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Helping your student transition back to in-person learning

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Helping your student transition back to in-person learning

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Helping your student transition back to in-person learning

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Families should start preparing their children for the transition back to in-person learning as soon as they are able to.

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Making Decisions about Children Attending In-person School During the COVID-19 Pandemic

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Making Decisions about Children Attending In-person School During the COVID-19 Pandemic

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How to Handle Anxiety Over Back-To School Decisions

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How to Handle Anxiety Over Back-To School Decisions

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While parents may be feeling unsure about school options this fall, there are ways to feel better as you make the tough decision.

Credit... Jan Buchczik

A combination of dread, panic and sheer exhaustion. This is what I see on the faces of patients (and friends and colleagues) when the conversation turns to the most pressing topic on every parent's mind: what to do about school in the fall.

I'm a psychiatrist specializing in women's mental health, and I have yet to speak to anyone who feels satisfied with the options presented to them, or who feels particularly confident in the choices they've made.

The information on children and the coronavirus has been evolving since March, with the most recent data suggesting that children are less likely to become infected by the virus and less likely to have a severe course when infected. But, those words "less likely" suggest that children are at some, albeit smaller, risk. And, the United States still has not come up with an adequate solution to protect teachers, many of whom are high risk.

As I see it, school stress for parents boils down to two main points: Deciding what to do, and then what to do with the uncomfortable feelings that could arise after that decision. As a psychiatrist, I'm admittedly not so helpful when it comes to the decision of whether or not to send your kids to in-classroom learning this fall. Where I can help is how to deal with the uncertainty and difficult feelings that accompany this process.

A risk assessment system, like the one described by Emily Oster, Ph.D., a professor of economics and public policy at Brown University, can be a useful guide when making decisions with scarce data. Instead of focusing on the illusion of "one right answer," this framework can give you a reliable process for making hard parenting decisions by focusing on evaluating and mitigating risks, and assessing benefits. While no parent is feeling particularly confident about the school options available to them, it is possible to feel good about the process you use to make those decisions.

In an interview, Dr. Oster wrote, "By making clear the choices, the costs and benefits, we can reason our way to better decisions. But I really think even more important is the fact that we can make our way to more confidence in these decisions by articulating a good process."

Once you've delineated a plan, then you're faced with the task of coping with the onslaught of feelings, like worry, guilt, fear and uncertainty. For this, here are some strategies, many of which come from acceptance and commitment therapy, a form of behavioral therapy that teaches people to accept their difficult thoughts and feelings as opposed to struggling against them, and to prioritize taking actions that are in line with their values.

Part of healthy emotional coping during a pandemic is to accept that you will feel conflicted about the decisions that are in front of you.The truth is that even your pediatrician can't make guarantees or promises.

Rachel Pearson, M.D., Ph.D., an assistant professor of pediatrics at UT Health San Antonio, part of the University of Texas system, said: "I wish so much that I could give parents certainty. I wish so much that there was abundant solid data that I could point to saying this is how we're going to keep the kids safe and our community safe."

It's helpful to remember that in times of chaos, the dogged search for certainty can itself lead to distress. Dr. Pearson pointed out that the goal is not to guarantee that your child will never be exposed to a virus particle. That is impossible. The goal is to make a realistic plan that will holistically keep teachers, families and children as safe as possible.

Spending time considering how you will navigate the logistics of blended learning come fall is productive if you are engaged in problem solving and making concrete decisions. Ruminating about the social distancing precautions each family in your kid's school is taking is less productive, for you don't have any control there. Especially in times of uncertainty, it's seductive to believe that if you worry about something for long enough, you can affect the outcome, but this is a fallacy.

Many of my patients are coming to me asking how they can get rid of that nagging feeling that they aren't making the right choice for their kids. I'm sorry to be the bearer of bad news, but that's not how feelings work. You can't just turn them off.

To be a parent during a pandemic is to be worried and uncomfortable. But the good news is that it's not the worry itself that's the problem, it's what you do with it. When those unproductive worries or overwhelming feelings arise, do you let them drag you down into doomscrolling or reassurance seeking? If you fall into these habits, practice getting space by doing daily exercises to create psychological distance.

One strategy for distancing is called defusion. The goal is to avoid being "hooked" by any one thought or feeling, and instead to view yourself as an observer of your mind. You can imagine that your thoughts are like leaves, floating down a stream, or like plates of sushi, moving along a conveyor belt. When your mind starts moving into the slippery slope of unproductive worries, try naming them: "There goes my mind again." This highlights the difference between "having a thought" and "buying a thought." When unproductive worries strike, you don't have to go down that rabbit hole of trying to disprove them or reassure yourself, you can just let them be. It's not bad feelings or thoughts that are the problem. It's what we do with them that causes more suffering.

Instead of spending time chasing certainty and second-guessing your decisions, work on being self-compassionate; nurture a sense of good will toward yourself for facing this hard decision. Monitoring your self-talk is a key component of self-compassion. Are you holding yourself to an impossible standard by trying to predict the future? Are you blaming yourself for a situation that is completely out of your control? Let go of self-judgment and try developing some positive self-talk, such as: "I'm making the best choice for my family with the information I have" or "this decision works for us and our level of risk tolerance."

The Coronavirus Outbreak ›

Frequently Asked Questions

Updated July 27, 2020

Should I refinance my mortgage?

It could be a good idea, because mortgage rates have never been lower. Refinancing requests have pushed mortgage applications to some of the highest levels since 2008, so be prepared to get in line. But defaults are also up, so if you're thinking about buying a home, be aware that some lenders have tightened their standards.

