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LACOE - Resources to Support Conversation around Violence

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LACOE - Resources to Support Conversation around Violence

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As mothers, fathers, caregivers, and educators, mere words cannot adequately express the pain and devastation of today’s tragic shooting of 14 children and a teacher at a Texas Elementary School. My heart aches for the families, students, educators and community members of Robb Elementary School and all our education communities.

It is inconceivable and unconscionable that we continue to experience these horrific acts of violence in communities across our country.  In our collective shock and grief, we must continue to take care of ourselves and one another and act with sensitivity, compassion, and empathy as we engage in conversations in the coming days.

Schools must be safe spaces in our communities – both physically and emotionally – where our children may learn and grow.  As children, youth, and adults hear about this tragedy, are triggered or impacted by what they hear, have questions, and/or need to talk about what has happened, we have put together some resources that will be helpful. Focusing on the mental health of our students, staff, and families must continue to be a priority in our schools.

Parent Guidelines for Helping Youth After the Recent Shooting (The National Child Traumatic Stress Network – English/Spanish)

Talking to Children About Violence: Tips for Parents and Teachers (National Association of School Psychologists)

Helping Children Cope with Frightening News (Child Mind Institute)

Coping in the Aftermath of a Shooting (American Counseling Association)

Trauma and Disaster Mental Health (American Counseling Association)

Teaching in the Wake of Violence (Facing History and Ourselves)

Supporting Employees in Coping with Community Violence (Employee Assistance for Education –EASE)

Los Angeles County Superintendent of Schools Debra Duardo, MSW, Ed.D.

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LA County Superintendent of Schools Statement on Texas school shooting > LACOE

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As mothers, fathers, caregivers, and educators, mere words cannot adequately express the pain and devastation of today’s tragic shooting of 14 children and a teacher at a Texas Elementary School. My heart aches for the families, students, educators and community members of Robb Elementary School and…

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Resources for Educators, Families to Discuss School Shootings

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Resources for Educators, Families to Discuss School Shootings

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Resources for Educators, Families to Discuss School Shootings

Our students want and need to talk about what they see, remember, and are feeling following a school shooting. The adults in their lives can provide guidance and support to help youth navigate their own emotions and trauma in a healthy, safe, and productive way. Adults also need to be able to acknowledge and address their own emotional responses in order to best support young people.

Tips to Talk with Children

About School Shootings

The Washington Post article, How to talk to your kids about school shootings, includes details related to the summarized tips directly following for talking with your children about school shootings.

Limit screen time to programming that doesn't have news coverage.

Acknowledge your own emotions with your child in a brief, age-appropriate way, and reassure them.

Let your child's questions guide the conversation, and keep your answers honest, simple, and developmentally appropriate.

Gather with friends and family for support and community.

Familiar routines help children who are feeling scared or unsure.

Common Sense Media has suggestions on how to talk to kids about school shootings in a way that's age appropriate and helps them feel safe again.

Very Well Family provides open-ended questions to discuss school shootings with your child.

The National Center for School Crisis and Bereavement has a guide in English and Spanish with suggestions to help your child process school shootings. It includes a section on why it's important to speak with your child about these events.

Often what children and teenagers need most is to have someone they trust listen to their questions, accept their feelings, and be there for them. Don't worry about knowing the perfect thing to say - there is no answer that will make everything okay. Listen to their concerns and thoughts, answer their questions with simple, direct and honest responses, and provide appropriate reassurance and support. While we would all want to keep children from ever having to hear about something like this, reality does not allow this. Being silent on the issue won't protect them from what happened, but only prevent them from understanding and coping with it. Remember that answers and reassurance should be at the level of the child's understanding.

National Center for School Crisis and Bereavement

About Violence

The National Association of School Psychologists (NASP) tips for parents and educators to talk with children about violence suggests adults:

Reassure children they are safe and review safety procedures

Create a sense of safety by returning to normal, predictable routines as soon as possible

Make time to talk and listen to the concerns and feelings of children

Limit the use of media consumption of these events to lower their stress and to maintain balance and perspective

Acknowledge that sleep difficulties are common and can lead to fatigue and poor participation

The County of San Diego's Deputy Director for Behavioral Health Services Dr. Piedad Garcia shares ways to respond to children following violent events. The article is also available in Spanish.

Colorín Colorado put together tips for talking with children about violence including age-appropriate suggestions for talking about news stories and other important steps you can take to help. The page is accessible in multiple languages and also has additional, related resources available.

Managing Your Own Feelings Following a Mass Shooting

The American Psychological Association (APA) has tips for managing your own distress following a mass shooting including:

Reaching out for support from other adults (friend or professional)

Honoring your feelings and taking time for yourself, especially if you're experiencing personal loss or grief

Limiting your amount of media coverage of these events

Find ways to help in your community

Call the National Parent Helpline at 1-855-4A PARENT (1-855-427-2736) to get emotional support from a trained Advocate. They are available Monday through Friday from 10 a.m. to 7 p.m.

NCTSN also provides strategies to assist parents, caregivers, and school staff members to cope with collective trauma.

Have compassion for yourself

Acknowledge how your identities are being impacted

Self-reflect before reacting

Limit media and social media exposure

Helping Children Cope with Trauma

Helping Children Cope With Terrorism from NASP offers tips for families and educators. Translations of this handout are available in multiple languages. There is also a companion infographic.

Child Mind Institute offers multiple strategies and suggestions for helping children deal with trauma. Just a few have been included here with the rest available on the website.

Make your child feel safe.

Act calm.

Maintain routines as much as possible.

Help children enjoy themselves.

Share information about what happened.

Prevent or limit exposure to news coverage.

Understand that children cope in different ways.

Listen well.

Help children relax with breathing exercises.

Acknowledge what your child is feeling.

Know that it's okay to answer, "I don't know."

The National Child Traumatic Stress Network offers a quick reference one-pager on what students want you to know and how you can help. The National Association of School Psychologists (NASP) also provides tips for educators to help youth following community crises and trauma. It's available as a downloadable PDF in multiple languages on the NSAP webpage. It includes how students may show they are struggling and what educators can do in response.

About School Safety

While we know schools remain among the safest places for students, we also know that shootings that occur on school campuses may understandably cause heightened emotions and concern about safety issues.

You can't educate students without them being safe; it's a responsibility San Diego County school leaders and employees take very seriously. Every San Diego County school has a safety plan and procedures that contribute to maintaining a safe learning environment for our students. School personnel will be reviewing those plans and continuing to implement best practices in maintaining the safety and security of our schools.

San Diego County school districts work closely with law enforcement agencies to build systems that aim to prevent violent episodes in local schools. SDCOE staff members provide training, technical assistance, and direct services to assist school districts in developing and supporting their Comprehensive School Safety Plans.

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Resources for Educators, Families to Discuss School Shootings

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SDCOE compiled resources to help adults as they support students with processing their thoughts and feelings following a school shooting.

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We All Have a Role in Preventing ACEs

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Preventing Adverse Childhood Experiences | VetoViolence

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Explore new training and ensure all children grow up healthy and happy.

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Adverse childhood experiences (ACEs) can have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. CDC works to understand ACEs and prevent them.

Adverse Childhood Experiences (ACEs) Prevention Strategy Plan [3 MB, 20 Pages]
This resource outlines CDC's specific goals and objectives for ACEs prevention and response. The goals and objectives aim to prevent ACEs before they happen, identify those who have experienced ACEs, and respond using trauma-informed approaches in order to create the conditions for strong, thriving families and communities where all children and youth are free from harm and all people can achieve lifelong health and wellbeing.

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Adverse childhood experiences (ACEs) can have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. CDC works to understand ACEs and prevent them. Adverse Childhood Experiences (ACEs) Prevention Strategy Plan [3 MB, 20 Pages] This resource outlines CDC's specific goals and objectives for ACEs prevention and response.

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CalWORKs Family Homeless Assistance Los Angeles County

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CalWORKs Family Homeless Assistance Los Angeles County

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CalWORKs Family Homeless Assistance Flyer Final.pdf

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Calming the chaos of mental health care coordination.

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All information entered on the Care Solace website is completely confidential and securely stored. They do not share specific user information to any third parties or even the district itself.

National Suicide Prevention Hotline: 1-800-273-8255

Email us at Call us 24x7 at (888) 515-0595 weserve@caresolace.org
We speak English, Spanish (Hablamos Español), Mandarin, Vietnamese, Cantonese, Tagalog and Korean
or Video Chat

Please note, Care Solace is not an emergency response service nor mental health services provider. In the event of a life threatening emergency, please call 9-1-1 or the National Suicide Hotline (800) 273-8255.

Please allow access to your camera to get connected with a Care Companion™️

We apologize, but no Care Companion™️ is available right now.

You can try again in a few minutes or in the mean time, you can email us at weserve@caresolace.org and expect a response within 15 minutes.

This call is recorded and may be reviewed for quality and training purposes.

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All information entered on the Care Solace website is completely confidential and securely stored. They do not share specific user information to any third parties or even the district itself.

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Resources for Educators, Liaisons, and School Administrators

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Center for the Transformation of Schools

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The Challenge

Over 269,000 of CA K-12, 1 in 5 CCC, 1 in 10 CSU, and 1 in 20 UC students are experiencing homelessness, a number that has risen nearly 50% in the last decade. These numbers are likely higher in reality due to COVID-19. This report explores the supports students experiencing homelessness need to succeed academically. Our analysis is based on the perspectives of 150 stakeholders from across the state, including service providers, community-based organizations, Local Education Agencies (LEAs), and higher education institutions in the state of California.

We hope that by elevating the perspectives of school personnel, frontline service providers, and students who experience homelessness, this report can serve as a catalyst for sustained and strategic action to ameliorate this crisis.

View data for all 58 CA counties using our Interactive Map tool.

COVID-19 & Student Homelessness

Distance learning has increased challenges for students who depend on school for shelter, safety, adequate technology, internet access, and meals. Shelter at Home orders pose additional public health challenges for students who experience housing instability. Communities of color, who experience homelessness disproportionately, are prone to suffer higher rates of infection from the virus, and the economic burden disproportionately falls on black and Latinx parents who are less likely to be able to work from home during the pandemic.

We have identified five ways that districts can prepare for expected growth in students experiencing homelessness, as shared recently in EdSource:

1. Ask and listen. Checking in regularly, both formally (i.e. surveys) and informally, can give young people the space to share their interests, provide feedback on lessons and open up about what might be affecting their ability to learn.

2. Universal screening. Schools can ask all students about the economic impact of the coronavirus lockdowns on their families' financial and housing situations before they return to school, so they get access to services early on in the summer and school year.

3. Relationships first. Schools can act as a powerful buffer against the adverse effects of the pandemic by helping to establish a safe and supportive environment for learning. From morning meetings to regular check-ins with students, strategies that center around relationship-building in creative ways with minimal face-to-face connections will be needed in the fall.

4. Differentiated & flexible instruction. Students experiencing homelessness whom we interviewed suggested schools could do more to prioritize flexibility in schedules, coursework and even transportation to help mitigate potential stressors. Giving students choices in class and multiple ways to demonstrate their learning can ease transitions and improve overall student engagement.

5. Greater coordination. Housing, child welfare and school system stakeholders across cities and counties must work together more effectively to alleviate barriers faced by students and families. This includes sharing resources, staffing and ideas.

School reopening guidance from the state of CA: https://www.cde.ca.gov/ls/he/hn/coronavirus.asp

For latest updates on COVID-19, follow the Centers for Disease Control and Prevention

Defining Homelessness

The McKinney-Vento Homeless Assistance Act ( McKinney-Vento Act) (42 U.S.C. § 11431-11435) suggests that all school-aged children experiencing homelessness have access to the same free, appropriate public education as non-homeless youth.

Students are eligible for McKinney Vento if they lack a fixed, regular or adequate nighttime residence.

This definition also includes:

1. Children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason;

2. Children and youths who may be living in motels, hotels, trailer parks, and shelters;

3. Children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as regular sleeping accommodation for human beings;

4. Children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings, or;

5. Migratory children who qualify as homeless because they are children who are living in similar circumstances listed above.

Even within this broad definition, many school officials fail to identify students who are experiencing homelessness.

Resources Toolkit

We've created a toolkit of resources useful to educators, homeless liaisons, school administrators, and others working with homeless youth and families.

Shareable Graphics

Save these social graphics to your computer to share about the report.

Thank you to the following for their support:

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State of Crisis: Dismantling Student Homelessness in California

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Download the full report [PDF] Download the Executive Summary [PDF] The Challenge Over 269,000 of CA K-12, 1 in 5 CCC, 1 in 10 CSU, and 1 in 20 UC students are experiencing homelessness, a number that has risen nearly 50% in the last decade.

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Los Angeles County

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As our community continues to navigate challenges related to COVID-19, evolving restrictions and guidelines, vaccine distribution and the long overdue racial reckoning, it is particularly important to care for your mental wellbeing and that of those around you. As Kobe Bryant said, "Everything negative - pressure, challenges - is an opportunity...to rise."

Our LACDMH web resources are "always on," from resources and guides related to COVID-19 and racial equity to support for veterans, plus an ever-growing collection of resources organized by topic. And our partnership with leading meditation app Headspace makes subscriptions free to all LA County residents.

I remain committed and excited about the opportunities for healing and mental health equity ahead. My recent op-ed co-authored with State Senator Howard Stern in the Los Angeles Times outlines opportunities for major reform and improvement in the way that we care for the most vulnerable among us.

We forge ahead with heart, grit, compassion and new insights - committed to creating a more fully connected County that supports the wellbeing of everyone.

Learn more about our mission at DMH to provide hope, recovery and wellbeing for everyone in Los Angeles County and beyond.

Jonathan E. Sherin, M.D., Ph.D.
Director, Los Angeles County
Department of Mental Health

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As our community continues to navigate challenges related to COVID-19, evolving restrictions and guidelines, vaccine distribution and the long overdue racial reckoning, it is particularly important to care for your mental wellbeing and that of those around you. As Kobe Bryant said, "Everything negative - pressure, challenges - is an opportunity...to rise."

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Provides a culturally-competent and client-centered continuum of behavioral health (mental health and substance use disorder) care, which includes crisis, prevention, early intervention, outpatient, residential and inpatient services for all eligible Orange County residents.

2021 Suicide Prevention Awareness Month Calendar
September is Suicide Prevention Awareness Month. In honor of Suicide Prevention Awareness Month, the attached calendar lists Orange County suicide prevention month activities.

Stigma Free OC
Stigma Free OC is a movement that aims to stamp out stigma around mental health and substance use disorders, one pledge at a time.

Wrong for You?
Opioid misuse and addiction can affect anyone. Learn about other ways to help manage pain.

Addressing the Opioid Crisis
This report details strategic prevention, harm reduction, treatment and recovery efforts led by Behavioral Health Services.

View/Register through DHCS
View licensed or certified substance use disorder programs, or register your own, through the Department of Health Care Services.

OCLinks
OCLinks provides confidential, free telephone and online chat support for information or linkage to mental health and drug/alcohol programs and services.

Suicide Prevention Resources
Suicidal thoughts can affect anyone. Loved ones are left feeling shame or stigma that prevents them from talking about issues related to suicide. Help is available.

Healthy Living Just Clicks
Stay connected to important news, health information and engaging conversation by following HCA on social media today.

2021 Mental Health Awareness Month Calendar
May is Mental Health Awareness month. In honor of Mental Health Awareness month, the attached calendar lists Orange County Mental Health month activities.

Adults (18+ years)

Children & Youth (0-17 years)

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Behavioral Health Services | Orange County, California - Health Care Agency

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Provides a culturally-competent and client-centered continuum of behavioral health (mental health and substance use disorder) care, which includes crisis, prevention, early intervention, outpatient, residential and inpatient services for all eligible Orange County residents. 2021 Suicide Prevention Awareness Month Calendar September is Suicide Prevention Awareness Month.

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San Diego County Behavioral Health Services

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San Diego County Behavioral Health Services

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If you are experiencing an emergency, please call 9-1-1. Looking for mental health or substance use services for you or a loved one? *Confidential and free of charge, the San Diego Access & Crisis Line (ACL) offers immediate support and resources from an experienced counselor 24 hours a day, 7 days a week on all behavioral health topics including: suicide prevention, crisis intervention, community resources, mental health referrals, alcohol and drug support services and more.

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Información en español en la sección debajo

The outbreak of infectious diseases such as the recent Coronavirus Disease (COVID-19) can be a stressful time for individuals and communities. It is not uncommon to feel anxious or worried while listening, reading or watching the news. While it's necessary to keep up-to-date and make changes to daily life in order to help control the spread of COVID-19, the constant news cycle coupled with social distancing measures can have a real impact on mental health.

It's important during times like these to monitor your physical and mental health, as well as safely stay connected to your community. Know the signs of stress and when and how to seek help for yourself, as well as loved ones. Refer to the Tips to Maintain Mental Health and Wellness guide for self-care and mental health recommendations that can be used for yourself, your families, friends, and co-workers. This guide is also available in the following languages for San Diego refugee communities:

Below you can find a variety of resources, credible sources of information, and self-care tools for your mental health and wellbeing.

We know that human connection is one of the most critical protective factors for good mental health. But how can we stay in connection while still following medical guidance to limit your exposure to others? Community isn't just about proximity, it's first and foremost a mindset about who we consider to be "our own." In the face of social distancing, remember that we all need one another - maybe more than ever - to get through difficult times like these. Staying emotionally connected as a community even if we temporarily become more physically isolated is critical to all our mental health. Learn more about maintaining your emotional health at the Each Mind Matters website.

El brote de enfermedades infecciosas como el reciente COVID-19 (Coronavirus) puede ser un momento estresante para las personas y las comunidades. No es raro sentirse ansioso o preocupado mientras escuchas, lees o miras las noticias. Aunque es necesario mantenerte informado y realizar cambios en la vida diaria para ayudar a controlar la propagación de COVID-19 (coronavirus), el ciclo constante de noticias junto con las medidas de distanciamiento social puede tener un impacto real en la salud mental. Es importante, en momentos como estos controlar tu propia salud física y mental, así como mantenerte conectado de manera segura con tu comunidad. Reconozca las señales de estrés y cuándo y cómo buscar ayuda para ti y tus seres queridos. Refiera a la guía de mantener la salud mental y el bienestar durante el brote de la COVID-19 para recomendaciones para el cuidado personal que puedes usar para ti, tus familiares, tus amigos y tus compañeros de trabajo.

Aquí hay algunos recursos, fuentes de información creíbles y herramientas para practicar el autocuidado para cuidar nuestra salud mental.

Sabemos que la conexión humana es uno de los factores protectores más críticos para mantener la salud mental. Pero ¿cómo podemos mantenernos conectados mientras seguimos las indicaciones médicas para limitar tu exposición a los demás? La comunidad no se trata solo de proximidad, es ante todo una mentalidad acerca de quiénes consideramos "nuestros". Ante el distanciamiento social, recuerde que todos nos necesitamos unos a otros, tal vez más que nunca, para superar momentos difíciles como estos. Mantenerte conectado emocionalmente como comunidad, incluso con el aislamiento físico de momento, es fundamental para la salud mental de todos.

