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C-TLC | Stress, School, and Self-Care: COVID-19 Highlights Inequities, Mental Health Challenges, Systemic Needs, and Possible Solutions - Issue Brief
June 9, 2020

This Childhood-Trauma Learning Collaborative (C-TLC) issue brief shares results of the reflective conversations we have had with C-TLC Fellows - a unique group of district leaders, educators, and school-based mental health professionals with whom we have built a sense of trust and community over the past 18 months. In 2020, as we shelter in place as a result of COVID-19, stress, anxiety, uncertainty, and fears about our future are high. School communities are impacted not only by fears of the contagion but also by broad, rapid shifts they are making to deliver equitable remote learning services as seamlessly as possible.

Educators, students, and families are adjusting to the ubiquitous 2020 version of home schooling as parents balance becoming surrogate teachers while attempting to work their normal jobs—sometimes feeling inadequate in both roles. Despite the hardships we are experiencing, some schools, across a variety of situations, are using this pause to reimagine what a more equitable and trauma-informed school might look like when children and teachers finally return to school buildings. The outcomes reported in our issue brief resonate with what others are saying nationally and internationally about needs, concerns, and ways of coping right now.