What is school going to look like in September?

It is unlikely that many schools will return to a normal schedule this fall, requiring the grind of online learning, makeshift child care and stunted workdays to continue. California's two largest public school districts - Los Angeles and San Diego - said on July 13, that instruction will be remote-only in the fall, citing concerns that surging coronavirus infections in their areas pose too dire a risk for students and teachers. Together, the two districts enroll some 825,000 students. They are the largest in the country so far to abandon plans for even a partial physical return to classrooms when they reopen in August. For other districts, the solution won't be an all-or-nothing approach. Many systems, including the nation's largest, New York City, are devising hybrid plans that involve spending some days in classrooms and other days online. There's no national policy on this yet, so check with your municipal school system regularly to see what is happening in your community.

Is the coronavirus airborne?

The coronavirus can stay aloft for hours in tiny droplets in stagnant air, infecting people as they inhale, mounting scientific evidence suggests. This risk is highest in crowded indoor spaces with poor ventilation, and may help explain super-spreading events reported in meatpacking plants, churches and restaurants. It's unclear how often the virus is spread via these tiny droplets, or aerosols, compared with larger droplets that are expelled when a sick person coughs or sneezes, or transmitted through contact with contaminated surfaces, said Linsey Marr, an aerosol expert at Virginia Tech. Aerosols are released even when a person without symptoms exhales, talks or sings, according to Dr. Marr and more than 200 other experts, who have outlined the evidence in an open letter to the World Health Organization.

What are the symptoms of coronavirus?

Does asymptomatic transmission of Covid-19 happen?

So far, the evidence seems to show it does. A widely cited paper published in April suggests that people are most infectious about two days before the onset of coronavirus symptoms and estimated that 44 percent of new infections were a result of transmission from people who were not yet showing symptoms. Recently, a top expert at the World Health Organization stated that transmission of the coronavirus by people who did not have symptoms was "very rare," but she later walked back that statement.

For some parents, their grief and guilt around a lost school year has morphed into obsessive researching or catastrophizing. It can be less confronting to rage over the prospect of more home-schooling than to let yourself feel the sadness of your child not getting to have a full kindergarten experience. Recently, one of my patients broke down crying because she wouldn't be able to see her son's pre-K classroom, and that he wasn't allowed to decorate his cubby. We realized that her grief was masquerading as anxiety, and once she let herself feel that sadness she felt some relief.

Many parents haven't yet heard about what's happening at their children's schools for the fall. Others have been told schools are reopening with remote learning or some in-classroom work, but this is subject to community virus levels, and how social-distancing measures can realistically be implemented. Psychological flexibility refers to one's ability to recognize and respond to changing demands in real time. A study conducted during the pandemic found that people with a low capacity for flexibility are at higher risk for mental health issues.

Psychological flexibility is a skill that is worth honing for parents in particular, experts say. One way to nurture flexibility is to reflect on other situations in your life when you've been faced with uncertainty and unexpected change. What helped you get through those times? What did you learn about yourself?

Instead of thinking about the ways in which the upcoming school year may not measure up, or what your family has lost, connect with your values. If you weren't worried or ruminating about the school year, what else could you be doing?

Five years from now, how would you like to have shown up for your family during the pandemic? How do you want your children to remember this time? Put your energy into what's working and what's meaningful to you.

One of my patients will be sending her son to prekindergarten in a classroom with 10 other students. She already knows five of the families, and has been doing social-distanced play dates in preparation for the fall. Instead of ruminating about the five families she doesn't know, my patient is actively focusing on how happy to her son is to be with friends. While not all families have the luxury of a small class size, taking positive action forward in a way that is aligned with your values helps take your mind off the lack of control and certainty.

When it comes to parenting, every risk feels too big. The global pandemic has only intensified what parents everywhere have long known: Parenting is an exercise in surrender. Developing these coping skills will not only help you to buoy yourself during these uncertain times, they'll also serve you well into the future.

Dr. Pooja Lakshmin, M.D. is a perinatal psychiatrist specializing in women's mental health and a clinical assistant professor of psychiatry at George Washington University School of Medicine. She is working on a book about the tyranny of self-care.

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How to Handle Anxiety Over Back-to-School Decisions

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While parents may be feeling unsure about school options this fall, there are ways to feel better as you make the tough decision. A combination of dread, panic and sheer exhaustion. This is what I see on the faces of patients (and friends and colleagues) when the conversation turns to the most pressing topic on every parent's mind: what to do about school in the fall.

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Supporting your child's mental health during COVID-19 school returns

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Supporting your child's mental health during COVID-19 school returns

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The coronavirus outbreak has caused major disruptions to daily life and children are feeling these changes deeply. While the return to school will be not only welcome but exciting for many students, others will be feeling anxious or frightened. Here are tips to help your children navigate some of the complicated emotions they may be facing with going back to school.

My child is scared to go back to school. How can I help him feel at ease?

Starting school or starting a new school year can be stressful at the best of times, let alone during a global pandemic. You can make him feel at ease by having an open conversation about what it is that's worrying him and letting him know that it's natural to feel anxious.

Children may feel nervous or reluctant to return to school, especially if they have been learning at home for months. Be honest - for example you could go through some of the changes they may expect at school, such as needing to wear forms of protective clothing like masks. Children may also find it difficult being physically distanced from friends and teachers while at school - you could encourage them to think about other ways to bond and stay connected.

Reassure children about safety measures in place to help keep students and teachers healthy and remind children that they can also help prevent germs spreading by washing their hands with soap and coughing or sneezing into their elbow.