Obtenga más información en el sitio web del SanaMente

Mindfulness en la Cuarentena por Coronavirus

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Información en español en la sección debajo The outbreak of infectious diseases such as the recent Coronavirus Disease (COVID-19) can be a stressful time for individuals and communities. It is not uncommon to feel anxious or worried while listening, reading or watching the news.

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Free Somatic Exercises at Home | Livestrong.com

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Perform somatic exercises at home in a quiet place while lying on a mat or a thick carpet. Move slowly and mindfully and try to experience movement from the inside out.

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Psycho-social Impacts of Disasters: Assisting Community Leaders

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Psycho-social Impacts of Disasters: Assisting Community Leaders

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Critical guidance on understanding and acting with effective communication as a leader during a crisis or disaster

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Psychosocial Impacts of Disasters with Annotations for Pandemics

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Past Training and Events

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© 2021 Mental Health Technology Transfer Center (MHTTC) Network

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Article and Action Step Guide

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Leadership in the crucible of crisis

The rapid global spread of COVID-19 has quickly eclipsed other recent epidemics in both size and scope. In addition to the deadly human toll and the disruption to millions of people's lives, the economic damage is already significant and far-reaching.

In the face of certain challenges and a still-uncertain set of risks, business leaders are rightly concerned about how their companies will be affected and what they have to do next. In the heat of the moment, there are a number of lessons from history that can be applied now. We have pooled the insights of Deloitte leaders in affected areas around the world to provide practical insights for chief executives and their leadership teams in taking appropriate action.

We recognize that companies are in different phases of dealing with the outbreak, and therefore the impacts vary by geography and sector. But regardless of the extent of the virus's impact on an organization, we believe there are five fundamental qualities of resilient leadership that distinguish successful CEOs as they guide their enterprises through the COVID-19 crisis:

1. Design from the heart ... and the head. In crisis, the hardest things can be the softest things. Resilient leaders are genuinely, sincerely empathetic, walking compassionately in the shoes of employees, customers, and their broader ecosystems. Yet resilient leaders must simultaneously take a hard, rational line to protect financial performance from the invariable softness that accompanies such disruptions.

2. Put the mission first. Resilient leaders are skilled at triage, able to stabilize their organizations to meet the crisis at hand while finding opportunities amid difficult constraints.

3. Aim for speed over elegance. Resilient leaders take decisive action-with courage-based on imperfect information, knowing that expediency is essential.

4. Own the narrative. Resilient leaders seize the narrative at the outset, being transparent about current realities-including what they don't know-while also painting a compelling picture of the future that inspires others to persevere.

5. Embrace the long view. Resilient leaders stay focused on the horizon, anticipating the new business models that are likely to emerge and sparking the innovations that will define tomorrow.

We believe that a typical crisis plays out over three time frames: respond, in which a company deals with the present situation and manages continuity; recover, during which a company learns and emerges stronger; and thrive, where the company prepares for and shapes the "next normal." CEOs have the substantial and added responsibility to nimbly consider all three time frames concurrently and allocate resources accordingly.

Within the framework of these broad imperatives, resilient leaders can take specific tactical steps to elevate these qualities during the current crisis, blunting its impact and helping their organizations emerge stronger. With the right approach, this crisis can become an opportunity to move forward and create even more value and positive societal impact, rather than just bounce back to the status quo.

Spotting the "black swan"

Black swan events are unforeseen or unpredictable crises that often have extreme consequences. The outbreak of COVID-19 and its westward march across the globe has introduced a new kind of uncertainty:

Recessions since World War II have usually been caused by either economic policy mistakes, oil shocks, or financial bubbles. The rapid economic deterioration of economies and stock markets amid the COVID-19 threat represents a new category: a global societal shock. We surveyed more than 4,200 US executives on February 26, 2020, asking them which of the three typical categories-or a fourth "something else" category-would trigger the next economic downturn, and 35 percent presciently selected "something else."

Whereas the 2008 global financial crisis was stoked by the shutoff of the supply of capital, disruptions on both the supply side and the demand side are the cause this time around. In China, for example, disruptions in manufacturing of auto parts, electronic components, and apparel had ripple effects on supply chains around the world. Meanwhile, the mass quarantining of the population cut off consumption, most acutely in the travel, hospitality, restaurant, and retail sectors.

Design from the heart ... and the head

An essential focus in a crisis is to recognize the impact the uncertainty is having on the people that drive the organization. At such times, emotional intelligence is critical. In everything they do during a crisis, resilient leaders express empathy and compassion for the human side of the upheaval-for example, acknowledging how radically their employees' personal priorities have shifted away from work to being concerned about family health, accommodating extended school closures, and absorbing the human angst of life-threatening uncertainty. Resilient leaders also encourage their people to adopt a calm and methodical approach to whatever happens next.

In everything they do during a crisis, resilient leaders express empathy and compassion for the human side of the upheaval.

The first priority should be safeguarding workers, ensuring their immediate health and safety, followed by their economic well-being. A survey of human capital policies and practices in China at the onset of the COVID-19 outbreak, conducted by Deloitte China in January 2020, revealed the following steps companies and not-for-profit organizations were considering in response:

Ninety percent said that it was an urgent requirement to provide their employees with remote and flexible work options.

Companies in industries facing the biggest constraints on providing flexible and remote working options-such as energy, resources, and industrials-were focusing on providing stronger physical protection in the form of cleaner and safer work environments and personal protective equipment.

More than half of government and public service entities were focusing on addressing employees' psychological stress.

Designing for the customer's heart starts with understanding how that heart may have changed dramatically from what you perceived before. Consider that in crisis, customers often revert down Maslow's Hierarchy of Needs to basic desires such as safety, security, and health. How does the nature and tone of your customer communications and the sensitivity of your customer experience need to shift in the midst of the COVID-19 crisis? Customers relish the same kindness and grace toward them that you show your workers-they are struggling through the crisis, too, and expect empathy. Simple things can be big things. UberEats is asking customers if they want food left at the door rather than passed by hand. Many airlines have emailed customers to describe their enhanced plane decontamination efforts. Some restaurants have encouraged their wait staff to visibly use hand sanitizer to assuage patron concerns.

Yet for the sake of those same employees and customers-as well as creditors and investors-resilient leaders must stay vigilantly focused on protecting financial performance during and through the crisis ... and making hard, fact-based decisions. The adage "cash is king" is most real in the midst of an existential event. There are several critical steps in protecting performance:

1. Centralizing decision-making in fewer nodes for consistency, speed, and especially decisiveness-especially since uncertainty can paralyze some decision-makers.

2. Cataloging the sources of cash the company has available, including unused credit lines (committed and uncommitted), revolving credit facilities, and related borrowing restrictions; new sources of credit, such as fixed credit facilities to refinance existing revolvers; excess working capital (e.g., via inventory reductions, extended payment terms); equity infusions; etc.

3. Rapidly articulating economic scenarios across all served markets, generally scaling scenarios from mild to moderate to severe.

4. Modeling the projected financial impact of the scenarios on profitability and especially liquidity. This includes assessing the probability of violating debt covenants and terms, and determining when available cash sources should be drawn.

5. Defining the non-negotiables: Which products, services, customer segments, business lines, employee segments, and so on are the most critical to ongoing and future cash flow and should be preserved, although even those non-negotiables may be impacted if scenarios tend to the more severe.

6. Identifying the levers leadership has available (within the boundaries of the non-negotiables) to impact financial performance, such as discretionary expense reduction, hiring freezes, or temporary plant closures.

7. Determining the actions to take now, and agreeing in advance on the hierarchy of levers to be pulled as the severity of scenarios unfolds.

Companies that have developed a downturn planning playbook have a head start, since many of the scenarios, projections, non-negotiables, and levers already have been articulated and may just need to be adjusted for present circumstances.

Yet amid the crisis, a company's purpose should remain steadfast: It's never negotiable. Purpose is where the head and the heart unite. While many organizations today have articulated a purpose beyond profit, purpose risks getting ignored in day-to-day decisions. In a recent survey, 79 percent of business leaders believe that an organization's purpose is central to business success, yet 68 percent said that purpose is not used as a guidepost in leadership decision-making processes within their organization.

Making decisions that tie back to the organization's purpose is particularly important during a crisis, when companies are under increased pressure and stakeholders are paying close attention to every move. We know from research on purpose-driven organizations that they tend to thrive during challenging environments:

Purpose cultivates engaged employees. When companies are centered on an authentic purpose, employees feel that their work has meaning. Research shows that employees who feel a greater sense of connection are far more likely to ride out volatility and be there to help companies recover and grow when stability returns.

Purpose attracts loyal customers who will stick with you in a downturn. Eight in 10 consumers say they are more loyal to purpose-driven brands, which can help sustain customer relationships in a downturn and beyond.

Purpose helps companies transform in the right way. Companies that are guided by their purpose when they face hard decisions have a sharper sense for how they should evolve, and their transformation is more cohesive as a result. When purpose is put first, profits generally follow; when profits are first, the results can be more elusive.

Amid the crisis, a company's purpose should remain steadfast: It's never negotiable.

Put the mission first

Organizations in the middle of a crisis are faced with a flurry of urgent issues across what seems like innumerable fronts. Resilient leaders zero in on the most pressing of these, establishing priority areas that can quickly cascade.

Based on our analysis of the leading practices of multinational companies in business continuity planning, especially related to major emergency management of infectious atypical pneumonia, H1N1 influenza, Ebola hemorrhagic fever, and other major infectious diseases, we have identified a number of key actions resilient leaders can take that can be grouped into the following categories:

Launch and sustain a crisis command center

Support talent and strategy

Maintain business continuity and financing

Shore up the supply chain

Stay engaged with customers

Strengthen digital capabilities

Engage with your business ecosystem

See the appendix, Action guide-putting the mission first, at the end of this article for detailed activities and priorities for each.

The recommendations in the action guide are further informed by Deloitte's on-the-ground experience serving clients and supporting Deloitte professionals in the China market (see sidebar, "Key learnings from leading companies in the Chinese market").

Key learnings from leading companies in the Chinese market

Command center. Leading companies in China established emergency response teams right away in order to assess the risks and formulate response strategies after conducting robust scenario planning, which significantly improved epidemic response mechanism and toolkits.

Talent and strategy. After the initial outbreak, companies began implementing flexible work arrangements for middle- and back-office staff in order to minimize onsite work while meeting basic operational requirements. With remote work capabilities being stress-tested, overall opportunities for improvement were identified and addressed. A digital employee health declaration system was also launched by some companies in order to track employee well-being and to comply with administrative reporting requirements.

Business continuity and financing. Companies immediately began to update/develop business continuity plans to understand contractual obligations, evaluate financial impacts and liquidity requirements, formulate debt restructuring plans, and optimize assets to help restore financial viability. Another core focus was to understand financial impacts across the entire value chain.

Supply chain. Companies in China accelerated investment in digital trading solutions to combat supply chain interruptions, overcome logistics and labor shortages, and get better visibility into local access limitations in order to ensure product supply for the domestic market. Operational agility and data quality were critical in supply chain scenario planning.

Customer engagement. Companies quickly moved to maintain open and ongoing lines of communication with their customers on the impacts of COVID-19 to the business and the emergency actions implemented. This approach of working in partnership has built confidence amid the uncertainty.

Digital capabilities. Companies are revisiting the current e-commerce landscape and developing digital road maps for the short, medium, and long term. Companies realized that digital capabilities needed to be implemented across the entire organization in order to embed resilience. Some leading companies in the service industry promoted "no touch" experiences in order to shift away from brick-and-mortar presence.

Apple provides an integrated case study. Its decision to close retail stores in affected areas demonstrates a number of these principles:

Empathizing with the needs and concerns of its employees, including continuing to pay hourly workers as though operations followed a normal schedule and amending its leave policy for COVID-related health issues

Reducing further shocks to an already depleted supply chain

Staying connected to-and overtly demonstrating concern for-its customers and local communities

Leveraging its at-scale digital presence by keeping its online store open and running

Continuing to engage its business ecosystem via new channels, shifting the annual Worldwide Developers Conference in June to a digital-only gathering

Finally, Apple's bold decision-making demonstrates the courage inherent in Aim for speed over elegance, the next quality we discuss.

Aim for speed over elegance

Perfect is the enemy of good, especially during crises when prompt action is required. Most companies do not have the infrastructure to deliver perfect information or data, in real time, on operations that could be affected during an epidemic. There will be many "known unknowns" in the days and weeks ahead. Are you ready to accept that you'll need to act with imperfect information? Collect as much proxy data as you can to inform your decisions so you're not flying blind. When the crisis is over, you will have the opportunity to conduct a thorough review to see how to improve information quality in future crises-but during this one, you will likely have to set aside that kind of analysis.

Perfect is the enemy of good, especially during crises when prompt action is required.

As leaders confront situations that were never anticipated, this is also a time to encourage more initiative and decision rights at all levels of the organization, trusting that the teams and individuals who are deeply embedded in a specific context may be in the best position to come up with creative approaches to addressing unanticipated needs. Make the objective clear, but allow more flexible local autonomy. To achieve the overall objective of reducing disease transmission risk in its stores, for instance, one coffee shop chain gave store leadership the flexibility to reconfigure tables to maintain social distancing. The key, of course, is to ensure that all workers are clear on the objectives that matter and the guardrails that cannot be crossed. This approach may have value beyond the current crisis as organizations learn to conduct business in more and more uncertain times.

Own the narrative

As we have seen, there is a fine balance between communicating in advance of having all of the facts and being late to comment. We have seen leading companies adopt a policy of shorter, more frequent communications based on what they do know and filling in details later. In the absence of a narrative from you, your teams and stakeholders may start to fill the void with misinformation and assumptions. Setting a regular cadence with a clear voice is critical. Incomplete or conflicting communications can slow the organization's response rather than providing better guidance.

In a time of crisis, trust is paramount. This simple formula emphasizes the key elements of trust for individuals and for organizations:

Trust = Transparency + Relationship + Experience

Trust starts with transparency: telling what you know and admitting what you don't. Trust is also a function of relationships: some level of "knowing" each other among you and your employees, your customers, and your ecosystem. And lastly, it also depends on experience: Do you reliably do what you say? In times of growing uncertainty, trust is increasingly built by demonstrating an ability to address unanticipated situations and a steady commitment to address the needs of all stakeholders in the best way possible.

It's also important to recognize and address the emotions of all stakeholders. This is not just about charts and numbers. Narratives can be powerful ways to acknowledge the fears that naturally surface in times of crisis, while at the same time framing the opportunity that can be achieved if stakeholders come together and commit to overcoming the challenges that stand in the way.

In the midst of crisis, Marshall McLuhan's famous observation that "the medium is the message" rings even more true. Many psychologists assert that the majority of communication is nonverbal. Emails, texts, and tweets miss the voice intonation, eye contact, and body language essential to trust-building communications. Encourage the use of video-especially to connect emotionally with your teams-instead of emails and other forms of communication. Just as you may feel overwhelmed by your inbox, so do your employees.

This is not just about charts and numbers. Narratives can be powerful ways to acknowledge the fears that naturally surface in times of crisis, while at the same time framing the opportunity that can be achieved if stakeholders come together and commit to overcoming the challenges that stand in the way.

Embrace the long view

Any period of volatility can create opportunities that businesses can leverage if they are prepared. In the case of the COVID-19 outbreak, organizations that take a more assertive and longer-term approach can spark innovations that will define the "next normal."

A Harvard Business Review assessment of corporate performance during the past three recessions found that, of the 4,700 firms studied, those that cut costs fastest and deepest had the lowest probability of outperforming competitors after the economy recovered. In other words, the group most likely to emerge from the recession as winners were those that struck the right balance between short- and long-term strategies by investing comprehensively in the future while selectively reducing costs to survive the recession. While the importance of this balance may appear obvious when the economy is strong, amid the pressures of a downturn, companies are particularly susceptible to a short-term mindset.

Anticipate structural changes and their lasting effects

COVID-19 is likely to accelerate fundamental and structural changes that were inevitable in any case-but are now likely to occur far faster than they would otherwise. Consider that the "virtualization" of work-undertaken from home or elsewhere, with remote collaboration and reduced travel for physical colocation-has been evolving steadily. Today, all around the world, businesses-and their talent-are learning to communicate, collaborate, and coordinate on virtual platforms, and understanding the increased efficacy and efficiency such modalities of work can provide. Virtual work and collaboration tools are likely to create a booming new market space.

The necessity of operating differently gives businesses the opportunity to understand what they can do.

These structural changes also may require you to alter your strategy and planning. For instance, if you shift your staffing model to allow more telecommuting or remote work, how could that affect your real estate portfolio? Are there cost savings you can achieve by shrinking your organization's physical footprint? What sort of new liabilities or challenges might develop if you adopt a decentralized work model? Will you need stronger cybersecurity protocols? What changes will you need to make to management training and communication policies to run a more distributed workforce? What upgrades are required for video conferencing and network availability?

The necessity of operating differently gives businesses the opportunity to understand what they can do. One company, for example, tested the ability of its finance staff to perform their monthly close while working from home to determine if the company could meet its quarterly financial reporting requirements if conditions persisted. Once you discover that you can do things differently, you may want to consider whether you should continue doing so.

Become a market shaper

Shaping strategies can become a significant source of new value creation emerging from unanticipated crises. The market shapers-those that shape the future of their industry rather than adapt to it-will emerge stronger. Companies emerging from this crisis and shifting into the "thrive" time frame will take part in this reinvention, either by identifying and solving for new opportunities, aligning themselves with the future-shapers of their industry, or actually becoming the nexus of the next ecosystem while their competitors focus on the crisis.

Consider the promise of additive manufacturing. Although 3D printing has been growing, existing global supply chains and the wage arbitrage opportunities they provide have provided powerful economic advantages. The status quo has already been tested by growing geopolitical tensions and protectionism, and growing concern about carbon footprints. Now add the impacts of COVID-19, and it is easy to anticipate huge investments in new additive manufacturing technologies that bring production back much closer to consumption-creating entirely new markets to be shaped.

Build future business models

Likewise, structural market changes and newly shaped markets prompt new business models. Imagine the creation of public-private partnerships to provide redundant infrastructure in a particular geography-an initiative at least one government agency already has sponsored in anticipation of circumstances such as these. How will emerging trends, structural changes, and new markets redefine how your company and industry will be organized tomorrow?

For example, many have long realized that education was ripe for significant changes enabled by digital technologies. With over 290 million students out of school globally due to COVID-19, according to the United Nations, the demand for online offerings, curricula, and platforms will likely accelerate. Yet some universities and faculty are just beginning to improvise remote offerings. Designing around the massive COVID-19 constraint demonstrates the real promise of potentially revolutionary changes in how we structure, locate, and operate our approaches to learning-which are likely to lead to dynamic new market-making opportunities in this area as well.

How will emerging trends, structural changes, and new markets redefine how your company and industry will be organized tomorrow?

