instructional practices, expanding learning opportunities and learning time, hiring staff, and addressing the social-emotional needs of students. Additionally, district leaders indicated that they are using ARP funding for long-term system changes that will prioritize a shift in expanding whole child supports, including social, emotional, mental, and physical health and development of their students.

By AASA.

Includes strategies, tools, and metrics that build and strengthen students’ networks. Students’ networks help support their well-being and can expand their postsecondary and career options.

By Clayton Christensen Institute.

Supported by:
Walton Family Foundation, Bill and Melinda Gates Foundation, American Student Assistance, Genentech

To better understand parents’ take on SEL and to explore possible pitfalls in communicating with them about SEL and its place in schools, the Fordham Institute commissioned this nationally representative poll of 2,000 parents of children in grades K–12.

By Fordham Institute.

Supported by:
Chan Zuckerberg Initiative, The Louis Calder Foundation, the Thomas B. Fordham Foundation

As schools nationwide try to guide students through the emotional weight of the past year, a Chicago school is finding success with social-emotional learning, which prioritizes the student-teacher relationship.

By The Today Show.

Supported by:
Chan Zuckerberg Initiative