Remind children about the positives - that they will be able to see their friends and teachers (if they are physically returning to the classroom) and continue learning new things.

My child's school is recommending the wearing of protective clothing, which is making my child feel more nervous. What should I say to her?

Approach this conversation with empathy, saying that you know she is feeling anxious about coronavirus, but that it's healthy to talk about our worries and emotions. Children may also get upset or frustrated if they are finding it hard to wear masks, especially when running or playing. You can reassure your children that lots of adults are working hard to help keep your family safe, but emphasize that it's important we all follow the recommended measures to take care of more vulnerable members of our community.

How can I encourage my child to follow precautions (such as frequent handwashing, physical distancing, etc.) at school without alarming her?

One of the best ways to keep children safe from COVID-19 and other diseases is to simply encourage regular handwashing. It doesn't need to be a scary conversation. Sing along with their favourite song or do a dance together to make learning fun. Make sure to teach them about how even though germs are invisible, they could still be there. When children understand why they need to wash their hands, they're likely to continue doing so.

You can also show children how to cover a cough or a sneeze with their elbow, and ask them to tell you if they start to feel like they have a fever, cough or are having difficulty breathing.

>> Read everything you need to know about washing your hands

My child is not part of the same group as his close friends returning to school and is feeling even more isolated. How can he feel more connected to the classroom and his friends?

If your child's school starts to return gradually, your child may be anxious about being separated from his friends. When the official reopening of schools is announced, help him get ready to return to school by sharing information on when and how this will happen.

Letting your kids know ahead of time that schools may need to close again will help them to be prepared for the period of adjustment ahead. It's also important to continue to remind them that learning can happen anywhere - at school and at home.

For those with access to the Internet, safe and monitored use of online games, social media and video chat programmes can provide great opportunities for children to connect with, learn and play with their friends, parents and relatives while at home. You could also encourage your children to use their voices online to share their views and support those in need during this crisis.

You can encourage your children to take advantage of digital tools that get them up and moving, like online exercise videos for kids and video games that require physical movement. Remember to balance online recreation with offline activities, including time outside, if possible.

>> Learn 5 ways to help keep children learning during the COVID-19 pandemic

How can I gently check in to see how my child is coping?

It's important to be calm and proactive in your conversations with children - check in with them to see how they are doing. Their emotions will change regularly and you need to show them that's okay.

Whether at school or at home, caregivers can engage children in creative activities, such as playing and drawing, to help them express and communicate any negative feelings they may be experiencing in a safe and supportive environment. This helps children find positive ways to express difficult feelings such as anger, fear or sadness.

As children often take their emotional cues from the key adults in their lives - including parents and teachers - it is important that adults manage their own emotions well and remain calm, listen to children's concerns, speak kindly and reassure them.

>> Read more on how to protect your family's mental health in the face of COVID-19

Is there anything I should look out for as my child starts back at school?

In addition to checking in on your child's physical health and learning when she goes back to school, you should also keep an eye out for signs of stress and anxiety. COVID-19 may be impacting your child's mental health, and it's important to demonstrate that it's normal and OK to feel overwhelmed at times. When in doubt, empathy and support are the way to go.

There have also been concerns that incidents of stigmatization and bullying may increase when children return to school, due to some of the misinformation around COVID-19. You should explain that the virus has nothing to do with what someone looks like, where they are from or what language they speak. If they have been called names or bullied at school, they should be encouraged to tell a trusted adult. Remind your children that everyone deserves to be safe at school and online. Bullying is always wrong and we should each do our part to spread kindness and support each other.

My child is worried about bullying at school and online, how can I talk to them about it?

If your child is worried about bullying either in person or online, it's important to let them know that they are not alone and they can always talk to you or another trusted adult. The more you talk to your children about bullying, the more comfortable they will be telling you if they see or experience it. Check in with your children daily and ask about their time at school and their activities online, and also about their feelings. Some children may not express their emotions verbally, so you should also look out for any anxious or aggressive behaviour that may indicate something is wrong.

You should also engage your children in open and honest conversations about how to stay safe online. Have an honest dialogue with your children about who they communicate with and how. Make sure they understand the value of kind and supportive interactions and that mean, discriminatory or inappropriate contact is never acceptable. If your children experience any of these, encourage them to tell you or a trusted adult immediately. Be alert if you notice your child becoming withdrawn or upset, or using their device more or less than usual, it could be a sign that they are being bullied online.

It's also important to familiarize yourself with your child's school's safeguarding and bullying policies, as well as the appropriate referral mechanisms and helplines available.

>> Read more about how to keep your child safe online while stuck at home during the COVID-19 outbreak

>> Cyberbullying: What is it and how to stop it

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Supporting your child's mental health during COVID-19 school returns

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The coronavirus outbreak has caused major disruptions to daily life and children are feeling these changes deeply. While the return to school will be not only welcome but exciting for many students, others will be feeling anxious or frightened. Here are tips to help your children navigate some of the complicated emotions they may be facing with going back to school.

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COVID-19 Vaccination Information for Kids & Teens

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COVID-19 Vaccination Information for Kids & Teens

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The translations of this page are translated from English into another language using Google Translate, a third party tool. Please note that such translations from the English language version may contain errors and/or inaccuracies as a result of the translation. Boston Children's Hospital disclaims all liability for any errors or inaccuracies that may result from the use of the translations created by such third party tool.

The U.S. Food and Drug Administration has authorized the use of three COVID-19 vaccines in the United States:

The Pfizer vaccine is authorized for people 12 years of age and older.