As another example, consider the growth in adoption of AI and robotics, which already are playing a key role in detecting and treating COVID-19. AI-equipped tools are scanning social media to analyze virus progression in real time, recognizing viral pneumonia in chest CT scans 45 times faster than humans with 96 percent accuracy, and conducting molecular synthesis and validation in days rather than months or years. Meanwhile, robots are disinfecting quarantined patient rooms to reduce possible transmission. AI also could accelerate drug discovery, preclinical drug development, and phase 1 clinical trials in which safety and toxicity could be tested with DNA-on-a-chip. Imagine how future health care models might change if the typical decade-long pharmaceutical research and development cycle could be slashed by over half. What's more, post-COVID shifts in popular opinion could suddenly enable changes in the regulatory framework concerning fast-track approvals.

A test of resilient leadership

COVID-19 is a crucible within which resilient leadership is refined. Acting without perfect information, often with only a few hours or days to spare, CEOs will have to guide their organizations through myriad decisions and challenges, with significant implications for their company's whole system-employees, customers, clients, financial partners, suppliers, investors, and other stakeholders-as well as for society as a whole.

Clarity of thinking, communications, and decision-making will be at a premium. Those CEOs who can best exhibit this clarity-and lead from the heart and the head-will inspire their organizations to persevere through this crisis, positioning their brand to emerge in a better place, prepared for whatever may come. Crises like these, with deep challenges to be navigated, will also lead to opportunities for learning and deepening trust with all stakeholders, while equipping organizations for a step change that creates more value not just for shareholders, but for society as a whole.

Appendix: Action guide-putting the mission first

Launch and sustain a crisis command center

Most organizations in the affected regions have launched some form of crisis response unit, either as a result of a preestablished crisis response plan or on an ad hoc basis, in order to gain an enterprisewide understanding of the impact and coordinate their efforts across functions. Subteams have been created to manage specific workstreams such as communications, legal, finance, and operations. They are operating with a clear mandate provided by executive management and have been empowered to make swift decisions in the areas that follow.

Such a command center doesn't have to be entirely on the defensive: It can also help to break traditional orthodoxies. Airlines that are canceling flights, for example, are making the downtime more productive by prioritizing scheduled maintenance for grounded aircraft-and reallocating larger planes to space-constrained routes-enabling them to make more efficient use of resources.

Such a command center doesn't have to be entirely on the defensive: It can also help to break traditional orthodoxies.

Support talent and strategy

The key to supporting your talent while they support your strategy involves focusing on the work, the workforce, and the workplace.

First, evaluate the actual work of your company and how it might be changed. Resilient leaders rapidly assess what work is mission-critical and what can be deferred or deprioritized, and then help teams understand where their focus needs to be (including what work is not strategically critical). Allow your people to focus on the most important tasks and empower teams to be creative in how they deliver nonessential work in ways that minimize unnecessary risk or exposure to your employees and your customers. Where work has to be onsite, evaluate what safeguards can be put in place, such as revised cleaning protocols or personal protective equipment.

The next focus is the workforce. The most effective plans encompass employees-as well as contractors, vendors, partners, and unions-who need to be included to keep the entire workforce safe. Address the immediate COVID-19-related human needs for information, including education on COVID-19 symptoms and prevention and access to employee assistance resources. As the work itself contracts and/or expands, ensure that you have operational plans for site disruption and reactivation, including communicating to affected employees. While assessing possible changes to leave policies (such as for employees caring for affected family members), also prepare for potentially higher absenteeism, lower productivity, and even work refusal until the situation ultimately normalizes post-crisis.

The workplace and its culture are also critical. Companies need to prepare worksites for containment and contamination, and ensure the safety of working environments by thoroughly cleaning and disinfecting workplaces. In the event that an employee is suspected of being infected with COVID-19, a clear process must be in place for adhering to local health care requirements for isolating and/or treating the employee at the facility.

COVID-19 may fundamentally change the culture of the workplace, how you distribute work and deploy your workforce, and how you engage your people. In the longer term, this situation may present an opportunity to think about how you elevate communications, create a more resilient workforce, and build more focus on health and well-being.

Maintain business continuity and financing

In almost every financial crisis, preservation of cash and liquidity is a top priority. When challenges impact all industries simultaneously, even the most financially stable can struggle. For example, companies with strong balance sheets in the 2008-2009 recession were among the many that still experienced liquidity constraints when commercial paper markets were suddenly interrupted. In some cases, this compromised their ability to meet basic short-term obligations.

The current crisis will be no exception, and it could even be more trying for many. A large number of companies now face weeks, if not months, of disrupted markets. For many industries-such as travel and hospitality-the revenue lost during this period may be permanent, rather than made up later. That's putting sudden, unanticipated pressure on working capital lines and liquidity.

Some companies may be able to maintain adequate flexibility by making drawdowns on their revolving credit facilities. Others are finding that they need to approach their banks to arrange temporarily larger facilities and/or covenant resets/waivers. Such efforts could prove unsuccessful, however, since banks may have reached their risk tolerance limits for a single credit. Revolving credit facilities may be frozen due to covenant limits and/or cross-defaults. Security packages hastily assembled to support new funding may be insufficient due to limited collateral availability or prolonged economic distress. Or companies may be looking for a highly customized, rolling short-term facility on terms that do not naturally fit into a bank's standard product suite.

Beyond immediate cash needs, the finance function also must respond to potential accounting and financial reporting implications-if they can even get their books closed and/or audits completed in affected areas. For instance, some corporations implementing first-ever (and quite appropriate) remote work arrangements may face unexpected tax challenges when they are paying employees in a different local tax jurisdiction than their main office.

Shore up the supply chain

Any major disruption in China can significantly affect global supply chains. The COVID-19 crisis highlights the ripple effects of this dependency: More than 90 percent of Fortune 1000 companies had Tier 1 and/or Tier 2 suppliers in the most-affected China provinces.

A decades-long focus on supply chain optimization to minimize costs, reduce inventories, and drive up asset utilization has improved many companies' supply chain efficiency. But COVID-19 illustrates that many companies are not fully aware of the vulnerability of their supply chain relationships to global shocks when optimizing for efficiency over resilience. Further, COVID-19 demonstrates that a global outbreak can have much longer-lasting impacts than a local epidemic on a supply chain, which endures foreshocks and aftershocks as hot spots evolve around the globe.

Without a comprehensive plan or playbook-and most organizations lack one for addressing a global outbreak-companies can overadjust, causing greater disruption and incurring unnecessary expenses. For example, some companies have responded to the COVID-19 crisis by imposing across-the-board inventory increases out of fear of running short of necessary supplies. Such decisions need to thoughtfully consider the unintended consequences and shocks. For example, a bulge in retail apparel inventory concurrent with a rapid drop in consumer spending can exacerbate cash needs.

See the sidebar "Strengthening the supply chain" for important actions to consider to strengthen your global supply chain.

Strengthening the supply chain

Supply side: For companies that produce, distribute, or source from suppliers in affected areas, steps may include:

Enhance focus on workforce/labor planning

Focus on Tier 1 supplier risk

Illuminate the extended supply network

Understand and activate alternate sources of supply

Update inventory policy and planning parameters

Enhance inbound materials visibility

Prepare for plant closures

Focus on production scheduling agility

Evaluate alternative outbound logistics options and secure capacity

Conduct global scenario planning

Demand side: For companies that sell products or commodities to affected areas, steps may include:

Understand the demand impact specific to your business

Confirm short-term demand-supply synchronization strategy

Prepare for potential channel shifts

Evaluate alternative inbound logistics options

Enhance ability to allocate to customers based on priority

Open channels of communication with key customers

Prepare for the rebound

Conduct global scenario planning

Inside: For companies that operate or have business relationships in affected areas, steps may include:

* Educate employees on COVID-19 symptoms and prevention

* Reinforce screening protocols

* Prepare for increased absenteeism

* Restrict nonessential travel and promote flexible working arrangements

* Align IT systems and support to evolving work requirements

* Prepare succession plans for key executive positions

* Focus on cash flow

Stay engaged with customers

This is a critical moment that matters in the relationship with your customers, and it is a time for your company's brand to lead. Customer needs can shift dramatically during crises such as this one, often from the rational to the emotional, and it is important for companies to intercept that shift. A study of consumer behavior found that a business's traditional customer segments are at risk during a downturn, as their purchasing behavior is driven more by their emotional response to the economic volatility than by the characteristics businesses typically consider when defining their customer segments.

Particularly important is to take care to consider how your own sales efforts will appear. If you're going to offer price cuts or marketing promotions, some might see that as an attempt to capitalize on a crisis-or worse, undermine public health efforts to encourage people to stay out of stores and other public places. Look at other benefits you can offer customers that help to sustain the customer relationship. For example, some hospitality companies are deferring the expiration of loyalty points.

Strengthen digital capabilities

Recommendations for "social distancing" have led organizations to expand their operations in the virtual, digital sphere. For many, this means asking their workforce to work from home. If you are preparing for increased remote work, ensure that the organization has the technology capacity to support it. Bandwidth, VPN infrastructure, authentication and access control mechanisms, and security tools all must be able to support peak traffic demands. Provide VPN/remote access to contractors and third parties who are supporting critical services, and purchase additional licenses for collaboration tools.

The sudden increase in online activity can have big implications on system stability, network robustness, and data security, especially in parts of the world where telecom and systems infrastructure are not as well developed. Companies will need to act quickly to ensure they have the systems, and support staff, in place to ensure smooth operation as the workplace and workforce evolves. Also consider the often-overlooked impact of such arrangements on employees who may feel socially isolated-or the potential loss of innovation when you limit in-person interaction.

If you're going to disperse your workforce remotely, make sure you have the protections in place to safeguard your networks and data.

A particular concern is that cyber risk multiplies when the workforce is suddenly distributed. Although many companies may be set up for remote work, far fewer have the proper cybersecurity protocols in place. Since the crisis began, phishing scams and other attacks have been on the rise, targeting employees working from home ... from the coffee shop ... from any open network. If you're going to disperse your workforce remotely, make sure you have the protections in place to safeguard your networks and data.

Maintaining customer connections virtually amid shifting behaviors also has challenges. As COVID-19 fears rose in the United States in early March, online sales increased 52 percent year over year, and the number of online shoppers increased 8.8 percent. While retailers may want to move more sales online to offset declining store traffic, they should ensure that their team has tested a scaled capability before making such a shift. Providing substandard service could do more damage to your brand long-term than the lost sales in the short term.

Engage with your business ecosystem

Finally, as new business models emerge from the crisis, can you become the nexus of a new, emerging ecosystem that's built for the "next normal"?

Most companies' networks-suppliers, vendors, customers, investors, employees, and other stakeholders-have grown exponentially since the last economic downturn. In a crisis, these massive global ecosystems add another layer of complexity and potential vulnerabilities-but they can also offer opportunities. Questions to consider include:

How can we lean on the ecosystem to improve the resilience of individual organizations during periods of disruption?

How am I extending my stakeholder communication to embrace ecosystem partners that have become critical components of the business model?

What additional data might my partners have to improve my own operations? For example, one B2B technology supplier is seeking to augment its short-term inventory planning by increasing transparency with its manufacturers.

For the investor community-the more traditional "econosystem"-what level of communication is appropriate? Some companies have stopped offering financial guidance to investors in light of the crisis, but organizations should not stop all communication. Keep your investors updated with as much information as possible.

Finally, as new business models emerge from the crisis, can you become the nexus of a new, emerging ecosystem that's built for the "next normal"?

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The heart of resilient leadership: Responding to COVID-19

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The rapid global spread of COVID-19 has quickly eclipsed other recent epidemics in both size and scope. In addition to the deadly human toll and the disruption to millions of people's lives, the economic damage is already significant and far-reaching.

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Real life application

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Resilience, Coping, and Parenting Strategies for a Uniquely Challenging Time

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Created by a colleague, wealth of resources including self-regulation resources

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Federal Coronavirus Response and Relief Legislation

The American Rescue Plan Act (ARP), signed into law on Mar 11, 2021, appropriated $1.9 trillion in federal funding to support the U.S. recovery from the effects of the COVID-19 pandemic. ARP includes funds to provide direct relief to Americans, safely reopen schools, mount a national vaccination program, and contain COVID-19. Of particular interest to professionals working with children and youth experiencing homelessness, ARP appropriated $800,000,000 for the purposes of identifying children and youth experiencing homelessness, and providing them with wrap-around services in light of the challenges of COVID-19, and assistance needed to to attend school and participate fully in school activities.

Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (full text, education stabilization fund portion highlighted)
The Coronavirus Response and Relief Supplemental Appropriations Act, 2021, signed into law as part of a larger omnibus bill on December 27, 2020, provides additional economic relief to U.S. citizens and public systems affected by the COVID-19 (coronavirus) pandemic. It appropriates emergency relief funding for elementary and secondary schools, and institutions of higher education, through the Education Stabilization Fund portion of the Act (sections 311-321; pgs 743-757).
Download a one-page summary of the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (prepared by NCHE, including a summary of other bills included in the 12/17/2020 omnibus bill)

The Coronavirus Aid, Relief, and Economic Security (CARES) Act (full text, education stabilization fund portion highlighted)
The CARES Act, signed into law on Friday, Mar 27, 2020, provides economic relief to U.S. citizens and public systems affected by the recent COVID-19 (coronavirus) pandemic. It appropriates emergency relief funding for elementary and secondary schools, and institutions of higher education, through the Education Stabilization Fund portion of the Act (sections 18001-18004).

Centers for Disease Control

Centers for Disease Control (CDC): Coronavirus Disease 2019 (COVID-19)
This webpage provides the latest information and resources on coronavirus from the CDC. Resources include:

Children's Bureau

Children's Bureau COVID-19 Resources
This webpage has been set up to help child welfare professionals and families respond to COVID-19.

U.S. Department of Education

U.S. Department of Education (US ED): COVID-19 ("Coronavirus") Information and Resources for Schools and School Personnel
This US ED webpage provides updated resources for elementary and secondary schools, and institutions of higher education, to help inform their coronavirus response efforts. Resources include:

U.S. Department of Agriculture

U.S. Department of Agriculture (USDA): COVID-19 ("Coronavirus") Information and Resources for Schools and School Personnel
This USDA webpage provides updated resources for the general public, schools, and other public systems to help inform their coronavirus response efforts. Resources include:

During this national emergency, many schools have closed. In order to provide meals to students who no longer have access to school meals, many organizations and schools are now serving meals to ALL kids and teens 18 years old and under. To maintain social distancing, these feeding sites are allowing the kids and teens to take the meals home to eat.

USDA Online site finder map

Find sites near you that are serving free meals to kids and teens 18 years old and under during the pandemic and throughout the summertime. https://www.fns.usda.gov/meals4kids

Texting service

Text 'Food' to 877-877 to find sites near you that are serving free emergency meals to kids and teens 18 years old and under during the pandemic and throughout the summertime.

Text 'Comida' to 877-877 to find sites in Spanish.

How it works: Users text 'FOOD' or 'Comida' to 877-877 and receive a text back prompting them to enter a street address, city and state and/or zip code for their desired location. While the service is able to return results for inputs that include only city and state and/or zip code, including a full street address will return results that are more accurate. The service then provides information about nearby meal sites, or information about how to access other food resources if no sites are operating in the vicinity.

U.S. Department of Housing and Urban Developement

U.S. Department of Housing and Urban Development COVID-19 Information and Resources CARES Act Guidance from HUD
HUD strongly encourages all grantees and owners of HUD-assisted housing to work with tenants at-risk of eviction to negotiate rent repayment plans to help them stay housed. To this end, HUD is providing the following tools to help grantees and project owners to help identify and engage at-risk tenants, as well as to inform and guide tenants seeking a rent repayment plan:

Tools for Landlords with Tenants Impacted by COVID-19 - This document helps landlords to engage with at-risk tenants while remaining in compliance with fair housing laws and understand the key elements of a repayment plan. The document provides links to sample rent repayment agreements.

Tenant Guidance: Rent Repayment Plans - This document assists at-risk tenants in understanding and pursuing rent repayment agreements with their landlords. The document includes links to helpful resources and a sample script for requesting a repayment agreement from a landlord. Use of this guidance is optional and grantees and tenants are strongly cautioned to review their state and local laws as under some laws, a tenant notifying an owner of the inability to pay rent is sufficient for the owner to initiate eviction proceedings.

U.S. Interagency Council on Homelessness

U.S. Interagency Council on Homelessness (USICH): COVID-19
This USICH webpage draws from guidance from Centers for Disease Control (CDC) recommendations for homelessness services systems, schools, and other community partners about how to protect their staff, clients, and guests. Recommendations fall into three groups: Plan, Act, and Follow-Up. Resources include:

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Federal Coronavirus Response and Relief Legislation The American Rescue Plan Act (ARP), signed into law on Mar 11, 2021, appropriated $1.9 trillion in federal funding to support the U.S. recovery from the effects of the COVID-19 pandemic. ARP includes funds to provide direct relief to Americans, safely reopen schools, mount a national vaccination program, and contain COVID-19.

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Guidance for talking to children about Covid-19

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Looking for information about coronavirus (COVID-19)? Our articles and videos explain what the virus is, ways to prevent it from spreading, how to talk to kids about it, how to care for someone who is sick, and much more.

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Keeping Healthy at the Forefront as a busy parent

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Keeping Healthy at the Forefront as a busy parent

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Article

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Originally written by Nikki Prosch, former SDSU Extension Health & Physical Activity Field Specialist, and Megan Erickson, former SDSU Extension Nutrition Field Specialist.
It's Monday, after a busy weekend traveling to sporting and school events, family gatherings and catching up on housework, an overwhelming feeling of stress and inorganization fills your mind. Your time is stretched thin and thinking about how to keep your children's eating and exercise habits a priority, as well as your own, is something that feels too complicated and requires too much of your time. As two busy, working moms ourselves, we too have experienced this feeling. However, with the help of research and some real-world experience, we have some helpful tips to keep healthy living at the forefront in your household.

Exercise Everyday

Everyday? Yes, everyday. It doesn't mean a 30+ minute workout everyday but sneak in movement whenever you get a chance throughout your day. There are so many opportunities to squeeze in some activity, whatever gets you moving counts! For instance, you can try doing some mini-workouts when your schedule allows 5-10 minutes, exercise with your kids (they will love it), get creative with when and where you add in movement. Walk whenever possible and encourage free play in your children. Consider signing yourself, or family, up for an upcoming fitness event (i.e. 5K run, family yoga class), do some squats while you brush your teeth, balance on one leg while preparing meals, use household cleaning as a chance to pick up the intensity and power clean, garden, walk your dog, stretch or host a regular family dance party with some upbeat music.

Tip: If sneaking in exercise while the children are awake isn't working for your schedule, try waking up 20-40 minutes before everyone in the house to squeeze in the exercise of your choice.

Menu Plan and Make Ahead Snacks

Meal planning can be daunting, but once you get the hang of it, you will be asking yourself, "Why didn't I do this before?". Meal planning will save you time, money and stress! We are here to help. Time - no more getting home at 5:00 pm and wondering what you are going to feed your family. With a plan, you are saving time in grocery shopping because you have a shopping list and a plan. You are saving time at home because you know what is on the menu for each day. Money - you can menu plan around sales, what is in season, etc. You save money by not eating out and also buy fewer expensive convenience foods. Take a look at your fridge before grocery shopping and this will help you cut down your costs and eliminate food waste. Some healthy snacks to have on hand include nuts, string cheese, fresh fruit and vegetables, low-fat Greek yogurt, or baked tortilla chips with salsa. Read some more information on meal planning and prep.

