At last, a silver lining

Medical Director, International Patient Services Program, Co-Director, Pediatric Travel Medicine Clinic, Director, International Adoptee Clinic, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, Illinois contributing editors Bernard A. Cohen, MD Section Editor for Dermcase, Professor of Pediatrics and Dermatology, Johns Hopkins University School of Medicine, Baltimore, Maryland Jon Matthew Farber, MD Section Editor for Journal Club, pediatrician, ALL Pediatrics, Woodbridge, Virginia Carlton K.K. Lee, PharmD.MPH, FASHP.FPPAG Section Editor for The Clinical Pharmacologist's Notebook, Pediatric Clinical Pharmacy Specialist, Department of Pharmacy, and Associate Professor, Department of Pediatrics, Johns Hopkins Medical Institutions, Baltimore, Maryland MinaL.Alfieri.MD, MS nstructor of Pediatrics, Feinberg Schoo of Medicine, Northwestern University Attending Physician, Academic General Pediatrics, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, Illinois AminJ. MSCE Assistant Professor of Pediatrics, George Washington University School of Medicine and Health Sciences;Pediatric Infectious Diseases Attending, Director, Antimicrobial Stewardship Program, Associate Fellowship Program Director, Children's National Hospital, Washington, DC Michael S. Jellinek, MD Professor of Psychiatry and of Pediatrics, Harvard Medical School, Boston, Massachusetts Candice Jones, MD Board-certified general pediatrician in group practice in Orlando, Florida, former National Health Service Corps Scholar, AAP member, spokesperson and author Andrew J. Schuman, MD Clinical Assistant Professor of Pediatrics, Geisel School of Medicine at Dartmouth, Lebanon, New Hampshire Steven M. Selbst, MD Professor of Pediatrics, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania, Attending Physician, Pediatric Emergency Medicine, Nemours/Alfred I duPont Hospital for Children, Wilmington, Delaware As 2021 gets underway and an increasing number of coronavirus disease 2019 (COVID-19) vaccines are administered, I believe that 2021 will be much more of a "normal" year, especially with the hope of COVID-19 vaccine availability for children by fall 2021. Issues discussed include illnesses more prevalent in children of color, such as asthma, sickle cell disease, and COVID-19;the difference in pain managementfor White children versus children of color;and how bias impacts mental health issues in children of color.

Exploring Introductory Communication Course Administrators' Relationship Management during COVID-19

The COVID-19 pandemic rapidly changed the context of higher education during the Spring 2020 semester. As the virus began to spread across the United States, colleges and universities canceled inperson classes and activities, closed campus, and moved all operations online. Within the communication discipline, introductory communication course (ICC) administrators and instructors were not only dealing with these challenges, but they were also navigating the transition of large multi-section, often standardized, courses online at large institutions. This research project used semistructured, in-depth interviews with 18 ICC administrators from institutions located in 14 states across the Midwest, mid-Atlantic, Southeastern, and West Coast regions of the U.S. to explore how they engaged in relationship management with their instructors and how their approach to relationship management informed their transition to remote learning due to COVID-19. The analysis results in four emerging themes: (1) rhetorical approaches to relationship management, (2) relational approaches to relationship management, (3) relationship management [right arrow] positive outcomes, and (4) relationship management as central to navigating COVID-19. Based on these findings we suggest a rhetorical/relational goals approach to course administration and offer practical implications ICC administrators can implement to engage in successful relationship management during times of crisis.

Virtual Learning, Now and Beyond

The pandemic-fueled expansion of online learning will certainly persist beyond the pandemic, and schools must ensure that the transition creates accessible, high-quality options for all students. Most recently, the surge in COVID-19 Omicron variant cases and persistent ambiguity around whether and how to close schools reinforces the fact that we have failed to build intentional on-ramps to virtual education. State and local leaders can employ evidence from past online learning efforts, emerging best practices, and data from the pandemic to understand how to build a path forward that capitalizes on the potential of online learning, while avoiding the pitfalls. Virtual learning is not going away, but it must improve, especially for students of color and those facing economic insecurity. The bottom line is that students cannot afford to repeat the emergency distance learning that took place in 2020 and 2021. This brief provides a guide for education leaders and policymakers building a path to sustainable and quality virtual learning. It includes four steps school system leaders can take in the short and longer term to harness the potential of online learning, avoid pitfalls that made it ineffective, and ensure students have equitable access to high-quality learning opportunities that meet their needs.

Diving into School Librarianship during the Pandemic

March 2020 kicked off a period of unprecedented change and new experiences for all school librarians, but for one group of school librarians, the months to follow would be incredibly unique. In this article, three elementary school librarians share their experiences as brand-new school librarians, seeing everything with new eyes at the exact moment in time when the school library profession (and the K-12 educational system) was busy reinventing, reimagining, and reconsidering every best practice. By drawing upon their creativity and the strong foundations of what a school librarian does and what a school library should be, these school librarians were able to create supportive library spaces for their students. Under incredibly challenging circumstances, they taught fundamental research and reading skills and did what school librarians do best--analyze, adapt, and move forward.

The Bowie State University PDS Network -- We Are Bowie Bold!

As a two-time winner of the Exemplary Professional Development School (PDS) Achievement Award and the only historically Black college and university (HBCU) to be presented with this award, Bowie State University offers a unique perspective on the power of partnership. This year's honor is particularly special, given the obstacles many educators and student interns faced with a shift to virtual learning during the COVID-19 pandemic. Solid relationships within Bowie State's PDS network, built over more than 20 years, eased the move to online instruction. Bowie State's PDS network (PDSN) is a collaborative partnership among seven elementary schools, two secondary schools (Middle and High schools) spanning two school districts, the Maryland State Department of Education (MSDE), the College of Education, and the College of Arts and Sciences who work closely with the yearlong interns. This article covers the network's history of both human and financial shared resources, unique partner features, inquiry groups as a signature program, project-based learning, and boundary spanning roles.

Assessing the Impact and Effectiveness of a Community Leadership Development Program on Black Leaders

Community leaders working in Black communities are faced with countless challenges yet require unique skills for which evidence-based training is often limited or difficult to find. The current study employed a mixed-methods approach using archival data to evaluate a promising and much needed neighborhood leadership program for Black community leaders, the Bunting Neighborhood Leadership Program. The three primary foci of the program were to examine who were selected as fellows, the goals fellows presented with upon entering the program, and the primary outcomes following immediate program completion and follow-up. Nineteen fellows have matriculated through the program, and all completed pre- and post-surveys, and were each contacted about current awards and other leadership successes. Additionally, seven fellows were interviewed about their experiences with and outcomes following the program. Surveys demonstrated important gains in knowledge and skill development for fellows. Following participation, many fellows developed their own organizations, and some secured funding and received awards for their community leadership work. Three key themes emerged from coded interviews, namely (1) characteristics of those who seek a community leadership training, (2) successes in community impact and activities observed among fellows following program completion, and (3) skills-based outcomes for fellows following program completion. The COVID-19 pandemic and killings of Black civilians by police also impacted participants' responses. The role of blackness in Black community leadership was observed across themes that emerged. Overall, this is a promising community leadership program with important implications for leaders who serve Black communities.