The Johnson & Johnson and Moderna vaccines are authorized for people age18 and over.

There is no vaccine authorized yet for children under age 12.

Additional dose of vaccine now recommended for immunocompromised people

The U.S. Centers for Disease Control and Prevention (CDC) now recommends that immunocompromised people - including those ages 12 and older - receive a third dose of the COVID-19 vaccine. People who are immunocompromised may be more likely to get very sick from COVID-19, and a third dose of the vaccine may offer them more protection. They include people who:

are undergoing active treatment for solid tumor and hematologic malignancies

have had a solid-organ transplant and are taking immunosuppressive therapy

have had a CAR-T-cell or hematopoietic stem cell transplant (within two years of transplantation or are taking immunosuppression therapy)

have moderate or severe primary immunodeficiency (e.g., DiGeorge syndrome , Wiskott-Aldrich syndrome )

have advanced or untreated HIV infection

are undergoing active treatment with high-dose corticosteroids, alkylating agents, antimetabolites, transplant-related immunosuppressive drugs, cancer chemotherapeutic agents classified as severely immunosuppressive, tumor-necrosis (TNF) blockers, and other biologic agents that are immunosuppressive or immunomodulatory.

More details are available at the CDC's website .

If you or your child have not received your first dose of the COVID-19 vaccine - or if you or your child are immunocompromised and believe you qualify for a third dose - please register for the Boston Children's patient portal to self-schedule an appointment or call 617-919-7102 to connect with a member of our team to schedule. Phone lines are open Monday through Friday between 7:00 a.m. and 8:00 p.m.

If children don't frequently experience severe illness with COVID-19, why do they need a COVID-19 vaccine?

While it's infrequent, it does happen. Learn about our post-COVID clinic, A COVID-19 vaccine may also reduce the chance of your child from spreading the COVID-19 virus to others, including younger children, who are not yet eligible for the vaccine.

Educating kids about the COVID-19 vaccine

Watch our video to learn why Boston Children's employees and patients say they're choosing to get the COVID-19 vaccine.

Facts about the COVID-19 vaccine in kids and teens

The COVID-19 vaccines:

may the risk of people spreading the virus that causes COVID-19.

are very effective. The vaccines authorized so far by the FDA are up to 95% effective for preventing symptomatic illness from COVID-19. This is a very high level of protection.

are safe for all approved ages (currently that is 12+).

cannot make you sick with COVID-19 since none of them contain the live virus.

do not impact fertility or menstrual cycle. Boston Children's doctor addresses infertility worries tied to COVID-19

do not alter your DNA

appear to provide good protection for new variants against severe COVID-19 caused by the delta variant, even though research suggests they are slightly less effective overall

are safe for people with underlying medical conditions, as long as they have not had an immediate or severe allergic reaction to a COVID-19 vaccine or to any of the ingredients in the vaccine

are recommended by the World Health Organization, U.S. Centers for Disease Control and Prevention (CDC), U.S. Food and Drug Administration (FDA), American Academy of Pediatrics, American Medical Association, American Nurses Association and many other groups

People of color may have concerns about the COVID-19 vaccine for personal or historic reasons. We address why some people hesitate and why we continue to recommend vaccination.

Getting your child vaccinated

Where can my child get the vaccine?

At Boston Children's, we're vaccinating eligible patients against COVID-19. It is possible that there will be sites closer to home that offer the vaccine, too. You can search for vaccines near you on the vaccine.gov website.

While we are eager to be a vaccine resource, we encourage you to take advantage of any opportunity to schedule a vaccination appointment through state and local health care organizations and agencies by visiting mass.gov/vaccine .

Because every state is a little different, we encourage Boston Children's families outside Massachusetts to get vaccinated in your home state as soon as you are eligible, instead of waiting for your child to receive their vaccine at Boston Children's.

Where is Boston Children's offering vaccine clinics?

Boston Children's is offering vaccines at our Longwood campus in Boston, as well as periodically at satellite locations and the Martha Eliot Health Center.

How do I schedule my child for a vaccine?

Please register for the Boston Children's patient portal to self-schedule an appointment or call 617-919-7102 to connect with a member of our team to schedule. Phone lines will be open Monday through Friday between 7:00 a.m. and 8:00 p.m.

Is there transportation assistance available for COVID-19 vaccine appointments?

Yes. We will ask you if you need transportation assistance when we contact you to schedule your child's vaccine.

If your child has MassHealth coverage or the Health Safety Net, including MassHealth Limited, Children's Medical Security Program (CMSP) and MassHealth Family Assistance (FA), you can arrange free transportation to your child's COVID-19 vaccine appointment by calling 800-841-2900 (TTY: 800-497-4648). For more information, visit the MassHealth website.
Boston Children's is providing free parking for all vaccine appointments.

Frequently asked questions about the COVID-19 vaccines

Should my child get the COVID-19 vaccine if they are currently sick with COVID-19?

No. People with COVID-19 can get the vaccine after they are feeling better and meet the criteria to stop isolation. Read the CDC's guidelines on when you can be around others after having COVID-19. If your child had COVID-19 and had monoclonal antibody or convalescent plasma treatments, they should wait 90 days to get the vaccine. Talk with your child's doctor about when your child should receive the vaccine.

Are the COVID-19 vaccines safe for children?

The data we have seen make us confident that the vaccines authorized by the FDA are safe for the ages included in the authorization.