Tip: Include at least one selection from each of the five food groups: grains, vegetables, fruits, dairy and protein foods. Pick a day to grocery shop and a day to meal prep. Portion snacks into grab-and-go containers for easy access - use plastic bags or plastic containers to make snacking easy. Check out this tip sheet on 25 Healthy Snack Ideas for Kids.

Sleep

Sometimes this seems easier to write on paper but remember the importance of sleep and your body functioning. Getting enough sleep puts you in the right state of mind, helps you stay on task, helps your brain process new information and overall keeps your body feeling refreshed and ready for the busy day ahead of you. Adults should shoot for 7-8 hours of sleep each night, whereas teenagers, children and newborns all need more hours each day. Read some specific sleep guidelines and more about brain health and sleep here.

Tip: Stick to a schedule for yourself and your kids. Bedtime habits can help you and your whole family relax before its pajama time!

Take Time for Self-Care

Stress affects everyone, especially busy working moms. "Me-time" is usually last on the agenda. Allowing yourself time to relax and provide self-care is an important factor in your health. Whether it be a 5-minute break to just breath, scheduling a monthly date night with your significant other, going to get a pedicure or massage, or planning a girl's weekend, finding what gives yourself time to unwind and relax is needed.

Tip: Schedule some "me-time" on your to-do list! Start small and put 10 minutes a day for just you. Or each night, try writing down the three best things that happened that day.

Cut Down on Screen Time for Your Whole Family

Screen time has increased over the years as technology continues to evolve. Media is everywhere - Internet, TV, computer and video games, phones, and other electronic devices. On average, children are spending seven hours a day on entertainment media. Finding that balance for the whole family can take time. One way to help is to create a personalized family media plan here. Keep in mind your family values and parenting style. Create a plan that works for you and your family! Screen time does allow children to have access to endless learning opportunities such as educational games that improve literacy skills and cognitive development or some make learning fun through games and puzzles. The key is being mindful of the use of media within your family. Find what works best for your family and develop those healthy media use habits early on.

Tip: Establish a screen time limit for your whole family. No phones or screens after 6pm, allowing 20-30-minutes of screen time each day for your children or restricting screen time to only educational or health promoting games or activities.

Sparingly Is the Key

Sometimes your schedule will make it really hard to sneak in physical activity, and that's ok. Remember to pick up right where you left off and keep the whole family moving. Serving meals to your family doesn't have to be a struggle. The time you put towards prepping healthy meals and snacks at home is worth it. But keep it flexible. It can be hard to plan for everything, and this is okay!

Tip: Be wise about eating out - portion sizes can be large. If bringing home take-out, serve it with a bag of salad or frozen veggies, some fruit and low-fat milk for a more balanced meal.

Tip: Check out the Move Your Way Activity Planner website to set your own weekly goals, choose activities you want to do and gets tips to stay motivated.

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Keeping Health at the Forefront as a Busy Parent

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It's Monday, after a busy weekend traveling to sporting and school events, family gatherings and catching up on housework, an overwhelming feeling of stress and inorganization fills your mind. Your time is stretched thin and thinking about how to keep your children's eating and exercise habits a priority, as well as your own, is something that feels too complicated and requires too much of your time.

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COVID-19 and Homelessness: Strategies for Schools and Early Learning Programs

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COVID-19 and Homelessness: Strategies for Schools, Early Learning Programs, and Higher Education Institutions

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Schools and early childhood programs offer stability and safety. When schools and early learning programs close, or move to online learning, the health, safety, and well-being of homeless children and youth are jeopardized. This SchoolHouse Connection brief provides strategies for schools and early…

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App you can use to access"What I Need" resources

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Mindfulness for your everyday life

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Unlock hundreds of mood-boosting meditations, relaxing sleep exercises, focus music, and more with our biggest offer of the year.

It's the healthiest, happiest deal you'll find this Black Friday, and it won't last long.

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Meditation and Sleep Made Simple - Headspace

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Live a healthier, happier, more well-rested life in just a few minutes a day with the Headspace app.

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Limiting Media Consumption about COVID-19

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Limiting Media Consumption about COVID-19

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Article

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One of the most frequent expert suggestions for dealing with anxiety during the coronavirus (COVID-19) pandemic is limiting the news and other media we are bombarded with. The intention is not for individuals to remain in ignorant bliss, but instead to balance being informed while simultaneously being effective during a period of rapid changes, challenges, and stressors.

It is important to keep in mind that news organizations are business. They profit by holding your attention for as long as possible, and in doing so increasing the value for their advertisers. They understand that anxiety provoking information (of which there is currently no shortage) will hold their viewers and readers attention. If they limited their information for what is important for you to know practically, they would not have content to fill the 24-hour news cycle. Additionally, not all sources are equally reliable and may perpetuate unhelpful information so as to generate a click-bait headline.

The information increases anxiety because they continuously present you with information about danger, repeatedly activating the anxiety centers of your brain. The information can also lead to feelings of helplessness and sadness, given that much of what is occurring is out of your control. For individuals predisposed to anxiety and depression, these conditions can spiral out of control. Unfortunately, when you are in these emotional states, you will likely be less capable of controlling the matters that you can control. These include, following the hygiene and social distancing recommendations of the WHO and the CDC, trying to remain physically active, digitally social, and helping out those in greater need.

Perhaps you are already convinced that limiting Coronavirus related media would be helpful, but you tried that yesterday, and somehow you consumed just as much or more media than you intended. That is when a personalized strategy becomes necessary.

1. To increase motivation for making this effort, list all the ways this is impacting you. List all the activities you could be doing instead of consuming hours of media.

2. Reflect on the beliefs that are maintaining this behavior and find more helpful cognitive and behavioral responses. For example replacing 'it's my responsibility to know what's going on so I need to keep the news on in the background,' with 'I need to know what is required of me in this situation, so I will check trustworthy sources such as the WHO and the CDC for a predetermined amount of time.'

3. Identify personal triggers for news binging such as the television remote, specific apps on your cell phone and websites. These can also include internal/emotional triggers such as boredom, anxiety, or even hunger. Limit access to the environmental triggers, come up with alternative ways to address these emotions.

4. Accumulate a list of alternative behaviors you could do instead of consuming additional news. The list should include productive, entertaining, relaxing, and engaging options.

5. Find a friend or love one who shares this goal to increase social accountability

The goal is not perfection, but in the absence of a plan, it is easy to revert to news binging and the emotional toll could it take. Be kind to yourself. Shut the screens.

Dr. Elliot Kaminetzky is an OCD and anxiety specialist with a private practice in downtown NYC.

If you live in New York State and are interested in treatment for anxiety or OCD:

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Limiting Media Consumption about the Coronavirus Pandemic; the Why and the How.

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One of the most frequent expert suggestions for dealing with anxiety during the coronavirus (COVID-19) pandemic is limiting the news and other media we are bombarded with. The intention is not for individuals to remain in ignorant bliss, but instead to balance being informed while simultaneously being effective during a period of rapid changes, challenges, and stressors.

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RAIN practice

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When I was in college, I went off to the mountains for a weekend of hiking with an older, wiser friend of twenty-two. After setting up our tent, we sat by a stream, watching the water swirl around rocks, talking about our lives. At one point she described how she was learning to be "her own best friend." A wave of sadness came over me, and I broke down sobbing. I was the furthest thing from my own best friend. I was continually harassed by an inner judge who was merciless, nit-picking, demanding, always on the job. My guiding assumption was, "Something is fundamentally wrong with me," as I struggled to control and fix what felt like a basically flawed self.

Over the last several decades, through my work with tens of thousands of clients and meditation students, I've come to see the pain of perceived deficiency as epidemic. It's like we're in a trance that causes us to see ourselves as unworthy. Yet, I have seen in my own life, and with countless others, that we can awaken from this trance through practicing mindfulness and self-compassion. We can come to trust the goodness and purity of our hearts.

In order to flower, self-compassion depends on honest, direct contact with our own vulnerability. Compassion fully blossoms when we actively offer care to ourselves. To help people address feelings of insecurity and unworthiness, I often introduce mindfulness and compassion through a meditation I call the RAIN of Self-Compassion. The acronym RAIN, first coined about 20 years ago by Michele McDonald, is an easy-to-remember tool for practicing mindfulness. It has four steps:

1. Recognize what is going on

2. Allow the experience to be there, just as it is

3. Investigate with kindness

4. Natural awareness, which comes from not identifying with the experience.

Practice RAIN with Tara Brach:

You can take your time and explore RAIN as a stand-alone meditation or move through the steps in a more abbreviated way whenever challenging feelings arise.

R-Recognize What's Going On

Recognizing means consciously acknowledging, in any given moment, the thoughts, feelings, and behaviors that are affecting us. Like awakening from a dream, the first step out of the trance of unworthiness is simply to recognize that we are stuck, subject to painfully constricting beliefs, emotions, and physical sensations. Common signs of the trance include a critical inner voice, feelings of shame or fear, the squeeze of anxiety or the weight of depression in the body.

Different people respond to the sense of unworthiness in different ways. Some might stay busy, trying to prove themselves valuable; others, fearful of failure, may become discouraged or even paralyzed. Still others may resort to addictive behaviors to avoid facing their shame and fear. Any of these strategies can lead to either defensive or aggressive behavior with others, or unhealthy attachment.

Some of us are at war with ourselves for decades, never realizing how our self-judgment and self-aversion keep us from finding genuine intimacy with others or enjoying our lives. One palliative caregiver reports that a key regret of the dying is not having been true to themselves. Rather than listening to and trusting our inner life, most of us try to live according to the expectations of others, which we internalize. When we inevitably fall short of the mark, we condemn ourselves.

Though it may sound depressing or overwhelming, learning to recognize that we are at war with ourselves is quite empowering. One meditation student described the trance of unworthiness as "...the invisible and toxic gas I am always breathing." As he became increasingly mindful of his incessant self-judgment and feelings of inadequacy, his aspiration to free himself from his painful inner prison grew.

A-Allowing: Taking a Life-Giving Pause

Allowing means letting the thoughts, emotions, feelings, or sensations we have recognized simply be there. Typically when we have an unpleasant experience, we react in one of three ways: by piling on the judgment; by numbing ourselves to our feelings; or by focusing our attention elsewhere. For example, we might have the sinking, shameful feeling of having been too harsh in correcting our child. But rather than allowing that feeling, we might blame our partner for not doing his or her part, worry about something completely different, or decide it's time for a nap. We're resisting the rawness and unpleasantness of the feeling by withdrawing from the present moment.

We allow by simply pausing with the intention to relax our resistance and let the experience be just as it is. Allowing our thoughts, emotions, or bodily sensations simply to be doesn't mean we agree with our conviction that we're unworthy. Rather, we honestly acknowledge the presence of our judgment, as well as the painful feelings underneath. Many students I work with support their resolve to let it be by silently offering an encouraging word or phrase to themselves. For instance, you might feel the grip of fear and mentally whisper yes in order to acknowledge and accept the reality of your experience in this moment.

Allowing creates a space that enables us to see more deeply into our own being, which, in turn, awakens our caring and helps us make wiser choices in life.

Victor Frankel writes, "Between the stimulus and the response there is a space, and in this space lies our power and our freedom." Allowing creates a space that enables us to see more deeply into our own being, which, in turn, awakens our caring and helps us make wiser choices in life. For one student, the space of allowing gave her more freedom in the face of urges to binge eat. In the past, whenever she felt restless or anxious at night, she'd start thinking of her favorite food-trail mix-then mindlessly consume a half pound of it before going to bed, disgusted with herself. Learning to recognize the cues and taking a pause interrupted the pattern. While pausing, she would allow herself to feel the tension in her body, her racing heart, the craving. Soon, she began to contact a poignant sense of loneliness buried beneath her anxiety. She found that if she could stay with the loneliness and be gentle with herself, the craving passed.

I-Investigating with Kindness

Investigating means calling on our natural curiosity-the desire to know truth-and directing a more focused attention to our present experience. Simply pausing to ask, what is happening inside me?, can initiate recognition, but investigation adds a more active and pointed kind of inquiry. You might ask yourself: What most wants attention? How am I experiencing this in my body? Or What am I believing? What does this feeling want from me? You might notice hollowness or shakiness, then discover a sense of unworthiness and shame masked by those feelings. Unless you bring them into awareness, your unconscious beliefs and emotions will control your experience and perpetuate your identification with a limited, deficient self.

Poet Dorothy Hunt says that we need a "...heartspace where everything that is, is welcome." Without such an attitude of unconditional care, there isn't enough safety and openness for real investigation to take place. About ten years ago I entered a period of chronic illness. During one particularly challenging period of pain and fatigue, I became discouraged and unhappy. In my view I was terrible to be around-impatient, self-absorbed, irritable, gloomy. I began working with RAIN to recognize these feelings and judgments and to consciously allow the unpleasantness in my body and emotions to just be there. As I began to investigate, I heard an embittered voice: "I hate living like this." And then a moment later, "I hate myself!" The full toxicity of self-aversion filled me.

Not only was I struggling with illness, I was at war with the self-centered, irritable person I believed I had become. Unknowingly, I had turned on myself and was held captive by the trance of unworthiness. But in that moment of recognizing and allowing the suffering of self-hatred, my heart began to soften with compassion.

Here's a story that helps to describe the process I went through. Imagine while walking in the woods you see a small dog sitting by a tree. You bend down to pet it and it suddenly lunges at you, teeth bared. Initially you might be frightened and angry. But then you notice one of its legs is caught in a trap, buried under some leaves. Immediately your mood shifts from anger to concern. You see that the dog's aggression sprang from vulnerability and pain.

This applies to all of us. When we behave in hurtful, reactive ways, it's because we're caught in some kind of painful trap. The more we investigate the source of our suffering, the more we cultivate a compassionate heart toward ourselves and others.

When I recognized how my leg was in a trap-sickness compounded with self aversion- my heart filled with sorrow and genuine self-care. The investigating deepened as I gently put my hand over my heart-a gesture of kindness- and invited whatever other feelings were there to surface. A swell of fear (uncertainty for my future) spread through my chest, followed by an upwelling of grief at losing my health. The sense of self-compassion unfurled fully as I mentally whispered, It's all right, sweetheart, and consciously offered care to the depths of my vulnerability, just as I would to a dear friend.

When the intention to awaken self love and compassion is sincere, the smallest gesture-even if, initially, it feels awkward- will serve you well.

Compassion arises naturally when we mindfully contact our suffering and respond with care. As you practice the RAIN of Self-Compassion, experiment and see which intentional gesture of kindness most helps to soften or open your heart. Many people find healing by gently placing a hand on the heart or cheek; others, in a whispered message of care, or by envisioning being bathed in warm, radiant light. What matters is that once you have investigated and connected with your suffering, respond by offering care to your own heart. When the intention to awaken self love and compassion is sincere, the smallest gesture-even if, initially, it feels awkward- will serve you well.

N-Natural Loving Awareness

Natural loving awareness occurs when identification with the small self is loosened. This practice of non-identification means that our sense of who we are is not fused with any limiting emotions, sensations, or stories. We begin to intuit and live from the openness and love that express our natural awareness.

Though the first three steps of RAIN require some intentional activity, the N is the treasure: A liberating homecoming to our true nature. There's nothing to do for this last part of RAIN; we simply rest in natural awareness.

The RAIN of Self-Compassion is not a one-shot meditation, nor is the realization of our natural awareness necessarily full, stable, or enduring. Rather, as you practice you may experience a sense of warmth and openness, a shift in perspective. You can trust this! RAIN is a practice for life-meeting our doubts and fears with a healing presence. Each time you are willing to slow down and recognize, oh, this is the trance of unworthiness... this is fear... this is hurt...this is judgment..., you are poised to de-condition the old habits and limiting self-beliefs that imprison your heart. Gradually, you'll experience natural loving awareness as the truth of who you are, more than any story you ever told yourself about being "not good enough" or "basically flawed."

A friend of mine was sitting with her dying mother while she was in a coma. At one point the mother opened her eyes, looked at her daughter with great lucidity, and said "You know, all my life I thought something was wrong with me." She closed her eyes, sank back into a coma and died shortly thereafter. For my friend, her mother's words were a parting gift. They inspired her to dedicate herself to the mindfulness and self-compassion that frees us.

We each have the conditioning to live for long stretches of time imprisoned by a sense of deficiency, cut off from realizing our intrinsic intelligence, aliveness, and love. The greatest blessing we can give ourselves is to recognize the pain of this trance, and regularly offer a cleansing rain of self-compassion to our awakening hearts.

This article also appeared in the August 2014 issue of Mindful magazine.

In her new book, Tara Brach helps break a trail through the dense forest of anxiety with the practice of RAIN. Read More

Psychologist and longtime meditation teacher Tara Brach discusses why self-compassion is more essential for our well-being than ever. Read More

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Feeling Overwhelmed? Remember RAIN - Mindful

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When I was in college, I went off to the mountains for a weekend of hiking with an older, wiser friend of twenty-two. After setting up our tent, we sat by a stream, watching the water swirl around rocks, talking about our lives.

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National Autistic Society

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What are social stories?

Social storiesTM were created by Carol Gray in 1991. They are short descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why.

The terms 'social story' and 'social stories' are trademarks originated and owned by  Carol Gray.

What are social stories for?

Social stories can be used to:

develop self-care skills (eg how to clean teeth, wash hands or get dressed), social skills (eg sharing, asking for help, saying thank you, interrupting) and academic abilities

help someone to understand how others might behave or respond in a particular situation

help others understand the perspective of an autistic person and why they may respond or behave in a particular way

help a person to cope with changes to routine and unexpected or distressing events (eg absence of teacher, moving house, thunderstorms)

provide positive feedback to a person about an area of strength or achievement in order to develop self-esteem

as a behavioural strategy (eg what to do when angry, how to cope with obsessions).

How do social stories help?

Social stories present information in a literal, 'concrete' way, which may improve a person's understanding of a previously difficult or ambiguous situation or activity. The presentation and content can be adapted to meet different people's needs.

They can help with sequencing (what comes next in a series of activities) and 'executive functioning' (planning and organising).

By providing information about what might happen in a particular situation, and some guidelines for behaviour, you can increase structure in a person's life and thereby reduce anxiety.

Creating or using a social story can help you to understand how the autistic person perceives different situations.

Example

My toys

My toys belong to me. They are mine.

Many of my toys were given to me

Some of my toys have my name on them.

I may play with my toys or share them with someone.

I have toys that are mine.

Carol Gray's The new social story book, 2015

How to write a social story

Carol Gray says you will need to  picture the goal, gather information, and tailor the text.

Picture the goal

Consider the social story's purpose. For example, the goal may be to teach a child to cover their mouth when coughing.

Now think about what the child needs to understand to achieve this goal. For example, they need to understand why covering their mouth when coughing is important, ie it stops germs from being spread which may make other people sick.

Gather information

Collect information about the situation you want to describe in your social story. Where does the situation occur? Who is it with? How does it begin and end? How long does it last? What actually happens in the situation and why? If it is for a situation where a particular outcome is not guaranteed, use words like 'sometimes' and 'usually' in the story.

