Considerations for educators in supporting student learning in the midst of COVID‐19
Open accessAbstract
COVID-19 has presented a period of unprecedented challenge for schools in the United States. Thousands of school buildings across the country were closed in the spring of 2020 through the end of the school year to slow the spread of the global pandemic. Plans to reopen schools in many states remain uncertain as the virus continues to spread across communities. Current and future challenges are complex, with significant impacts on the global economy, health care system, and overall well-being. When schools reopen, students will present with a wide variety of academic and social-emotional needs, and schools will need to mindfully adjust systems and practices to meet the needs of their unique student population. This paper provides educators with suggestions on how to adapt existing multitiered systems of support using a trauma-informed lens to support students during this unusual time.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The equity gap has widened during the pandemic, as previous research suggests.
“This evidence, in addition to the lower enrollment for Blacks during the pandemic, suggest that not only is there an equity gap, but it has widened as previous research suggests (Anand & Lall, 2022;Meyer & Wills, 2022;Minkos & Gelbar, 2021;Ruef et al., 2022).”
From COVID-19 Impact on College Algebra (2024) · cites this paper as Minkos & Gelbar, 2021
There has been a lot of research about how the COVID-19 pandemic has widened the equity gap that already existed.
“Lastly, there has been a lot of research about how the COVID-19 pandemic has widened the equity gap that already existed (Anand & Lall, 2022;Meyer and Wills, 2022;Minkos & Gelbar, 2021;Ruef, Willingham, & Ahearn, 2022).”
From COVID-19 Impact on College Algebra (2024) · cites this paper as Minkos & Gelbar, 2021
Experts have noted a global deficit in collaboration skills.
“However, experts have noted a 'global deficit' in collaboration skills (Fiore et al., 2018; Minkos & Gelbar, 2021).”
From A Feasibility and Implementation Integrity Study of the Community Builder (CoBi): An AI-based Collaboration Support System in K-12 Classrooms (2025) · cites this paper as Minkos & Gelbar, 2021
Cites
Garg, S., Kim, L., Whitaker, M., O’Halloran, A., Cummings, C., Holstein, R., Prill, M., Chai, S. J., Kirley, P. D., Alden, N. B., et al. (2020) · MMWR. Morbidity and Mortality Weekly Report · doi:10.15585/mmwr.mm6915e3 · Cited by 2,335 · see citing works
Lasting Consequences of the Summer Learning Gap
Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007) · American Sociological Review · doi:10.1177/000312240707200202 · Cited by 763 · see citing works
Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014) · Health Affairs · doi:10.1377/hlthaff.2014.0914 · Cited by 669 · see citing works
Frank, J. L., Reibel, D., Broderick, P., Cantrell, T., & Metz, S. (2015) · Mindfulness · doi:10.1007/s12671-013-0246-2 · Cited by 197 · see citing works
Volanen, S.-M., Lassander, M., Hankonen, N., Santalahti, P., Hintsanen, M., Simonsen, N., Raevuori, A., Mullola, S., Vahlberg, T., But, A., et al. (2020) · Journal of Affective Disorders · doi:10.1016/j.jad.2019.08.087 · Cited by 93 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Breideband, T., Bush, J. B., Reitman, J. G., Rose, S., Weatherley, J., Penuel, W. R., & D’Mello, S. K. (2025) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-025-00509-2 · Cited by 5 · see citing works
“However, experts have noted a “global deficit” in collaboration skills (Fiore et al., 2018; Minkos & Gelbar, 2021).”
COVID-19 Impact on College Algebra
Childers, A., & Lu, L. (2024) · Journal of the National Organization for Student Success · doi:10.61617/jnoss.21
- Authors
- Minkos, M. L., & Gelbar, N. W.
- Affiliations
- LEARN Old Lyme Connecticut USA
- University of Connecticut (US)
- Corresponding author
- Minkos, Marlena L.
- Venue
- Psychology in the Schools
- Publisher
- Wiley
- Published
- 2020-11-20
- Volume
- 58
- Issue
- 2
- Pages
- 416-426
- ISSN
- 0033-3085 (ISSN-L)
- 1520-6807
- PMC
- PMC7753346
- OpenAlex
- W3107340558
- Cited by
- 76
- References
- 5
- Citations by year
- 2026: 2 · 2025: 8 · 2024: 20 · 2023: 15 · 2022: 23 · 2021: 8
- FWCI
- 17.92
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Psychology in the Schools (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Psychology › Clinical Psychology › COVID-19 and Mental Health
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- COVID-19 pandemic, school closures, school reopening, multi-tiered systems of support, trauma-informed practice, social-emotional needs, academic needs, student support, educators
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