Most new medicines and vaccines are studied in adults first, so the first authorization for the vaccines doesn't include younger children. Companies are studying the vaccines in younger children, and there will be more information coming on their safety and effectiveness in children. Very rarely, some people have had allergic reactions to the vaccines, which can be treated.

How many doses will my child need?

The number and timing of dozes is dependent on which vaccine you are given:

The Pfizer vaccine is given in two doses, with the second dose coming three weeks after the first.

The Moderna vaccine is given in two doses, with the second dose coming four weeks after the first.

The Johnson & Johnson vaccine is given in one dose.

Eventually, there will probably be other vaccines available with different schedules.

Download the patient education sheet

You've had the COVID-19 vaccine. What now?

You've had the COVID-19 vaccine. What can you do now? Our infectious disease expert explains what you should know.

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COVID-19 Vaccination Information for Kids & Teens

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The translations of this page are translated from English into another language using Google Translate, a third party tool. Please note that such translations from the English language version may contain errors and/or inaccuracies as a result of the translation.

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Comparing the COVID-19 Vaccines: How are they different?

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Comparing the COVID-19 Vaccines: How are they different?

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Comparing the COVID-19 Vaccines: How Are They Different?

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Keeping up with COVID-19 vaccines can be a daunting task. To help people keep up, Yale Medicine mapped out a comparison of the five most prominent ones.

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You must pre-register to get a vaccination appointment!

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People who live, work, or study in Massachusetts can now preregister.

Preregister for appointments at one of these vaccination locations: DoubleTree Hotel-Danvers, Eastfield Mall-Springfield, former Circuit City-Dartmouth, Gillette Stadium, Hynes Convention Center, Natick Mall, Reggie Lewis Center.

Find a vaccination location near you

There are different ways to find a vaccination appointment.

You can preregister for a mass vaccination appointment or go through pharmacies, health care providers, or other locations. Massachusetts receives a limited supply of COVID-19 vaccine doses each week. It may take several weeks to get an appointment.

See if you are eligible now

More COVID-19 and vaccine information

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People who live, work, or study in Massachusetts can now preregister. Preregister for appointments at one of these vaccination locations: DoubleTree Hotel-Danvers, Eastfield Mall-Springfield, former Circuit City-Dartmouth, Gillette Stadium, Hynes Convention Center, Natick Mall, Reggie Lewis Center. There are different ways to find a vaccination appointment.

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Check Out Codman Square Health Center's Coronavirus Resources

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Learn more about COVID-19 and how Codman Health Center can help you. Find out about testing, and our current safety precautions.

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10 Study Habits for Student Self-Regulation in Virtual Learning

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10 Study Habits for Student Self-Regulation in Virtual Learning

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By Richard M. Cash, Ed.D., author of Self-Regulation in the Classroom: Helping Students Learn How to Learn
Part of our Cash in on Learning series by Richard M. Cash, Ed.D. Click to read other Cash in on Learning posts.

In March of this year, the world of education changed dramatically. Going from face-to-face instruction to virtual learning seemed like a good solution to continuing our students' education. Working in our favor was the fact that most students are quite comfortable working with digital tools. And yet, as adept as kids are with virtual learning technology, keeping them actively engaged in instruction has been a struggle.

In most cases, it is not the instruction or lesson that is the problem. It may be that students don't know how to regulate themselves to stay on task without the encouragement of a teacher. Therefore, I've put together 10 ideas to help students manage themselves during virtual learning. You can help your students:

1. Set a regular time for study/schooling each day. By setting a specific schedule and time to do what is being assigned, students feel a greater sense of normalcy.

2. Create a space where there are few distractions such as noise, clutter, other people, or visuals.

3. Manage their time during the study/schooling period. Especially during study time, kids should parcel out how much time they will spend on the work that needs to be completed. Encourage them to work on the hardest materials first and finish up with the easiest ones. Don't spend too much time on any one piece of work-this will only cause students to become frustrated.

4. Organize themselves and their materials. Help them find a method that works best for them. File folders, boxes, virtual files, and jump drives are all examples of ways to organize materials. Begin each day with an organized space and an organized brain.

5. Know their preferred way of learning. Whether a student is an auditory, a visual, or a kinesthetic learner, they can apply that style when they are working. They may not always have the opportunity to learn in the way they like to learn, so encourage them to give themselves chances to work in their preferred way.

6. Take breaks during their study time. Encourage kids to take a two- to three-minute break every 20 minutes. The break can include a stretch, a quick look at emails or social media, or a trip to get a glass of water. It is important that students move often during the learning process.

7. Be responsive to their regulation. This means that students pay attention to when they are wasting time or procrastinating. Tell them: "Always do a check on your own management of yourself. When wasting time or procrastinating, take a moment to adjust what you are doing. Think about how you are feeling about what you are doing-what can you do to feel better? Think about the assignment you are working on-do you have the skills and resources to complete the work? Think about what you are thinking about when you are off task-what can you say to yourself to get you back on track?"

8. Plan to ask for help. Urge them to identify a person, website, or materials they can refer to or rely upon when they run into difficulties.

9. Assess themselves after they complete their study/schooling. One way to do this is by asking students to write five questions about the materials they covered (they don't need to answer the questions; a well-worded question can tell them a lot about how much they know about a topic). Writing questions will also prepare students to ask you those questions the next time they are online. They can also use this strategy at the end of a chapter to check their understanding.

10. Reflect on their study/schooling time each day. Have students ask themselves:

How does it feel now that the study/schooling is completed? What were my levels of motivation throughout the time? What can I do next time to make sure I feel good about what I am doing?