Stories should appeal to the interests of the person they are written for and avoid using words that may cause the person anxiety or distress. The content and presentation of social stories should be appropriate to the person's age and level of understanding. Use age-appropriate photographs, picture symbols or drawings with text to help people who have difficulty reading or for younger children.

Gather information about the person including their age, interests, attention span, level of ability and understanding.

Tailor the text

A social story needs to have a title, introduction, body and conclusion. It should use gentle and supportive language.

It should answer six questions: where, when, who, what, how and why?

It should be made up of descriptive sentences, and may also have coaching sentences. A descriptive sentence accurately describes the context, such as where the situation occurs, who is there, what happens and why, eg:

A coaching sentence gently guides behaviour, eg:

Carol Gray's The new social story book, 2015

How to use social stories

Carol Gray has developed guidelines on how to use social stories effectively.

Carol Gray's The new social story book, 2015

What are comic strip conversations?

Comic strip conversations, created by  Carol Gray, are simple visual representations of conversation. They can show:

Comic strip conversations use stick figures and symbols to represent social interactions and abstract aspects of conversation, and colour to represent the emotional content of a statement or message.

From Carol Gray's Comic strip conversations, 1994

By seeing the different elements of a conversation presented visually, some of the more abstract aspects of social communication (such as recognising the feelings of others) are made more 'concrete' and are therefore easier to understand.

Comic strip conversations can also offer an insight into how an autistic person perceives a situation.

How to use comic strip conversations

Comic strip conversations can help autistic people understand concepts that they find particularly difficult. People draw as they talk and use these drawings to learn about different social situations.

In a comic strip conversation, the autistic person takes the lead role, with parents, carers or teachers offering support and guidance.

Start with small talk (for example, talking about the weather) to get the person you are supporting familiar with drawing while talking and to mimic ordinary social interactions.

Ask a range of questions about a specific situation or type of social interaction. The autistic person answers by speaking and drawing their response.

Summarise the event or situation you've discussed using the drawings as a guide.

Think about how you can address any problems or concerns that have been identified.

Develop an action plan for similar situations in the future. This will be a helpful guide for the autistic person.

For complex situations, or for people who have difficulty reporting events in sequence, comic strip boxes may be used, or drawings can be numbered in the sequence in which they occur.

Comic strip conversations can be used to plan for a situation in the future that may be causing anxiety or concern, for example an exam or a social event. However, remember that plans can sometimes change. It's important to present the information in a way which allows for unexpected changes to a situation.

How to make your own comic strip conversation

You can use just paper, pencils, crayons and markers, use computer word processing applications, or you could use an app.

Ask the person you are supporting to choose what materials they would like to use.

Some people may like to have their comic strip conversations in a notebook, or saved on their smartphone or tablet, so that they can refer to them as needed, and easily recall key concepts.

More information

Timmins, Dr. S. (2017) Successful Social Stories for School and College Students with Autism, Jessica Kingsley Publishers

Timmins, Dr. S. (2016) Successful Social Stories for Young Children with Autism Jessica Kingsley Publishers

Gray, C. (2015) The new Social Story book: 15th Anniversary Edition. Future Horizons Firm

Gray, C. (1994) Comic strip conversations: illustrated interactions with students with autism and related disorders Carol Gray social story sampler

Gerhardt, P., Cohen, M. (2014) Visual supports for people with autism: a guide for parents and professionals. Woodbine House

Howley, M., Arnold, E. (2005) Revealing the hidden social code. Jessica Kingsley Publishers

Aprendices Visuales - books with pictograms.

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Social stories and comic strip conversations

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Social storiesTM were created by Carol Gray in 1991. They are short descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why. The terms 'social story' and 'social stories' are trademarks originated and owned by  Carol Gray.

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NASP National Association of School Psychologists

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NASP National Association of School Psychologists

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How to talk to children about Covid-19 Guide for Parents

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National Association of School Psychologists (NASP)

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Families across the country are adapting to the evolving changes in daily life caused by the COVID-19 pandemic. Most schools, places of public gathering, and nonessential businesses are closed, and parents and other caregivers are faced with helping their families adjust to the new normal. This includes trying to keep children occupied, feeling safe, and attempting to keep up with schoolwork as best as possible. None of this is easy, but it helps to stay focused on what is possible in order to reinforce a sense of control and to reassure children that they are okay, and that the situation will get better.

It is very important to remember that children look to adults for guidance on how to react to stressful events. Acknowledging some level of concern, without panicking, is appropriate and can result in taking the necessary actions that reduce the risk of illness. Teaching children positive preventive measures, talking with them about their fears, and giving them a sense of some control over their risk of infection can help reduce anxiety. This is also a tremendous opportunity for adults to model for children problem-solving, flexibility, and compassion as we all work through adjustting daily schedules, balancing work and other activities, getting creative about how we spend time, processing new information from authorities, and connecting and supporting friends and family members in new ways. The following tips can help.

STAY CALM, LISTEN, AND OFFER REASSURANCE

Be a role model. Children will react to and follow your reactions. They learn from your example.

Be aware of how you talk about COVID-19. Your discussion about COVID-19 can increase or decrease your child's fear. If true, remind your child that your family is healthy, and you are going to do everything within your power to keep loved ones safe and well. Carefully listen or have them draw or write out their thoughts and feelings and respond with truth and reassurance.

Explain social distancing. Children probably don't fully understand why parents/guardians aren't allowing them to be with friends. Tell your child that your family is following the guidelines of the Centers for Disease Control and Prevention (CDC), which include social distancing. Social distancing means staying away from others until the risk of contracting COVID-19 is under control. Showing older children the "flatten the curve" charts will help them grasp the significance of social distancing. Explain that while we don't know how long it will take to "flatten the curve" to reduce the number of those infected, we do know that this is a critical time-we must follow the guidelines of health experts to do our part.

Demonstrate deep breathing. Deep breathing is a valuable tool for calming the nervous system. Do breathing exercises with your children.

Focus on the positive. Celebrate having more time to spend as a family. Make it as fun as possible. Do family projects. Organize belongings, create masterpieces. Sing, laugh, and go outside, if possible, to connect with nature and get needed exercise. Allow older children to connect with their friends virtually.

Establish and maintain a daily routine. Keeping a regular schedule provides a sense of control, predictability, calm, and well-being. It also helps children and other family members respect others' need for quiet or uninterrupted time and when they can connect with friends virtually.

Identify projects that might help others. This could include: writing letters to the neighbors or others who might be stuck at home alone or to healthcare workers; sending positive messages over social media; or reading a favorite children's book on a social media platform for younger children to hear.

Offer lots of love and affection.

MONITOR TELEVISION VIEWING AND SOCIAL MEDIA

Parents/guardians should monitor television, internet, and social media viewing-both for themselves and their children. Watching continual updates on COVID-19 may increase fear and anxiety. Developmentally inappropriate information, or information designed for adults, can also cause anxiety or confusion, particularly in young children.

Dispel rumors and inaccurate information. Explain to your child that many stories about COVID-19 on the internet may include rumors and inaccurate information. Older children, in particular, may be accessing a great deal of information online and from friends that contains inaccuracies. Talk to your child about factual disease information.

Provide alternatives. Engage your child in games or other exciting activities instead.

TAKE TIME TO TALK

Let your children's questions guide you. Answer their questions truthfully, but don't offer unnecessary details or facts. Don't avoid giving them the information that experts indicate as crucial to your children's well-being. Often, children and youth do not talk about their concerns because they are confused or don't want to worry loved ones. Younger children absorb scary information in waves. They ask questions, listen, play, and then repeat the cycle. Children always feel empowered if they can control some aspects of their life. A sense of control reduces fear.

BE HONEST AND ACCURATE

Correct misinformation. Children often imagine situations worse than reality; therefore, offering developmentally appropriate facts can reduce fears.

Explain simple safety steps. Tell your child this disease spreads between people who are in close contact with one another, when an infected person coughs or sneezes, or when one touches infected objects or surfaces.

Stay up-to-date on the facts. Go to https://www.cdc.gov/coronavirus/2019-ncov/index.htmlfor additional factual information.

KEEP EXPLANATIONS AGE-APPROPRIATE

Early elementary school children. Provide brief, simple information that balances COVID-19 facts with appropriate reassurances that adults are there to help keep them healthy and to take care of them if they do get sick. Give simple examples of the steps people make every day to stop germs and stay healthy, such as washing hands. Use language such as "adults are working hard to keep you safe."

Upper elementary and early middle school children. This age group often is more vocal in asking questions about whether they indeed are safe and what will happen if COVID-19 spreads in their area. They may need assistance separating reality from rumor and fantasy. Discuss the efforts national, state, and community leaders are doing to prevent germs from spreading.

Upper middle and high school students. Issues can be discussed in more depth. Refer them to appropriate sources of COVID-19 facts. Provide honest, accurate, and factual information about the current status of COVID-19. Engage them in decision-making about family plans, scheduling, and helping with chores at home.

For all children, encourage them to verbalize their thoughts and feelings. Be a good listener!

STAY CONNECTED TO SCHOOL

Locate learning resources. Schools' capacity to conduct virtual learning experiences will vary greatly, but most schools are providing lessons and learning activities for children to do. Take advantage of the many companies and online platforms currently offering free learning opportunities.

Identify additional resources. Know if your school or district is providing additional resources, such meals, or technology, such as a laptop or tablet.

Stay in touch. Find out how the school is communicating with families and students. Be sure to read any communications you receive. Check with you children, particularly older ones, as they may be receiving information directly that would be helpful for you to know.

Connect with school staff. Reach out to your child's teacher and other relevant school staff if you have concerns about their coping and keeping up with assignments or activities.

KNOW THE SYMPTOMS OF COVID-19

According to the CDC, symptoms of fever, cough, and/or shortness of breath appear within 14 days after being exposed to the disease.

For some people, the symptoms are similar to having a cold; for others, they are more severe or even life threatening.

MODEL BASIC HYGIENE AND HEALTHY LIFESTYLE PRACTICES

Practice daily good hygiene. Encourage your child to practice these simple steps to prevent spreading the virus.

Wash your hands multiple times a day for 20 seconds. Singing "Twinkle, Twinkle Little Star" or "Happy Birthday" twice is about 20 seconds.

Compliment your children when they use a Kleenex or sneeze or cough into the bend of their elbow. Teach them the importance of throwing away used tissues immediately after sneezing or coughing.

Sadly, handshakes and hugs need to be limited to immediate family members, at least for now.

Foster a sense of control. Offering guidance on what your child/children can do to prevent infection offers them a greater sense of control, which reduces anxiety.

Build the immune system. Encourage your child to eat a balanced diet, get enough sleep, and exercise regularly; this will help them develop a robust immune system to fight off illness.

BE AWARE OF YOUR CHILDREN'S MENTAL HEALTH

Most children will manage well with the support of parents and other family members, even if showing signs of some anxiety or concerns, such as difficulty sleeping or concentrating. Some children, however, may have risk factors for more intense reactions, including severe anxiety, depression, and suicidal behaviors. Risk factors can include a pre-existing mental health problem, prior traumatic experiences or abuse, family instability, or the loss of a loved one. Parents and caregivers should contact a professional if children exhibit significant changes in behavior or any of the following symptoms for more than 2 weeks.

Preschoolers -thumb sucking, bedwetting, clinging to parents, sleep disturbances, loss of appetite, fear of the dark, regression in behavior, and withdrawal.

Elementary school children -irritability, aggressiveness, clinginess, nightmares, school avoidance, poor concentration, and withdrawal from activities and friends.

Adolescents -sleeping and eating disturbances, agitation, increase in conflicts, physical complaints, delinquent behavior, and poor concentration.

ADDITIONAL RESOURCES
For more information related to schools and physical and mental health, visit www.nasponline.org and © 2020, National Association of School Psychologists, 4340 East Wes t Highway, Suite 402, Bethesda, MD 20814, 301-657-0270 www.nasn.org.
Adapted from, Talking to Children About COVID-19 (Coronavirus): A Parent Resource, National Association of School Psychologists and National Association of School Nurses, NASP, 2020.

Contributor: School Psychologist Kathy Sievering

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Helping Children Cope With Changes Resulting From COVID-19

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Families across the country are adapting to the evolving changes in daily life caused by the COVID-19 pandemic. NASP has provided the following tips to help families reinforce a sense of control and r...

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United States Interagency Council Of Homelessness

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United States Interagency Council Of Homelessness

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Website with resources

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These children and youth, and their families, have unique needs particularly during school closures. It is necessary for schools and communities to work together to mitigate the loss of learning and prevent additional trauma. Local liaisons (and school points of contact for homeless education) should be consulted and deeply involved in COVID-19 response planning and execution. Below are questions for communities to consider on how to support children and youth experiencing homelessness during the COVID-19 outbreak.

Can a school system identify which students are experiencing homelessness?

Under Subtitle VII-B of the McKinney-Vento Homeless Assistance Act, homeless children and youths means individuals who lack a fixed, regular, and adequate nighttime residence and includes children and youth who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; or are abandoned in hospitals; children and youth who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings; children and youth who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and migratory children who qualify as homeless because they are living in the previously described circumstances.

School districts are required to designate local homeless education liaisons (local liaisons), who have specific responsibilities for identifying children and youth experiencing homelessness. Local liaisons and other district or school staff who communicate with families and students should follow best practices in proactively, sensitively, and discretely asking about housing status in order to identify any and every student who has not already been identified as lacking a fixed, regular, and adequate nighttime residence.

Does a school system have methods in place to maintain communication with students experiencing homelessness?

Students identified as experiencing homelessness should receive information and services from homeless liaisons as it relates to COVID-19, and liaisons should proactively maintain contact with these students and their families to ensure they are connected to school instruction and other school- and/or community-based supports, as needed and appropriate.

How can families and unaccompanied youth experiencing homelessness access needed supports - such as food, hygiene, medical care, temporary shelter, and housing options for quarantine or recovery should they become ill - including in communities where schools have closed in response to COVID-19?

Many communities are closing schools in an effort to prevent the spread of COVID-19. While this is an important step to protect public health, it poses challenges for families and youth who depend on the supports their local school provides, including a safe place for students to be and learn during the day, and free school meals. Communities may opt to keeping certain schools or community sites open for food, hygiene, and health care, or provide drive-by options. This approach will allow families who have transportation to access this assistance; however, families and unaccompanied youth who do not have reliable transportation may miss out on these services. Schools and community entities should consider strategies that will allow these families and youth to access the same supports, whether through the provision of transportation assistance, "home" delivery, or other appropriate options.

Processes for providing school meals and other services should be modified to ensure that unaccompanied youth are able to access meals and services, consistent with applicable McKinney-Vento Act requirements.

Schools should work with local public health officials and community partners to identify temporary, safe and stable shelter options for families or youth experiencing homelessness who must quarantine.

How can communities work with and support local liaisons, school counselors, school social workers, and other relevant district or school personnel in conducting outreach to students experiencing homelessness in order to check in on their safety and well-being?

Typically, students experiencing homelessness stay in unsafe situations and are at greater risk, as compared to other students, of trafficking and other vulnerabilities. The closing of schools as a precautionary measure may have the unfortunate effect of having students experiencing homelessness spending more time in unsafe and even traumatic "home" environments, thus exacerbating trauma and a sense of isolation.

School staff, particularly those who already have established positive and supportive relationships with students, should regularly check-in with the students and their families. Schools and communities should work together to identify and execute a coordinated community strategy to maintain communication with families and unaccompanied youth experiencing homelessness, such as through prepaid cellphones, e-mail, or other alternatives.

How can schools and communities work together to ensure access to virtual or distance learning opportunities for students experiencing homelessness when schools close?

Students experiencing homelessness may lack access to the technology - including internet, a computer, and/or an appropriate mobile device - that would allow them to participate fully in online learning. In order to eliminate this barrier to full participation in school, schools and communities should work together to provide students experiencing homelessness with access to mobile hotspots, laptops/tablets, and any other materials necessary to fully participate in online learning. Schools and communities should work together to establish and implement a sensitive and discreet protocol for asking students and their families about their possible lack of supplies or other barriers to online learning.

Through working together, schools and communities can address the challenge presented by COVID-19 with innovation, creativity, and partnership. Through a coordinated response, schools and community organizations leverage the power of collective impact to protect the health and safety of children, youth, and families experiencing homelessness.

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Supporting Children and Youth Experiencing Homelessness during the COVID-19 Outbreak: Questions to Consider

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These children and youth, and their families, have unique needs particularly during school closures. It is necessary for schools and communities to work together to mitigate the loss of learning and prevent additional trauma. Local liaisons (and school points of contact for homeless education) should be consulted and deeply involved in COVID-19 response planning and execution.

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Great articles beginning with activities to build SEL, challenge yourself to see how these can be modified using a virtual platform

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Social & Emotional Learning (SEL)

Build social and emotional skills into any class.

Summit students rip up their stress.

Summit Preparatory Charter High School in Redwood City, California, uses a variety of activities in the weekly, 90-minute Habits, Community, and Culture (HCC) class, where students learn Habits of Success and develop social and emotional learning (SEL) skills. The school has developed an HCC curriculum for grades nine through 12 and hired two full-time teachers for HCC, but Summit's academic teachers also use some of these activities to build SEL skills and deepen their relationships with their students. Cady Ching, a biology and AP environmental science teacher at Summit, incorporates opening activities into all of her classes: "In my freshman classes, we do them every class period."

Visualization to release stress: Have your students imagine what stress looks and feels like inside their body, and then ask them to release it. "The mindfulness practice makes you think the stress is coming off your body," says Geoffrey, a 12th-grade student.

Noise isolation: There are a variety of sounds that your students hear when they're in your classroom, from students walking in the hallway to outdoor construction noise. Have your students focus on one noise and describe it to themselves and recall the last time they interacted with it.

Here are some of the opening, group sharing, and closing activities that teachers use at Summit:

Opening Activities

Summit students practice mindfulness.

2. Name the emotion you're bringing to class: Have each student call out the emotion they're feeling. This helps each student know how they and other students are feeling, what different emotions look like, and how to better interact with their peers based on how they're feeling.

3. Write down, rip up, and throw away your stress: Have your students write down their expectations and insecurities, rip them up, and throw them away. This emotional check-in takes about three minutes. By acknowledging how your students are feeling at the start of each class, you'll acknowledge their barriers to learning and create a safe space for your students to overcome them.

5. Quote of the day: Introduce a quote relevant to what your students are learning or to a shared experience-for example, an act of violence in the community. You can facilitate a whole-class discussion, group students into pairs, or have each student share a one-word response to the quote. This gives students the space to reflect on their beliefs and experiences and whether they agree or disagree with the quote and other students' opinions, and it gives them insight into their peers' perspectives and feelings.

6. Where we came from: Collect baby pictures from your students. Project one baby picture at the start of class, have your students guess who it is, and then have the featured student share something about their childhood.

7. Starting positive: Have each student tape a sheet of paper to their back and then walk around and write positive qualities about their peers on their backs.

