New EdTrust report evaluates uses of pandemic relief funds to support students’ well-being
WASHINGTON – Federal investments throughout the pandemic have been essential to support students’ overall well-being amid mental health challenges and academic obstacles. As the Elementary and Secondary School Emergency Relief (ESSER) funds come to an end in September, it is important for state leaders to take stock of what has worked, so they can prioritize using other funds for the programs that will most equitably benefit students, EdTrust argues in a new report.
“Some students, including students of color, students from low-income households, or of LGBTQ+ identity, faced greater mental health challenges during the pandemic, and it’s essential that school leaders, when dealing with budget constraints, recognize those needs. Evidence-based investments in students’ social, emotional, and academic development are vital to support not only individual students’ growth but boost the performance of schools overall,” said Nancy Duchesneau, senior P-12 research manager at EdTrust and the report’s co-author.
The report, How to Prioritize Funding for Students’ Social, Emotional, and Academic Development, details how certain states have used ESSER funds in a variety of areas, including:
- Discipline practices, like in Louisiana, which collect student absenteeism and discipline data from each school system and support leaders in implementing early-warning dropout systems
- Wraparound services, like in Texas, which invested in guidance to local education agencies on how to maximize mental health professionals on campus
- Professional development, like in Delaware, which invested in implicit bias awareness and cultural competence training for educators
- Student, family, and community engagement, like in Tennessee, which developed three superintendent engagement groups to provide state education department leadership with important information and feedback and fostered district-to-district collaboration.
“As states and districts grapple with important decisions about supporting student’s social, emotional, and academic development beyond COVID relief funding, this report by EdTrust provides an important roadmap for sustaining these critical investments,” said Lakeisha Steele, vice president of policy at CASEL. “Our nation’s students need and deserve a high-quality education that integrates social and emotional skill development to ensure their success in school and life. With the American Rescue Plan Act, we have seen what is possible for students when they are provided appropriate resources, and now is not the time to abandon them.”
Even as state leaders learn from others’ successes, they also must take note of the ineffective uses of federal funds for school hardening measures (metal detectors, police in schools, etc.), which don’t create safe schools but rather cause harm to students of color and fuel the school-to-prison pipeline. Instead, they should reallocate these funds for more evidence-based programs, such as those highlighted in this report.
As federal funding is set to end on September 30, school leaders are managing increasingly tight budgets. However, they must not shirk the responsibility to support students’ mental health. Instead, they should consider other funding sources, like federal Title I aid, and make sure that all decisions on whether to continue or cut programs are made equitably.
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About EdTrust
EdTrust is committed to advancing policies and practices to dismantle the racial and economic barriers embedded in the American education system. Through our research and advocacy, EdTrust improves equity in education from preschool through college, engages diverse communities dedicated to education equity and justice, and increases political and public will to build an education system where students will thrive.