What were things that distracted me? How did I manage my time and stay organized and on task? What will I do better next time?

How did today's study/schooling time help me become a better learner? What thinking tools did I practice during the day? What tools will I need next time?

Teaching and learning are emotional actions, but the virtual world doesn't allow teachers to interact with students on personal and emotional levels. Until that time when face-to-face learning is again possible, providing your students with the habits of study can be a valuable lifelong skill.

Richard M. Cash, Ed.D. Cash in on Learning blog posts for Free Spirit Publishing. He has given hundreds of workshops, presentations, and staff development sessions throughout the United States and internationally. , writes the monthly
Free Spirit books by Richard Cash:

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View all posts by Richard M. Cash, Ed.D. →

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10 Study Habits for Student Self-Regulation in Virtual Learning

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By Richard M. Cash, Ed.D., author of Self-Regulation in the Classroom: Helping Students Learn How to Learn Part of our Cash in on Learning series by Richard M. Cash, Ed.D. Click to read other Cash in on Learning posts. In March of this year, the world of education changed dramatically.

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The Department of Elementary and Secondary Education's (DESE) Initial Fall School Reopening Guidance outlines requirements and considerations for fall reopening plans with the goal of safely returning as many students as possible to in-person school settings to maximize learning and address students' holistic needs. In all reopening scenarios, remote learning will be necessary for students who will not be attending school in-person, as part of a hybrid learning model, and in case changing COVID-19 conditions require a shift to full remote learning as determined by local and state leaders.

This web page contains remote learning guidance and expectations, remote learning program models and supplemental information, and related resources.

Remote Learning Guidance for Districts and Schools

On August 31, 2020, DESE provided supplemental remote learning information and resources (Updated December 11, 2020) , which provides recommendations, resources, and examples for remote learning across three critical areas:

1. High quality curriculum and instructional materials;

2. Organizing student schedules for structured learning time; and

3. Organizing educator time to maximize time with students

On July 24, 2020, DESE released official Remote Learning Guidance for Fall 2020 (Updated October 19, 2020) , which contains the following information:

Important information about policy requirements and related guidance for remote learning this fall,

Criteria for meeting foundational technology needs, and

Conditions and considerations for selecting an appropriate remote learning option for your school or district.

Additional guidance and resources related to remote learning for more specific areas can be found on the following pages:

State Partnerships for Remote Learning Course Content

Following the release of our Remote Learning Guidance for Fall 2020, DESE identified specific partners from which districts can purchase virtual courses or a learning management system, as described under options 4 and 5 of the remote learning guidance (pages 13 and 14).

The Department released an overview document (August 4, 2020) that identifies specific partners that are able to provide these services and includes cost and other information to support school and district decision-making about remote learning resources. Districts are strongly encouraged to review all the information carefully and to contact each partner directly to determine what will best meet the needs of the district's students and families.

The Department has also developed an FAQ document (August 28, 2020) and is pleased to announce free professional development for Massachusetts educators in districts that have chosen to partner with Edgenuity and FLVS Global to support remote learning for their students and families. Districts who have contracted directly with either partner can get registration information from them. Registration information for Edgenuity trainings will be available online on Monday, August 31. FLVS Global will be sending registration links for trainings by Monday, August 31 directly to the primary and technical contacts of districts who have executed contracts to partner with them.

Remote Learning Resources

Building Blocks of Equitable Remote Learning

To support districts with preparing for remote learning needs, DESE is partnering with LearnLaunch to give district and school leaders access to a free and state-aligned planning framework: The Building Blocks of Equitable Remote Learning.

LearnLaunch is hosting a series of virtual workshops over the course of the summer and throughout the school year on these critical components of remote learning. Workshops feature content experts and are fully aligned with DESE's principles, priorities, standards, and reopening guidance.

Districts can learn more about and register for workshops by visiting The Building Blocks: Workshops.

Remote Learning Practice Profile

T-Mobile Project 10Million

T-Mobile is offering free internet access and mobile hotspots to schools across the country. As part of Project 10Million, Massachusetts schools and districts will receive nearly 42,000 hotspots for the 2020-21 school year, each arriving with 100GB of data each year for 5 years. Districts and charter schools interested in participating can read more about the program and explore T-Mobile's coverage map and ZIP code list .

Disclosure Statement:
Reference in this website to any specific commercial products, processes, or services, or the use of any trade, firm, or corporation name is for the information and convenience of the public and does not constitute endorsement or recommendation by the Massachusetts Department of Elementary and Secondary Education (DESE). Our office is not responsible for and does not in any way guarantee the accuracy of information in other sites accessible through links herein. For more information, contact: Jacqulyn.M.Gantzer@mass.gov , 781-338-3529.
Staffing and Scheduling Considerations for Remote and Hybrid Learning

DESE recently partnered with ERS to deliver a two-part webinar on how districts and schools can apply strategic scheduling and staffing models for hybrid and/or remote environments, understand and plan for the tradeoffs involved in those models, and explore model schedules and plans.

ERS presented tools, guiding principles, and sample schedules and staffing considerations curated specifically for remote and hybrid school models, which can be found on their website.

Remote Learning Resources for Educators

The Center for Instructional Support is offering resources and support tailored to educators who are preparing to deliver instruction remotely. You can find more information about these offerings, including additional guidance, content-specific webinars, and learning modules on DESE's Teaching and Learning During COVID-19 page.