8. Motivational moment: Have two students start the class with a three- to five-minute presentation-and come up with two or three discussion questions-based on their interests. The presentation must be related to the course content in a real-world context. "Many students include a video for visuals and increased engagement, but it's optional," says Ching. Have the rest of the class partner up to discuss their questions for one minute and then give them the opportunity to share out to the whole class. This exercise gives your students insight into their peers' interests.

Grades 9-12 | Redwood City, CA

Enrollment

388 | Charter, Suburban

Per Pupil Expenditures

Free / Reduced Lunch

47%

Data is from the 2014-2015 academic year.

Group Sharing

9. Circle sharing: To encourage active listening, create small groups. Have your students position their chairs in a circle so everyone can make eye contact. To strengthen empathy, you can facilitate deeper discussion around what a student shares by asking, "Why did that student share what they did?" or "What perspective is that student coming from?"

When discussing emotionally charged topics, it's important to have guidelines to foster a safe space. Summit uses the Courageous Conversation protocol created by Glenn E. Singleton when discussing race. The protocol is guided by four agreements-stay engaged, experience discomfort, speak your truth, and expect and accept nonclosure. Here is an example of elementary school discussion guidelines from School 21.

Summit students sit in a circle for a whole-class discussion.

10. Write a poem from someone else's perspective. Have your students choose someone they don't know. This helps them to understand that they don't "need to be best friends with someone to empathize with them," explains Ballard.

11. Have a conversation with someone you don't know. Have your students pair up with a student they don't know and provide the pairs with five questions to ask each other. Each student introduces their partner to the class, speaking as if they were their partner, while the rest of the class looks at the student being introduced. "We don't see people sometimes," says Ballard, "and this exercise helps students to see each other more deeply."

12. Play interest and identity-related bingo. Instead of squares filled with numbers or vocabulary words, create cards with information relating to your students. Summit's Bingo cards have things like "'I like to read' or 'I was born in a different country,'" says Armando, a ninth-grade student.

I would like to appreciate Brenda for facilitating the conversation in our small group.

I would like to thank everyone for taking this class seriously.

I apologize to everyone for having my headphones in for half of the time.

Closing Activity

13. Appreciation, apology, aha: Have your students get in a circle and share an appreciation, apology, or realization with the group. Students in Ballard's class have shared things like:

Encourage authentic and timely apologies. Apologizing for something that happened a long time ago has less impact than apologizing for something that happened that day or week. Let your students know that they don't have to name who they're apologizing to when they apologize for what they did.

Help students share helpful, not harmful words. "I often say, 'Appreciations, apologies, and ahas should be something that you genuinely think will be useful for people to hear,'" says Ballard.

Have your students snap, clap, or shake both hands when they hear something that resonates with them. "We snap to let people know that we hear them without exerting our own voice in their narrative," explains Ballard. Students shake their hands when peers share things that are emotionally charged. Ballard often gets this started by saying, "Let's shake it up for that."

"When you pay attention to each other, not only does it build a sense of community, but we're more able to understand other people," says Janet, a 12th-grade student. "If you're able to understand people at a younger age, you could work better with them as adults. That changes how the future generations will be. People can be more accepting, more helpful towards each other."

What makes this a SCHOOL THAT WORKS

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Build social and emotional skills into any class.

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8 Ways to Calm Anxiety and Stress

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Self-Soothing Techniques: 8 Ways to Prevent Overwhelm

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Many sensitive people have never learned self-soothing techniques to prevent overwhelm when they are stressed. Learn 8 tips to stay centered and calm.

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Mental Health, Trauma and Well Being

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BACKGROUND ON SEL
Back to top
What is social and emotional learning (SEL)?

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.
Learn more

What skills, knowledge, and mindsets does SEL promote?

CASEL's SEL framework fosters knowledge, skills, and attitudes across five areas of competence and multiple key settings to establish equitable learning environments that advance students' learning and development. The five core competencies are:

Self-awareness. The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Self-management. The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Socially awareness. The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Relationship skills. The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Responsible decision-making. The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.
Learn more

BENEFITS OF SEL
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What empirical evidence supports the effectiveness of SEL implementation?

Research confirms and teachers, parents, and principals agree: Social and emotional competencies can be taught, modeled, and practiced and lead to positive student outcomes that are important for success in school and in life.

Decades of research studies demonstrate the following benefits of SEL:

Improvement in students' social and emotional skills, attitudes, relationships, academic performance, and perceptions of classroom and school climate

Decline in students' anxiety, behavior problems, and substance use

Long-term improvements in students' skills, attitudes, prosocial behavior, and academic performance

Wise financial investment according to cost-benefit research

Back to top
What are different approaches to promoting SEL?

Ideally SEL programs and practices are part of a systemic approach to SEL. The CASEL SEL Program Guide identifies evidence-based programs that are effective at promoting SEL. Based on our reviews of SELect programs, CASEL has observed that there are four key to promoting SEL:

Free-standing lessons specifically and explicitly designed to enhance students' social and emotional competencies (e.g., such as a lesson that teaches students strategies for coping with stress or anxiety).

Teaching practices designed to create optimal conditions for the development of social and emotional competence, including strategies that promote reflection by students or build positive and supportive relationships among teachers, students, and families.

Integration of SEL (lessons and/or practices) and academic instruction (such as an ELA, social studies or mathematics curriculum that incorporates SEL lessons or practices).

Organizational strategies designed to create systemic structures and supports to promote students' social and emotional development, including a schoolwide culture conducive to learning. Such approaches should also ensure that evidence-based classroom or schoolwide practices or programs are used to support student social and emotional development.

What can principals do to promote SEL?

A key to promoting effective schoolwide SEL is ensuring that all staff members have initial and ongoing professional development and support for implementing programming. In addition, principals can promote SEL by:

Indicating to school personnel and families that they are committed to schoolwide SEL as a priority; and

Developing and articulating a shared vision of their students' social, emotional, and academic development.

Learn more about SEL implementation in schools here. Learn more about evidence-based programs in use by districts, schools, and teachers.

What can student support services professionals do to promote SEL?

Student support services (SSS) professionals can be valuable members of an SEL team due to their knowledge of human behavior, program planning and evaluation, community resources, classroom management strategies, and students' personal challenges to learning. Their perspective on student needs and the resources being used to address those needs is essential to an adequate SEL needs and resources assessment. Since their work is not confined to the classroom, they also bring an important perspective to identifying schoolwide SEL programming needs.

In small-group work SSS professionals can reinforce classroom instruction in SEL skills with students who need more practice. When conferring with parents on approaches to addressing learning challenges their child is experiencing, SSS professionals can use SEL language introduced in the classroom. When consulting with teachers on classroom management issues, they can assess problems and suggest solutions with reference to SEL skills and the characteristics of a safe and supportive learning environment. When developing and assessing student progress on IEP goals, they can relate these goals to specific SEL standards. SSS staff are also typically the link between schools and the community-based services that students may access. As such, they can extend the SEL framework to these relationships as well.

Finally, coordinating classroom-based SEL instruction with services provided by student support staff can be especially effective in promoting the school success of children who have social, emotional, and mental health problems that interfere with learning.

CASEL'S WORK
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What resources and professional learning does CASEL offer?

CASEL offers a range of field-vetted and evidence-based tools to support high-quality SEL implementation:

The Guide to Schoolwide SEL provides a process and concrete tools for implementing SEL systemically at the school level.

The SEL District Resource Center outlines a process for implementing SEL at the district level, and includes a library of resources and examples from districts that partner with CASEL.

SEL State Resources includes tools, briefs, and sample policies and plans that states can use to inform their work, learn how peers are addressing similar issues, and customize materials for their own use.

The SEL Assessment Guide shares a searchable index of available SEL assessments and guidance for selecting and effectively using assessment data.

The Program Guide applies a systematic framework to identify and rate well-designed, evidence based SEL programs and share recommendations for schools and districts looking to select an SEL program.

CASEL works closely with a limited number of school district and state partners, and offers virtual workshops, hosts free webinars, and coordinates an annual SEL Exchange for a broad audience.

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Back to top Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

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LACOE Resources

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Dept. of Mental Health

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General Guidelines for Addressing Mental Health Needs in the School Environment

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Relevant Article

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21 Fun After-School Activities & Things for Kids & Teens | How to Engage at Home

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It’s not always doom and gloom when kids are forced indoors at home after school finishes up for the day! In fact, many families can seize the opportunity to …

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We are not affiliated with any items being promoted

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In areas that have been most affected by the coronavirus outbreak, schools and day cares have been closed, and small children have been sent home. Even though our kids' lives rotate around social gatherings-birthday parties, playgrounds, public libraries, zoos-we have to keep them isolated from other humans, large and small, in the interest of public health.

So what can you do with a toddler if you can't bring them to a playground and let them lick all the available surfaces? We consulted Victor Carrion, Stanford's vice chair of psychiatry and director of the Stanford pediatric anxiety program, and parents living through quarantines for their advice on how to educate your kids about the current situation, and how to keep them intellectually stimulated while they're stuck at home.

Takeaways? Confront the topic head on, reassure your young children that someone will always be there to take care of them, and get creative. Looking for more kid ideas? Check out our favorite kid podcasts and the best strollers.

Updated January 2021: We replaced the sold-out Echo Dot for Kids, 3rd-Gen with the new Echo Dot for Kids, 4th-Gen.

Special offer for Gear readers: Get a 1-year subscription to WIRED for $5 ($25 off). This includes unlimited access to WIRED.com and our print magazine (if you'd like). Subscriptions help fund the work we do every day.

WIRED is providing free access to stories about public health and how to protect yourself during the coronavirus pandemic. Sign up for our Coronavirus Update newsletter for the latest updates.

If you buy something using links in our stories, we may earn a commission. This helps support our journalism. Learn more. Please also consider subscribing to WIRED

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How to Entertain Your Young Children During a Quarantine

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In areas that have been most affected by the coronavirus outbreak, schools and day cares have been closed, and small children have been sent home. Even though our kids' lives rotate around social gatherings-birthday parties, playgrounds, public libraries, zoos-we have to keep them isolated from other humans, large and small, in the interest of public health.

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USDA

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MyPlate | U.S. Department of Agriculture

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Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

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TBS is an intensive, individualized, one-to-one behavioral mental health service available to children/youth with serious emotional challenges and their families, who are under 21 years old and have full-scope Medi-Cal.

The following lists the eligibility criteria for TBS services:

Child/Youth is placed in a group home facility of RCL 12 or above or in a locked treatment facility for the treatment of mental health needs; or

Child/Youth is being considered by the county for placement in a facility described above; or

Child/Youth has undergone at least one emergency psychiatric hospitalization related to his/her current presenting mental health diagnosis within the preceding 24 months; or

Child/Youth has previously received TBS while a member of the certified class; or

Child/youth is at risk of psychiatric hospitalization.

For more information, contact Scott Tommey Ph.D., stommey@dmh.lacounty.gov or at (213) 739-2396.
Community Resources

EPSDT_TBS Brochure (English) | EPSDT_TBS Brochure (Spanish)
Los Angeles County TBS Provider Directory TBS Referral Form Provider Resources TBS Documentation Manual TBS Coordination of Care Manual

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Therapeutic Behavioral Services - Department of Mental Health

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Therapeutic Behavioral Services are intensive, individualized, one-to-one behavioral mental health service available to children/youth with serious emotional challenges and their families, who are under 21 years old and have full-scope Medi-Cal.

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Great free resource for nutrition and at home exercise

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If you're familiar with nutrition and fitness, you've probably encountered the terms macronutrients - sometimes simply called "macros" - and micronutrients. Focusing on macronutrients versus ...

Rebeka Kuschmider -

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Our mission is to provide affordable care. See our Charitable Care and Financial Assistance Policy .

Compassionate, Professional Healthcare

We provide whole-person healthcare through our integrated programs of primary medical and behavioral healthcare.

Integrated Healthcare

We are fully licensed in California and accredited by The Joint Commission (formerly JCAHO). Please visit our facilities and services pages on our web site, or visit us in Southern California at Tarzana, Reseda, Northridge, Woodland Hills, Long Beach and Antelope Valley (servicing Lancaster, Palmdale, and Santa Clarita) for more information.

Community Health Needs Assessment

Since 1972, Tarzana Treatment Centers has provided high quality, affordable behavioral healthcare and addiction treatment services in Los Angeles Please find below information about Tarzana Treatment Center's 2018 Community Health Needs Assessment and Implementation Plan.

Tarzana Treatment Centers, Inc.

Tarzana Treatment Centers, Inc. is dedicated to providing professional health care that treats each person with compassion and according to their assessed individual needs for improved physical and mental wellbeing. We provide whole-person healthcare through our integrated programs of primary medical and behavioral healthcare including inpatient medical detoxification and psychiatric stabilization, residential and outpatient substance use disorder treatment, outpatient mental health, and residential rehab for teens / youth and adults, primary care clinics, and HIV/AIDS services including specialty medical care.

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Integrated Healthcare services for Los Angeles County and the surrounding areas.

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A Trauma-Informed Approach to Teaching through corona virus

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A Trauma-Informed Approach to Teaching through corona virus

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Experts from the National Child Traumatic Stress Network share their recommendations for educators supporting students during the COVID-19 cris

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In 2020, as schools across the nation closed their doors to slow the spread of the coronavirus, LFJ reached out to our community to learn what support educators needed. Among the most common responses was a call for trauma-informed practices to support students over the coming weeks and months.

For guidance, we reached out to our friends at the National Child Traumatic Stress Network with a series of questions. A group of researchers, psychologists and educators were quick to respond. We're grateful to Laura Danna, Dr. Jane Halladay Goldman, Dr. Jen Maze, Dr. George Ake and Dr. Isaiah Pickens for their answers, and we hope their recommendations offer some much-needed support during this difficult time.

We know that in some districts, schools have just closed, while in others, there's an expectation that classes will shift to distance learning. This change can be a challenge for educators as well as students. From a trauma-informed standpoint, what do educators need to be conscious of as they navigate this transition?

Establishing a routine and maintaining clear communication are crucial.

Maintaining and communicating predictable routines is very important. Doing so helps students to maintain a sense of psychological safety-a sense that they can manage stress or connect with someone who can help them manage stress.

It is important not to assume that students understand your routine is changing due to current events. Even if routines shift as you determine the best ways of connecting, taking the time to explain the changes and provide a predictable agenda is helpful. It will reduce student stress and increase their confidence that important adults in their lives are capable of taking care of them.

It's also important that educators ensure that the information they provide to students is digestible. Moving to remote learning and having fewer direct interactions can make assignments feel more overwhelming and daunting-particularly when several directions are given at once. Break directions down into smaller bites when necessary and encourage students to ask clarifying questions even if it appears they understand.

Finally, we can't assume students' experiences with remote learning or their understanding of a global pandemic are universal. Encourage students to lead the way in sharing what they understand and do not understand about their current situation. You can do this by asking open-ended questions, such as, "How are you feeling about not being in school?" which can provide insight without letting assumptions guide the conversation. Approach students' experiences with curiosity. Aim to clarify misinformation and connect students with other important adults (such as family) who help them feel safe.

Relationships and well-being can take priority over assignment and behavioral compliance.

In shifts to distance learning, educators will need to actively focus on maintaining attitudes of inclusivity. Now more than ever, students should feel valued and welcome regardless of their background or identity.

Remember that students may be dealing with many different home life situations while trying to maintain their academics, and there are myriad reasons they may be embarrassed to share about why they can't complete assignments. Educators should communicate that, regardless of challenges, students' efforts are appreciated.

In work with students right now, educators should let relationships be the focus. It is important to ensure students have structure and to hold high expectations. But students will fare best if they know their teachers care about their well-being just as much as their behavior and assignment compliance.

Educators can display their investment by creating relational rituals before checking on distance learning assignments with students. For example, students and educators can share one tough moment and one hopeful moment of the day, or educators and students can share one new lesson they learned about themselves during the day. Participating in these shares can help educators build and maintain connection despite the distance.

What are a few key points educators need to understand about stress, trauma and their effects? Are there specific approaches to student support they should be prioritizing during this crisis?

When people are facing stress and difficult life circumstances, it can particularly affect three areas: a sense of safety, feelings of connectedness and feelings of hope. In each of these areas, educators can make an impact.

Sense of Safety

A sense of safety is the belief that your needs-and the needs of those you care about-will be met. It is a belief that you will be protected from harm and that those around you will be safe. Educators can expect that many students' sense of safety will be compromised right now. None of us have ever seen a time like this, when institutions that provide safety and structure are closed, and the news talks about death rates and hospital bed shortages. For the many families that are experiencing or will experience significant income loss, this crisis may also mean food insecurity or an inability to pay rent and bills-all of which can severely damage a child's sense of safety.

But there are steps educators can take to support a sense of safety in children. They can:

Reach out, provide space and encourage students to connect with them or another trusted adult or counselor to talk about their safety concerns. Offer students a way to connect if there is something that they need help with or are worried about.

Encourage students to talk to friends or family members on the phone.

Help students plan some virtual playdates to distract them from their worries.

Recommend or include in lesson plans and packets some fun, free activities that kids can do at home.

Encourage families and caregivers to avoid watching the news in front of their children (as that can be upsetting), keep as much of a regular family routine as possible, and plan activities such as going for walks or hikes or playing board or video games together.

Connectedness

Connectedness refers to having relationships with others who can understand and support you. As we are practicing social distancing and have closed most public places, educators will need to get creative to help students feel connected.

To foster a sense of connectedness, educators can:

Make time to ask students about something fun they are doing right now.

Greet students by name and create a touch-free or virtual routine (similar to a handshake, a hug or a high five) to invite connection, either online or at meal pick-up.

Consider putting students together in small groups to work on projects or activities and encouraging students to work together online or by phone. These activities may include virtual puzzles or scavenger hunts. The key is to help the student feel connected to others in the class by sharing an important part of themselves that helps the class get to know them better. Foster a sense of community by highlighting each student's contribution to the group activity.

Plan activities through the use of web-conferencing sites that allow students to see, hear and interact with each other and their teacher.

Talk directly about the importance of connecting with others.

Incorporate space for play and fun activities into online lesson plans or take-home packets.

Hope

Hope is the expectation that everything will work out and the feeling that things will be all right. Right now, many people may be feeling discouraged, hopeless or angry. Adults and students may be feeling a great sense of loss for activities that will not be taking place as usual. Students particularly may be disappointed in missing out on sports, competition, performances and other important rituals of the spring semester.

To encourage a sense of hope, educators can:

Have students connect with someone in their family or community to ask a person they respect how they stayed hopeful in troubled times.

Teach about other historical times of crisis, including how these ended and communities rebounded.

Encourage students to get fresh air and to move when possible.

Share some of the many stories of hope and helping that have come out of this current crisis.

Share a positive affirmation or a strength of a student-it can go a long way right now.

Let students know that people find help in different ways, including through spiritual beliefs and practices, and encourage students to discuss things that bring them hope.

Facilitate and encourage students meeting virtually or by phone with a trusted adult who can show them a different perspective, help to identify their talents and strengths, list their options and resources, and encourage and support them.

In addition to the suggestions above, are there any activities for students (either for online classes or that students can do independently) that you recommend educators try?

Now is a time to provide opportunities for students to complete activities that affirm their competence, sense of self-worth and feelings of safety. There are many social emotional learning practices and wellness activities that teachers can encourage students to complete independently or online.

