ABSTRACT
The present study addresses the complexities of providing education and rehabilitation to incarcerated youth during the COVID-19 crisis. A total of three state-level administrators, one supervisor for juvenile residential services health care, and one medical director of state detention centers from three states completed a survey focusing on the key domains of education, physical safety, mental health support, social support, support for physical health, and information sharing. With each domain, respondents were queried on the adequacy and basis of policies, as well as monitoring of compliance with policies and barriers to compliance. The state officials then each participated in two 45-minute interviews. Results indicate that the survey respondents found policies to be adequate across domains. Interview findings yielded across-state themes of learned capability and collaboration and/or cooperation. Additional results, as well as implications for research and practices, are discussed.
ABSTRACT
Although social-emotional learning is associated with long-term success in school and careers, it is often a missing link in U.S. public education. The COVID-19 pandemic has intensified the need for social-emotional supports for children. In this time of crisis, educators have also sought new ways to make connections and reimagined how students might actively learn with each other. Kristin Murphy, Amy Cook, & Lindsay Fallon discuss what they have learned about using mixed reality simulations to facilitate social-emotional learning with children and what makes this technology a promising active learning tool.