Technology Support during Remote Learning

DESE has compiled a list of tech support resources to help families, educators, and administrators navigate their district's remote learning tools, support students' education at home and in the classroom, and engage in meaningful two-way communication. The Department is providing this information as a service and may revise or supplement the list from time to time. The list does not represent an endorsement or recommendation by the Department of any instructional resource, product, organization, corporation, or individual.

Tech Support Resources Links

Culturally Responsive Teaching in the Classroom

Supporting Special Needs Students

Social Media Accounts

Learning Communities for Educators

Cybersecurity & Internet Safety
Last Updated: February 18, 2021

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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Remote Learning for the 2020-2021 School Year

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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Effective Strategies and Study Habits by Learning Style 

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Effective Strategies and Study Habits by Learning Style 

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"I'm not telling you it's going to be easy - I'm telling you it's going to be worth it." - Art Williams

Many of us can agree that studying is not easy. In fact, the thought of having to load hours of information into our brains at any given time is exhausting. One can imagine that for students in a remote learning situation, the idea of studying becomes more difficult to accept. Educators who are having to facilitate student learning remotely, or in a hybrid learning environment, are managing to differentiate instruction to support the variety of learner in their classes. They are skilled at crafting curriculum so that students absorb and retain information according to their learning styles. Remember, a learning style is a student's preferred way of taking in new content. For example, when learning how to play a new game, some students need to read all the instructions before playing while others would rather start playing and learn during the game.

There are three learning styles that most are familiar with:

Visual
Visual learners favor seeing and observing information, including diagrams, drawings, pictures, and written directions. They tend to doodle, create lists, and take notes while learning.

Auditory
Auditory learners prefer sound to reinforce what is being learned, such as listening to a lecture or audio recordings of a lesson. They favor reading aloud to themselves and verbally explaining new concepts and information.

Kinesthetic
Kinesthetic learners are inclined to movement and experiences to take in information. They prefer touching and manipulating objects or acting out events to learn new concepts.

Think about the way you prefer to learn or what has been successful for you. Has it generally been one way or a combination of different ways? Although it may seem that there are limitations to the learning styles that can be addressed because of remote learning, you can plan a mix of different activities that will help students dig deeper into new concepts and topics regardless of environment. Encourage students to do more on their own that support their learning progress. Below are recommended strategies for instruction and independent study ideas:

Learning Style Instructional Strategies Independent Study Ideas

Visual Learner

Use whiteboarding tools to create diagrams, drawings, and mark up shared docs, images, and slides

Provide opportunities for students to draw pictures or doodle examples and share with the class

Create handouts that students can print and mark up on their own before, during, and/or after a live session

Use videos in lessons, pausing at regular intervals to review video content

Record video of yourself explaining a concept or process for students to view independently

Incorporate diagram, flashcard, and matching activities to reinforce concepts

Draw a picture of new information learned

Take notes during a lesson, jotting key words and ideas and review those notes before the next class or doing homework

Make an outline of information (for younger students, provide a template that students complete)

Use graphic organizers such as a Venn, tables, and diagrams showing hierarchy to sort information

Use a color-coding system to identify key points and main ideas on a handout or worksheet

Record live lessons (or ask teacher to record) and watch later for review

Make flashcards and review for a few minutes everyday

Auditory Learner

Incorporate read alouds in lessons, including students taking turns reading aloud to the class

Have students regularly repeat new concepts during a lesson

Pause and ask questions and/or allow students to explain new information

Set up small groups for students to discuss a question or problem presented

Audio record live lessons for students to access independently as review

Allow students to audio record their problem solutions or explanations as evidence of learning

After a lesson, read notes out loud especially key ideas and points

Record audio of reading notes aloud that can be played and reviewed as needed

Repeat facts and main ideas with eyes closed

Review/Explain notes and what was learned with a classmate or in small groups

Use a mnemonic device to review concepts. For example, "Never Eat Sour Watermelons" for North, East, South, West or PEMDAS for Order of Operations (Parenthesis, Exponents, Multiplication or Division, Addition or Subtraction)

Kinesthetic Learner

Have students use whiteboarding tools to answer questions or identify key points

Include movement activities during a live session, such as a quick stretch between subject

Have students act out scenes from a book, story, or lesson instead of a simple retell or summary

Add learning games that incorporate movement

Incorporate experiments and hands -on projects to deepen understanding

Make and use flashcards to review or play memory games

Act out new processes, strategies, or algorithms learned in a lesson

Use a whiteboard to list out steps in a solution strategy or to complete an assignment

Find interactive sites to review concepts, subjects, and topics being learned

Associate a physical action with a new term or key point. For example, snap for each new vocabulary word reviewed

Besides the recommendations on the table, urge students to plan for a time each day to review and study what was learned during a live session. Remind them to be consistent with their study time and to choose a place that they can focus and limit distraction (including setting device notifications to silent). Regularly check with students about their independent study times and what methods they are feeling successful about. This can help others in the class to adapt/adopt similar strategies and improve learning retention and progress. When students return to full in-class attendance, these independent study habits will have become a natural part of their routine and class time can be used effectively.

"Never regard study as a duty, but as the enviable opportunity to learn." - Albert Einstein

Are you interested in learning about a blended learning platform that bridges the distance learning gap? MimioConnect® has collaboration and lesson creation tools perfect for in-class, remote, and hybrid learning environments. To get your free trial, go to mimio.boxlight.com/mimioconnect.

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Remote Learning Effective Strategies & Study Habits by Learning Style

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"I'm not telling you it's going to be easy - I'm telling you it's going to be worth it." - Art Williams Many of us can agree that studying is not easy. In fact, the thought of having to load hours of information into our brains at any given time is exhausting.