These activities can promote self-regulation when students are feeling stressed and provide a healthy sense of control over controllable aspects of an overwhelming situation. Some possible social emotional and wellness practices can include the following:

Promote self-awareness by having students review a feelings chart and share how they are feeling. To help them communicate their feelings, encourage the use of a scale, such as, "On a scale of 1-10, how bored are you feeling?" or "Are you feeling a little lonely, somewhat lonely, or very lonely?"

Recommend quick mindfulness or self-soothing exercises such as smelling a flower or completing four-corner breathing prior to completing the lesson. Four-corner breathing simply involves inhaling deeply and exhaling deeply four times. Students can complete this breathing exercise by standing up and taking one inhale and exhale breath while facing each of the four corners in a room.

Model and normalize a range of emotions by giving students opportunities to express themselves in nonverbal ways. This may include drawing a picture about how their lesson or day is going or showing the most important thing that happened to them that day. Teachers can complete this exercise first and share with students to model how to share with others in a way that feels safe and helps us feel connected.

Have students complete a virtual or long-distance appreciation or gratitude circle. Encourage students to write one thing they appreciate about classmates. Add your own, and then give each student the appreciations written about them.

Give students the chance to share what they've learned or a chance to teach their classmates. This can include having students find and teach brief self-soothing or mindfulness exercises that promote self-regulation.

Are there students in particular situations that educators should be keeping closer contact with during this period? Do you have recommendations for ways educators can reach out?

While not all families have a history of exposure to trauma, children with identified histories of trauma may be especially vulnerable to the impact of significant changes in schedule, routine and expectations that come with social distancing, canceled classes, remote learning and reliance on caregivers for academics.

Other students may also be at additional risk during this time:

students who have had anxiety;

students who have depression or suicidal ideation;

students who have learning and attention disorders;

students whose families may have lost jobs or income;

students who have loved ones particularly vulnerable to the COVID-19 virus;

students who have a caregiver who is a healthcare worker or in another occupation where they are exposed to the virus or are being asked to respond in an intense way;

students who may be less supervised because of caregivers' work.

Even remotely, however, there are ways that educators can provide extra support to these students:

Educators can reach out to caregivers to check in and offer or explain the supports that they typically use in the classroom with their children.

Educators can set up individual conferences via computer or phone to check in with students and ask about their safety and worries.

Educators can and should connect with school mental health professionals to know how they can connect students and families with them when necessary.

What kinds of stressors or potential trauma will families and caregivers be facing during this time that educators should be aware of? How can educators help?

In general, it is important to consider that the stress adults might be facing during this time of uncertainty will probably be mirrored in children. Families could be dealing with high levels of stress, and they probably will be for an extensive amount of time. Educators can consider sharing messages about how families need to give themselves some space when emotions run high, and they can model how to regulate emotions to help children cope.

Educators should have an appreciation for how kids might respond to stress and consider how stress might play out by age group. Whenever possible, they should share this information with caregivers.

Educators can also play a role in promoting the message that caretakers should try their best to establish a routine, involve children in the development of their own schedules, and maintain reasonable expectations of children, knowing that some changes are just difficult to predict.

Finally, we understand that in other countries, rates of domestic violence and child abuse have increased during the COVID-19 crisis. Stress and increased isolation are risk factors for abuse. Families experiencing difficult financial issues or job loss during this time might be especially at risk. But all families will be under increased stress and isolation with varying levels of support and resources.

For more information about child trauma and child traumatic stress, the National Child Traumatic Stress Network has many resources to help educators and caretakers better understand the impact, consequences and resilience of children and families exposed to trauma. This page is a good place to start.

What steps do you recommend for educators who want to be there for their students but who might also be dealing with their own stress right now?

Practice self-kindness, and remember that it is best to take care of yourself before you try to take care of anyone else.

Take time to check in with yourself to gain insight into where you may be struggling. Once you identify the issues, work to create a plan to address the issues you can control and to work on letting go of the ones you cannot.

Utilize social supports as needed. Consider planning a virtual coffee break or lunch hour with colleagues or other educators via Zoom, where you might share strategies that are or are not working, talk about what you're cooking or watching on Netflix, and experience a much-needed sense of community

Create a routine that includes getting up at a regular time, getting ready and dressed for the day, a work schedule, some way to move your body and some breaks to connect to others.

Remember that, as adults, we are the best predictors of how our students and children are doing; they are watching and listening to us. When we take care of ourselves, we're showing them how they can take care of themselves, too.

Are there any specific resources, articles or other information you recommend?

Some of the answers above were adapted from the National Child Traumatic Stress Network (NCTSN) publications, including:

These resources from the NCTSN expand on some of the recommendations above:

These resources from the Center for the Study of Traumatic Stress can be helpful:

Educators can may find these resources from the Centers for Disease Control and Prevention (CDC) useful:

These resources from Substance Abuse Mental Health Services (SAMSHA) may also provide support:

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A Trauma-informed Approach to Teaching Through Coronavirus

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In 2020, as schools across the nation closed their doors to slow the spread of the coronavirus, LFJ reached out to our community to learn what support educators needed. Among the most common responses was a call for trauma-informed practices to support students over the coming weeks and months.

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MSA 1 Collaboration

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Help Is Out There

Covid is a challenge for all of us. Support is available from emergency grants to freelancers, exclusive hours at markets for seniors, and health care for the unsheltered.

Links and resources here.

UPDATED 26 JULY: NEWLY ADDED LINKS ARE HIGHLIGHTED

LA County Health & Safety Information Website

For Freelancers/Small Business

For the LGBTQ+ Community

For the Disabled Community

For Immigrants and the Undocumented

For the Unsheltered and Housing Insecure

ORGANIZE LOCALLY

Right now is a critical time to organize at the hyper-local level. Make sure you, your family, and your neighbors are setting up systems to share support, supplies, and information during this challenging moment. LA Forward is here to help you join or organize a mutual aid network for your building, block, or neighborhood. Learn more here: https://www.losangelesforward.org/mutualaid

For Everyone

Community Food Distribution - Every other Thursday 11AM - 3PM - Chuco's Justice Center - 7625 S Central Ave. Los Angeles, CA 90001 - Free Food Distribution for families, youth and individuals in need - For more information please call (562) 658-5130 / (310) 594-6037

... ask questions about your rights or file a complaint:

... get advice or other support from advocates:

NOTICE: LOS ANGELES PARKS CLOSING ALL SENIOR CITIZEN CENTERS

Senior citizen centers are closed at all Los Angeles parks and recreation facilities. Dining centers for older adults will be contacting participants to provide information regarding meal distribution at the dining centers. Home delivered meals will continue to be delivered. Older adults can contact the centers they participate at directly or reach the LA City Department of Aging at (213) 482-7252 .

People over 60 years of age. The risk increases significantly thereafter and escalates with age, with persons over age 80 in the highest risk category.

People, regardless of age, with underlying health conditions including cardiovascular disease, diabetes, cancer, heart disease, or chronic lung diseases like COPD, as well as those with severely weakened immune systems.

People over 60 years of age. The risk increases significantly thereafter and escalates with age, with persons over age 80 in the highest risk category.

People, regardless of age, with underlying health conditions including cardiovascular disease, diabetes, cancer, heart disease, or chronic lung diseases like COPD, as well as those with severely weakened immune systems.

California está respondiendo a la propagación de una enfermedad respiratoria causada por un nuevo coronavirus (COVID-19). Mientras las investigaciones para saber más acerca del virus están en curso, tanto los trabajadores como los empleadores deberían revisar los procedimientos de salud y seguridad para prevenir la exposición al virus.

Contact: contactces@earthlink.net

LADWP will not shut off power to any customers who cannot pay their bill as a result of the coronavirus pandemic.

The enforcement of eviction orders for renters affected by COVID-19 has been banned by the order of the Governor.

Legal & Eviction Defense Resources

Food/housing - HOMELESS/LOW-INCOME INDIVIDUALS AND FAMILY

SOVA - Community Food and Resource Program

St. Augustine's SAVES- Saint Augustine's Volunteer

Emergency Services
3820 Jasmine Avenue
Culver City, CA. 90232
Phone: 310-838-2702

St. Anne's Church and Social Services

WSFB - St. Joseph's Center

House of Light Church Corporation

Congregational Church of Chatsworth

Burbank - Temporary Aid Center- B-TAC

Wilshire Boulevard Temple

Silver Lake Community Church

Our Lady Queen of Angels Catholic Church

535 North Main Street
(cross street--Cesar Chavez)
Los Angeles, CA. 90012
Phone: 213-629-3101

Sova- Community Food and Resource Program

Food Net- Centro Maravilla

Sova - Community Food and Resource Program

Emergency Services including shelter, onsite medical and mental health care

Educational and job training services

Free meals served 3 time a day

Clothing donations

601 S. San Pedro St
Los Angeles, CA 90014

Emergency services including daytime shelter, phone booth access, and their team will help find overnight housing

Free meals served 3 times a day

Case management services

Job readiness and training services

Health clinic and counseling services

442 S. San Pedro St
Los Angeles, CA

Free meals served 3 time a day

Overnight shelter and temporary baggage storage

Clothing donations

303 East 5th Street
Los Angeles, CA 90054

If you have lost work due to COVID-19 and applying for unemployment in CA you HAVE TO TELL THEM that the reason is because of the virus to get the waiting period waived. If you don't mention you lost work, you will wait the normal time.

They need your SSN, DL/ID number, have a list of employers you have worked with since Oct 2018 in any state. If you are freelance, UEI does not require you to state the days worked. Have the payroll company information handy (address, etc.), UEI will be looking for Payroll information, not the company that you worked for.

Small Business

Small agricultural cooperative

Most private non-profit organizations

For Freelancers/Small Business

For Seniors

For the LGBTQ+ Community

For the Disabled Community

For Immigrants and the Undocumented

For Service Workers

For the Unsheltered and Housing Insecure

Service Planning Area 5 : West (includes Beverly Hills, Brentwood, Culver City, Malibu, Pacific Palisades, Playa del Rey, Santa Monica, and Venice.)

Service Planning Area 6 : South (includes Athens, Compton, Crenshaw, Florence, Hyde Park, Lynwood, Paramount, and Watts.)

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Crisis Response Guide for the Financially Vulnerable

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Help Is Out There Covid is a challenge for all of us. Support is available from emergency grants to freelancers, exclusive hours at markets for seniors, and health care for the unsheltered. Links and resources here.

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NAMI

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The coronavirus can significantly affect mental health for everyone, but especially for those with mental illness. Both the anxiety of contracting the disease as well as the increase in loneliness and isolation can worsen and trigger symptoms.

Acknowledging, recognizing and acting on mental distress in these uncertain times is key to lessening the impact.

What are the Mental Health Implications?

A working knowledge of different mental health implications can help us understand and address the mental health risks of this global health pandemic. Here are the potential symptoms to watch out for.

Anxiety
Anxiety related to the coronavirus is to be expected. A survey of Chinese citizens published in February found that 42.6% of respondents experienced anxiety related to the coronavirus outbreak.

A poll by the Kaiser Family Foundation found that the key worries related to the coronavirus pandemic were:

You or someone in your family will get sick

Your investments, such as retirement or college savings, will be negatively impacted

You will lose income due to a workplace closure or reduced hours

You will not be able to afford testing or treatment if you need it

​You will put yourself at risk of exposure to the virus because you can't afford to stay home and miss work

Obsessions
In a situation like this one, it is easy to become obsessive about disease prevention, especially for those with OCD who already experience contamination obsessions- "unwanted, intrusive worry that one is dirty and in need of washing, cleaning or sterilizing."

Loneliness
Social distancing is considered critical to slowing the spread of the coronavirus. However, it can understandably lead to loneliness. Numerous studies have shown the adverse mental health and physical impacts of loneliness, including the potential to trigger a depressive episode.

Traumatic Stress
Individuals who have been quarantined may also experience traumatic stress. A survey of people subject to quarantine during the SARS outbreak in 2003 found that nearly 29% experienced traumatic stress.

What Can I Do?

With the awareness of these mental health risks, we can work towards coping with this challenging situation and reduce the potential impact on our mental health. Here is a list of coping strategies to help get you through these uncertain times.

Be Mindful of Your News Consumption

The news can be helpful by encouraging precautions and prevention, but compulsively and obsessively reading and watching about the outbreak can be detrimental to mental health. Here are a few suggestions that may help you follow the news while protecting your mental health.

Limit your sources
Rely on only one or two reliable sources of news as misinformation and bad reporting are rampant. The CDC is a great resource for updates and precautions. You can also select a news medium that allows you to avoid potentially triggering content. For example, when reading from an article on your phone or computer, you can scroll past disturbing photos and quickly reach the information you are interested in.

Practice acceptance
Accept that the news coverage will not answer all your questions or address all your worries. Accept uncertainty. Trust that officials around the globe and the medical community are trying their best to address the situation.

Limit consumption
Establish a reasonable rate of consumption, which may be checking for updates one or two times a day. Consume only what you need to know, what's most relevant to you and particularly what is happening or anticipated in your own community.

Distinguish between global and local
The virus will not necessarily take the same course in the U.S. as it has in other countries. It's important to think critically about the information provided and not jump to conclusions.

Ask someone for help
If you feel you need separation from the news, have a friend or loved one filter the news for you, and give you updates based on a reasonable assessment of what's relevant to you. This will allow you to reduce direct news consumption.

Make a Health Disruption Plan
Education can be critical to alleviating stress and anxiety. Speak to your health care advisor about coronavirus precautions specific to your health needs, including a health disruption plan.

Learn about coronavirus preventative and precautionary measures from reliable sources such as the CDC. Make a plan for your household needs -a shopping list, a pharmacy list. It may also help to develop an emergency plan, especially for elderly members of the family.

Stay Connected
Stay connected with friends and family by Skype, Facetime, email, messenger and text, especially those who may be isolated. Be ready to listen to their concerns and share yours. Learn effective listening skills to help your friends and loved ones.

Reflective listening is an excellent communication technique, where you listen to what a person is saying and repeat it back to them. You may help validate their concerns, and show them you understand their concerns, which can help put them at ease. Talking to another person about worries and fears can help, and just knowing that others share them can validate your own fears and worries.

Social connectedness is critically important to warding off loneliness and resulting depression. There are many online peer support communities to turn to, including those for people with mental illness and their caregivers, such as ForLikeMinds, and for people living with mental illness such as: 7 Cups, Emotions Anonymous, Support Groups Central, Therapy Tribe, Support Groups, 18percent and PsychCentral.

Take Care of Yourself

It's essential to make your health a priority during this time. The critical self-care activities are sleep, physical exercise and a healthy diet. Find ways to address forms of stress, such as journaling, going for walks or calling a loved one. Maintaining a sense of normality and routine can also reduce stress.

It can be especially helpful to practice mindfulness and try not think of the future or worst-case scenarios. There are many online references, including Kindle books on Amazon, YouTube guided meditation and yoga videos, and apps such as Headspace.

Find Things to Do/Distractions

Activities that distract you from current events can be helpful. Here are a few ideas:

Household chores, such as spring cleaning, will give you a sense of purpose and accomplishment when completed.

Free online university courses and courses through cousera, such as Yale University's most popular class ever: The Science of Well-Being. They offer a great learning opportunity.

Movies are moving from theaters to online. Netflix is also a good option.

TV programming has expanded during the crisis, particularly through streaming services like Netflix. You can also currently stream the Met Opera for free. The NFL and NBA are also offering complementary access to online streaming platforms.

​Virtual parishes, which the Pope and other faith leaders are offering, can help maintain religious connections.

Help Others

The helper principle shows that helping others is also a benefit to the helper. In hard-hit Europe and other impacted communities, people are helping those self-isolating by shopping or running errands for them. Canada has developed a movement called " caremongering."

Mutual aid communities are developing across the U.S and online organizers have put together an exhaustive list of resources. There area few different kinds of organizing. Some focus on "local efforts to build networks that can respond at the neighborhood or community level," while others "build networks to serve more at-risk groups, like the immunosuppressed or -compromised, incarcerated folks, and workers who will be out of jobs." This document enables people who need help to ask for itand this one enables people who can providehelp to offer it.

In these uncertain and unprecedented times, it is natural to experience stress and anxiety. However, an awareness of these stressors better positions us to address them. And there are many tools and coping strategies available to combat the strains on our mental health.

We are creative creatures. We are also social creatures. So, we are finding ways to remain socially connected while physically disconnecting. Perhaps we will also emerge from this crisis with a better appreciation and respect for our fellow humans and citizens.

Reliable Resources: NAMI COVID-19 (Coronavirus) Information and Resources, Find Your Local NAMI, American Psychiatric Association, American Psychological Association: Pandemics, Anxiety and Depression Association of America (ADAA), Psychology Today Therapist Directory, Centers for Disease Control (CDC) and World Health Organization (WHO). SAMSA Disaster Distress Help 800-985-5990, NAMI Helpline 800-950-6264, Crisis Text Line: Text HOME to 741741 and National Suicide Prevention Lifeline 800-273-8255.

Author's Note: Sending prayers to everyone in our community.

Katherine Ponte is a mental health advocate, writer and entrepreneur. She is the founder of ForLikeMinds, the first online peer-based support community dedicated to people living with or supporting someone with mental illness, and Bipolar Thriving, a recovery coaching service for caregivers and their loved ones affected by bipolar disorder. She is also the creator of the Psych Ward Greeting Cards program in which she personally shares her recovery experiences and distributes donated greeting cards to patients in psychiatric units. She is in recovery from severe bipolar I disorder with psychosis. She is also on the board of NAMI New York City.

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Coronavirus: Mental Health Coping Strategies

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The coronavirus can significantly affect mental health for everyone, but especially for those with mental illness. Both the anxiety of contracting the disease as well as the increase in loneliness and isolation can worsen and trigger symptoms. Acknowledging, recognizing and acting on mental distress in these uncertain times is key to lessening the impact.

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Supporting and Reassuring Children around the world

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Supporting and Reassuring Children around the world

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You can translate this page

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24-hour help

For the Suicide Prevention Lifeline, call 800‑273‑8255 or text 838255

For the Domestic Violence Hotline, 800‑799‑7233 or click Chat Now

Call 911 if you or the person you are helping is in immediate danger.

The coronavirus (COVID-19) outbreak has changed all of our lives. You may still feel anxious, stressed, worried, sad, bored, depressed, lonely or frustrated because of it. You're not alone.

On this page:

Strategies for managing stress

Be mindful of your intake of information from news sources about the virus, and consider taking breaks from it.

Maintain social contact with supportive relationships like friends, family or others, by phone, text, internet, or in-person when safe to do so.

Treat your body kindly: eat healthy foods, avoid excessive alcohol, and exercise as you are able.

Call your health care provider if your anxiety interferes with your daily activities.

More stress relief techniques are available in the Roadmap for Resilience and COVID-19 playbook available from the Office of the Surgeon General.

Hotlines if you need to talk to someone

If you are feeling overwhelmed with sadness, depression, or anxiety, or feel like you want to harm yourself or others, you can call the National Suicide Prevention Hotline at 800‑273‑8255.

There are additional resources available if you are in crisis:

Find behavioral and mental health services

If you have Medi-Cal and are in need of mental health services, call the number on your health plan membership card, or call your local county mental health line. For help finding what services are covered, call the Medi-Cal Managed Care and Mental Health Office of the Ombudsman at 888‑452‑8609 Monday through Friday from 8am - 5pm.

If you have a health plan through your employer or purchase your own health insurance, and are in need of mental health services, call the number on your health plan membership card.

If you feel like you are coping with your stress by drinking or taking drugs, there is help available from the substance use disorder programs in your county or call the national treatment locator at 800‑662‑HELP.

Older adults can find local services through the Department of Aging's website, or by calling 800‑510‑2020.

Helplines if you feel unsafe

Partner abuse is never okay and there are people standing by to help, especially during this health crisis. If you can, call the National Domestic Violence Hotline at 800‑799‑SAFE or text LOVEIS to 22522 for 24/7 help in English or Spanish. If you can't call, visit TheHotline.org to learn how to create a safety plan or get immediate help with the 24/7 "Chat Now" feature.

Call or text the Victims of Crime Resource Center at 800‑VICTIMS line for information on victim services programs in California.

Visit the California Victims Compensation Board website to find information on county victim service providers in California.

There are additional resources available:

Resources to help others

Protecting children from abuse and neglect

Community members play an important role in protecting children from abuse and neglect. If you are worried about the health or safety of a child, call the local CPS hotline for the county where the child lives or find a local child abuse youth victim service provider.

You can call or text the Childhelp National Child Abuse Hotline 24/7 at 800‑4‑A‑CHILD to speak with a professional crisis counselor who can provide assistance in over 170 languages.

You may also be able to help children and youth who have been abused or neglected by stepping up to serve as a foster caregiver. Please contact your local county's Social Service or Human Service department, or call the toll-free line at 800‑KIDS‑4‑US.

Family support

If you are concerned about a family in need of food or assistance, or you need resources yourself, call 211, contact your local non-profit Family Resource Center, or apply for public benefits, which may include health care, cash aid, and food and nutrition assistance, through your county's Social Services or Health and Human Services department.

You can call the California Parent & Youth Helpline at 855‑427‑2736 Monday - Sunday from 8:00am - 8:00pm to get emotional support from a trained Parent Advocate.

NAMI California has resources for family members supporting loved ones with mental health conditions. You can call their HelpLine at 800‑950‑NAMI to get information, resource referrals and support from 7:00am - 3:00pm or email info@namica.org.

Caregivers can find resources at the Department of Aging website, including guidelines to protect the health and safety of both you and your loved one from COVID-19.

County Adult Protective Services

Adult Protective Services: Call 833‑401‑0832 24/7 for concerns about adult abuse, neglect, or exploitation.

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Resources for emotional support and well-being

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24-hour help For the Suicide Prevention Lifeline, call 800‑273‑8255 or text 838255 For the Domestic Violence Hotline, 800‑799‑7233 or click Chat Now Call 911 if you or the person you are helping is in immediate danger. The coronavirus (COVID-19) outbreak has changed all of our lives.

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County of San Diego public health information on COVID-19. Case data, testing sites, health order, guidance on reopening and gatherings.

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Our Client Care Specialists can help you create a plan to reach your specific health goals through comprehensive needs assessment, health education, case planning, advocacy, and ongoing care coordination. We can also connect you to community health resources like medical care referrals, community clinic appointments, mental health services, bill payment assistance, and prescription access and discounts.

Here are some of the ways we can support you:

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Prescription and Prescription Discounts

Medical Care Referrals

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Health Care Reform Information

We know how important it is for you to get the resources you need. We advocate for our callers and do everything we can to ensure you're connected to the right services. Our Health Navigators can help if you:

Are without a medical home or need to be seen by a doctor

Are looking for public or private health insurance options

Were recently diagnosed with a medical illness

Are in search of medical financial assistance

Need help obtaining and paying for prescriptions

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Our Client Care Specialists can help you create a plan to reach your specific health goals through comprehensive needs assessment, health education, case planning, advocacy, and ongoing care coordination. We can also connect you to community health resources like medical care referrals, community clinic appointments, mental health services, bill payment assistance, and prescription access and discounts.

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Resources also available in Spanish

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Creating a culture of wellness

Who we are

Culture of Wellness in Preschools (COWP)

COWP is a comprehensive and collaborative early childhood obesity prevention program, which aims to promote a “culture of wellness” in preschool settings by increasing fruit and vegetable consumption and physical activity levels. This is accomplished by bringing the following to preschool sites throughout Colorado: 1) classroom-based nutrition education; 2) a preschool physical activity professional development program; 3) parent wellness workshop series; 4) a staff workplace wellness program; and 5) a strategic planning process to make center environment and policy changes that focus on increasing healthy eating and physical activity levels.  All program components are evidence-based or promising practices.

A unique aspect of COWP is that it focuses not only on the preschool children, but also on the children’s teachers and parents because it recognizes the importance of these individuals as role models and decision-makers in the lives of the children. COWP is one of the Rocky Mountain Prevention Research Center’s projects.

Integrated Nutrition Education Program (INEP)

INEP is a creative and fun way for kids to learn about healthy eating in their classroom and to share what they learn with their families. Each lesson includes a hands-on cooking activity that teaches students how to prepare and taste new fruits and vegetables. INEP is funded by SNAP-Ed and conducted through partnerships with the University of Colorado and various school districts and schools from around the state.

What we do

Diversity, equity, and inclusion

We will integrate social justice and equity principles into our program’s culture and curriculum to promote health and wellness best practices which highlight and honor the histories and cultures of the communities we serve. We will be driven by goals that are clearly outlined, tracked, measured, and that have accountability systems that explicitly promote social justice and equity.

This material was funded by USDA's Supplemental Nutrition Assistance Program - SNAP. This institution is an equal opportunity provider.

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RMPRC School Wellness Programs | Colorado School of Public Health

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211 connects you to expert, caring help. Every call is completely confidential.

What are you looking for today?

This phone call has given me more hope than I ever thought possible. I have been beaten down for so long and told that I could never be anything. Just talking with you meant even more than all the resources you gave me.

United Way of Central Maryland 211 Client

Referrals to help and resources were made by the 211 network in 2022.

If it were not for your help, I don't know what I would have done without food. It's been too dangerous to go out and I can't afford to be at risk.

211 Miami Client

Average increase in 211 call volume throughout 2020 due to COVID-19 pandemic.

211 saved my life. It was below freezing, and I had nowhere to sleep. They helped me find a place to stay and create a plan to get my life back.

Cleveland 211 Client

People call 211 for assistance with housing, homelessness, and utility bills every year.

Partner with Us

Whether you provide local services, operate a national non-profit, or represent a company that wants to help more people, 211 can help. Across the country, 211s are vital partners to hundreds of organizations, businesses, and government agencies.

Learn more about our work with partners like the Ad Council, IBM, Lyft, SingleCare, and join us today.

Not sure where to start? We can help. Call 211

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Get help paying bills, finding food, and locating other resources near you. Call 211 now for confidential help from a caring expert.

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211 connects you to expert, caring help. Every call is completely confidential.

What are you looking for today?

This phone call has given me more hope than I ever thought possible. I have been beaten down for so long and told that I could never be anything. Just talking with you meant even more than all the resources you gave me.

United Way of Central Maryland 211 Client

Referrals to help and resources were made by the 211 network in 2022.

If it were not for your help, I don't know what I would have done without food. It's been too dangerous to go out and I can't afford to be at risk.

211 Miami Client

Average increase in 211 call volume throughout 2020 due to COVID-19 pandemic.

211 saved my life. It was below freezing, and I had nowhere to sleep. They helped me find a place to stay and create a plan to get my life back.

Cleveland 211 Client

People call 211 for assistance with housing, homelessness, and utility bills every year.

Partner with Us

Whether you provide local services, operate a national non-profit, or represent a company that wants to help more people, 211 can help. Across the country, 211s are vital partners to hundreds of organizations, businesses, and government agencies.

Learn more about our work with partners like the Ad Council, IBM, Lyft, SingleCare, and join us today.

Not sure where to start? We can help. Call 211

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Get help paying bills, finding food, and locating other resources near you. Call 211 now for confidential help from a caring expert.

# data[].attributes.attachment_link.readable_text
211 connects you to expert, caring help. Every call is completely confidential.

What are you looking for today?

This phone call has given me more hope than I ever thought possible. I have been beaten down for so long and told that I could never be anything. Just talking with you meant even more than all the resources you gave me.

United Way of Central Maryland 211 Client

Referrals to help and resources were made by the 211 network in 2022.

If it were not for your help, I don't know what I would have done without food. It's been too dangerous to go out and I can't afford to be at risk.

211 Miami Client

Average increase in 211 call volume throughout 2020 due to COVID-19 pandemic.

211 saved my life. It was below freezing, and I had nowhere to sleep. They helped me find a place to stay and create a plan to get my life back.

Cleveland 211 Client

People call 211 for assistance with housing, homelessness, and utility bills every year.

Partner with Us

Whether you provide local services, operate a national non-profit, or represent a company that wants to help more people, 211 can help. Across the country, 211s are vital partners to hundreds of organizations, businesses, and government agencies.

Learn more about our work with partners like the Ad Council, IBM, Lyft, SingleCare, and join us today.

Not sure where to start? We can help. Call 211

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Get help paying bills, finding food, and locating other resources near you. Call 211 now for confidential help from a caring expert.

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Here you’ll find videos of the positive parenting skills. For each topic, there are two types of videos:

Feature Video of Real-life Parenting Challenges

“How-To” Video of Expert Tips and Ideas

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Here you'll find videos of the positive parenting skills. For each topic, there are two types of videos:

Feature Video of Real-life Parenting Challenges
Have you ever been frustrated that your child doesn't listen or struggled with how to handle specific behaviors? See how parents like you address every day challenges and find real world solutions.

"How-To" Video of Expert Tips and Ideas
Do you want to know the steps for time-out or how to set family rules? These videos have specific "how-to's" for positive parenting. Experts provide tips and ideas that are direct and to-the-point.

Communicating with Your Child

Creating Structure and Rules

Using Discipline and Consequences

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Parenting Videos | Essentials | Parenting Information | CDC

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Videos: Learn tips and tools for parents.

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Food & Fun After School (© President and Fellows of Harvard College and YMCA of the USA) is a curriculum designed to develop healthy habits out of school time.

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Springtime is right around the corner! While cold and wet weather may keep us inside this time of year, there are still lots of fun ways to keep moving. For example, try involving children in active chores, like putting away groceries or sweeping. Take the stairs when you are at your favorite museum or library. Turn off the TV and dance around the house after dinner. Keep in mind that staying active throughout the day adds up to the 1 hour of physical activity children should get every day. Most importantly, have fun!

Between September 2009 and June 2012, 517 YMCA associations were implementing the Food & Fun After School curriculum!

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Springtime is right around the corner! While cold and wet weather may keep us inside this time of year, there are still lots of fun ways to keep moving. For example, try involving children in active chores, like putting away groceries or sweeping. Take the stairs when you are at your favorite museum or library.

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The National Child Traumatic Stress Network

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The National Child Traumatic Stress Network

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The National Child Traumatic Stress Network

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The National Child Traumatic Stress Network

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CFTSI is a brief (5‐8 session), evidence‐based early intervention for children 7 to 18 years old that reduces traumatic stress reactions and the onset of PTSD. CFTSI is implemented within 30-45 days following a traumatic event or the disclosure of physical or sexual abuse.

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Trauma Informed Self-Care for Educators during a Pandemic

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Trauma Informed Self-Care for Educators during a Pandemic

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Across HHS, our agencies provide resources for caregivers who take care of an aging, seriously ill, or disabled family member or friend. Learn more about being a caregiver and locate resources:

Caregivers (MedlinePlus®)
Information for caregivers provided by the National Library of Medicine at NIH.

Mental Health and Addiction Insurance Help
This consumer portal prototype is being released to help consumers get to the correct resource to solve their Mental Health and Substance Use Disorder insurance coverage issue.

Proveedor de atención al paciente (MedlinePlus®)
Spanish-language information for caregivers provided by the National Library of Medicine at NIH.

Caregiving (Medicare.gov)
Resources, stories, and newsletters about taking care of someone with Medicare.

Caregiving (National Institutes on Aging)
Information on caregiving from the National Institutes on Aging at NIH.

Caregivers (Administration for Community Living)
Help and resources for caregivers from the Administration for Community Living.

Alzheimers.gov
The government's information resource for people taking care of those with Alzheimer's disease and related dementias.

Eldercare Locator (Administration on Aging)
A public service connecting you to services for older adults and their families

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Across HHS, our agencies provide resources for caregivers who take care of an aging, seriously ill, or disabled family member or friend.

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National Center for School Crisis and Bereavement

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Parents for Healthy Schools Guide (CDC)

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Video

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Understanding the Two Process Model of Sleep

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Your behaviors during the day, and especially before bedtime, can have a major impact on your sleep. Learn about healthy sleep habits.

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Data

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Healthy adults need of sleep per night. Babies, young children, and teens need even more sleep to enable their growth and development.

Knowing the general recommendations for how much sleep you need is a first step. Next, it is important to reflect on your individual needs based on factors like your activity level and overall health. And finally, of course, it is necessary to apply healthy sleep tips so that you can actually get the full night's sleep that is recommended.

Recommended Sleep Times By Age Group

Different age groups need different amounts of sleep. In each group, the guidelines present a of nightly sleep duration for healthy individuals. In some cases, sleeping an hour more or less than the general range may be acceptable based on a person's circumstances.

Sleep recommendations for newborns are not available because sleep needs in this age group and can range from as few as 11 hours to as many as 19 hours per 24-hour period.

How Much Sleep Do You Need?

These guidelines serve as a rule-of-thumb for how much sleep babies, children, and while acknowledging that the ideal amount of sleep can vary from person to person. Some people need more or less sleep each night than those reflected in the ranges.

Deciding how much sleep you need means considering your overall health, daily activities, and typical sleep patterns. Some questions that you help assess your individual sleep needs include:

Are you productive, healthy, and happy on seven hours of sleep? Or have you noticed that you require more hours of sleep to get into high gear?

Do you have coexisting health issues that might require more rest?

Do you have a high level of daily energy expenditure? Do you frequently play sports or work in a labor-intensive job?

Do your daily activities require alertness to do them safely? Do you drive every day and/or operate heavy machinery? Do you ever feel sleepy when doing these activities?

Are you experiencing or do you have a history of a sleep disorder?

Do you depend on caffeine to get you through the day?

When you have an open schedule, do you tend to sleep in more?

You can use your answers to these questions to hone in on your optimal amount of sleep.

How Were the Recommendations Created?

The American Academy of Sleep Medicine organized a panel of sleep experts to create these recommendations. The panel members reviewed hundreds of high-quality research studies about sleep duration and key health outcomes like cardiovascular disease, depression, pain, and diabetes.

After studying the evidence, the panel used several rounds of voting and discussion to narrow down the ranges for the amount of sleep needed at different ages. The final recommendations have been endorsed by other medical organizations, such as the Sleep Research Society, the American Academy of Pediatrics, and more.

Improve Your Sleep Today: Make Sleep a Priority

Once you have a nightly sleep goal based on the hours of sleep that you need, it is time to start planning for how to make that a reality.

Start by making sleep a priority in your schedule. This means budgeting for the hours you need so that work or social activities do not trade off with sleep. While cutting sleep short may be tempting in the moment, it does not pay off in the long run because sleep is essential for you to perform at your best, both mentally and physically.

Improving your sleep hygiene, which includes your bedroom setting and sleep-related habits, is an established way to get better rest. Examples of sleep hygiene improvements include:

If you are a parent or caregiver, many of the same tips apply to help children and teens get the recommended amount of sleep. Teens in particular face a number of unique sleep challenges to getting the sleep they need.

Getting more sleep is a key part of the equation, but remember that it is not just about sleep quantity. Quality sleep matters too, and it is possible to get the hours that you need but not feel refreshed because your sleep is fragmented or non-restorative. Fortunately, improving sleep hygiene often boosts both the quantity and quality of your sleep.

If you or a family member are experiencing symptoms such as significant sleepiness during the day, chronic snoring, leg cramps or tingling, difficulty breathing during sleep, insomnia, or another symptom that is preventing you from sleeping well, you should consult your primary care doctor or find a sleep professional to determine the underlying cause.

You can try using our sleep diary to track your sleep habits. This can provide insight about your sleep patterns and needs. It can also be helpful to bring with you to the doctor if you have ongoing sleep problems.

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References

1. Consensus Conference Panel, Watson, N. F., Badr, M. S., Belenky, G., Bliwise, D. L., Buxton, O. M., Buysse, D., Dinges, D. F., Gangwisch, J., Grandner, M. A., Kushida, C., Malhotra, R. K., Martin, J. L., Patel, S. R., Quan, S. F., Tasali, E., Non-Participating Observers, Twery, M., Croft, J. B., Maher, E., ... Heald, J. L. (2015). Recommended amount of sleep for a healthy adult: A joint consensus statement of the American Academy of Sleep Medicine and Sleep Research Society. Journal of Clinical Sleep Medicine, 11(6), 591-592.
https://pubmed.ncbi.nlm.nih.gov/25979105/

2. Paruthi, S., Brooks, L. J., D'Ambrosio, C., Hall, W. A., Kotagal, S., Lloyd, R. M., Malow, B. A., Maski, K., Nichols, C., Quan, S. F., Rosen, C. L., Troester, M. M., & Wise, M. S. (2016). Consensus statement of the American Academy of Sleep Medicine on the recommended amount of sleep for healthy children: Methodology and discussion. Journal of Clinical Sleep Medicine, 12(11), 1549-1561.
https://pubmed.ncbi.nlm.nih.gov/27707447/

3. Kirsch, D. (2022, September 12). Stages and architecture of normal sleep. In S. M. Harding (Ed.). UpToDate., Retrieved March 1, 2023, from
https://www.uptodate.com/contents/stages-and-architecture-of-normal-sleep

4. Consensus Conference Panel, Watson, N. F., Badr, M. S., Belenky, G., Bliwise, D. L., Buxton, O. M., Buysse, D., Dinges, D. F., Gangwisch, J., Grandner, M. A., Kushida, C., Malhotra, R. K., Martin, J. L., Patel, S. R., Quan, S. F., Tasali, E., Non-Participating Observers, Twery, M., Croft, J. B., Maher, E., ... Heald, J. L. (2015). Recommended amount of sleep for a healthy adult: A joint consensus statement of the American Academy of Sleep Medicine and Sleep Research Society. Journal of Clinical Sleep Medicine, 11(6), 591-592.
https://pubmed.ncbi.nlm.nih.gov/25979105/

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How Much Sleep Do We Really Need? | Sleep Foundation

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Healthy adults need of sleep per night. Babies, young children, and teens need even more sleep to enable their growth and development. Knowing the general recommendations for how much sleep you need is a first step. Next, it is important to reflect on your individual needs based on factors like your activity level and overall health.

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Healthy Sleep Resources

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Sleep Smarter. Perform Better. | Alliance for a Healthier Generation

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Join us in helping students to achieve #SmarterSleep by sharing these resources with your school community.