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Learn about your own and your child's love language!

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Love Language of Teenagers Activity Guide 

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Love Language of Teenagers Activity Guide 

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Children express and experience love in different ways. For example, one of my daughters prefers physical touch, whereas the other needs words of affirmation. Each of these expressions of love represents a different "language".

Learning the love languages of my girls has had a profound impact on my relationship and connection with them. It has also helped them feel unconditionally loved, accepted, heard, and understood.

Gary Chapman and Dr. Ross Campbell introduced the concept of love languages in the book The Five Love Languages and later in The Five Love Languages of Children . They said some people love through physical touch, others through words of affirmation, acts of service, gifts, or quality time.

It's common to have different love languages within a family and it can be tricky to navigate. However, once you do learn your child's love language, it can make all the difference in your relationship and their happiness.

Before you continue, we thought you might like to download our FREE Your Words Matter Volume 2 Kit. With these 10 one-page parenting guides, you will know exactly how to speak to your child to help them stand up for themselves, be more confident, and develop a growth mindset.

1. Physical Touch

For children who have this as their primary love language, physical touch communicates love to them more deeply than giving them , buying a gift, or fixing a toy.

Without hugs, kisses, pats on the back, and other physical expressions of love, their love tanks will remain less than full.

Some ways to express love via physical touch include

sitting near or beside a child (for example, if you're working on the Big Life Journal together, you can sit side by side or have your child sitting on your lap)

for smaller kids, giving lots of kisses and hugs, being seated on a parent's lap

for older kids, also add a pat on the back, holding hands, a high-five, or an arm around their shoulder

occasionally yelling "group hug" for your entire family, and for more fun, including your pets!

playing games like Twister

playing This Little Piggy, Pat-a-Cake, tag, piggyback rides, and airplane

creating a "spa night" and doing manicures, pedicures, and shoulder massages

making up hand-shakes

gently squeezing their hands to say "I love you!"

snuggling close on the couch and reading together

2. Words of Affirmation

Words are powerful in communicating love. Words of affection and endearment, words of praise and encouragement, words that give positive guidance all say, "I care about you". These words nurture a child's inner sense of worth and security.

Even though such words are quickly said, they are not easily or soon forgotten and a child reaps the benefits of affirming words for a lifetime. A child who tells you what they like and often seeks compliments feels loved through words of affirmation.

Refrain from using harsh critical words as they really affect a child whose primary love language is a word of affirmation.

They feel special when you tell them you appreciate them by

using encouraging words and phrases often (refer to the list of inside the 50 Powerful Phrases to Build Resilience in Kids Resilience Kit

saying "I love you" many times a day

saying "I love to watch you..." (play, draw, sing, help, etc.)

affirming both their efforts and achievements

creating a name of affection for your child that is only used between the two of you

when a child makes a mistake, acknowledging their good intentions, effort, determination, etc.

painting rocks with encouraging sayings

writing little love notes and leaving them around the house or in their lunchbox.

3. Quality Time

Quality time means focusing your attention on your child. It is the gift of being present and telling a child, "you are important and I like spending time with you" . The child feels loved because the parent or carer is choosing to spend time alone with them.

When you spend time with your child or children, you will best serve their needs by adapting to their physical and/or emotional level of development.

What you do with your child is important than the actual time you spend together. When a child requests one-on-one time with a parent, whether it be through play, outdoor activities, or just chatting, they are communicating their need to feel love. It is important to follow-up and focus on their needs.

Some ways to demonstrate quality time include

allocating a special time for your child to just be there and listen to their stories and feelings

being your child's Journal Buddy while working on the Big Life Journal together

bringing your child along during errands

looking at the stars together

drawing or journaling together

allowing them to help you around the house

taking walks together and having conversations (call it "twalks" to make it fun)

stopping what you are doing and making eye contact with your child when they tell you something

finding silly things to laugh about together

doing fun activities and playing games together

If you need some tips on how to encourage a growth mindset in your child, don't forget to download our FREE Your Words Matter Kit Vol. 2.

4. Gifts

The giving and receiving of gifts can be a powerful expression of love and for some, can remain meaningful even later in their lives. The most thoughtful gifts can become true symbols of love.

A child who often gives you something small, like a toy wrapped in paper or flowers from the garden, tends to feel loved through gifts. These gifts can be given together with any of the other love languages.

However, there is a difference between a child who sees gifts as an extension of your love and a child who begs and whines for a toy every time you go shopping. A child, whose love language is receiving gifts, will be happy with the smallest token or even something handmade. Some ideas for tangible things as an expression of love include

choosing small, inexpensive tokens, thoughtful gifts, or homemade presents. This will mean a lot to your child during ordinary days and more special occasions

choosing gifts that fit the interests of your child.

making a collection of unique gift boxes and wrapping paper (choose their favorite colors) that can be used for even the simplest gifts

gifting your child a song, either one you create or a special song that reminds you of them

keeping a chart and some stickers to record achievements and rewarding your child with a gift

creating a photo album or book about them and some special moments you've shared

buying a new shirt that captures their personality

making them a special treat or their favorite meal

gathering hand-picked flowers or anything from nature that your child would find special

framing a special photograph of the child doing something they love

5. Acts of Service

When your child asks you to fix a toy or would like to repair something of yours, sometimes it isn't about getting the task done but rather a need for extra love and attention. If your child's primary love language is acts of service, you don't need to jump at every request. However, it is important to be sensitive to these special requests and understand how your response will either fill your child's love bucket or empty it. Each request calls for a thoughtful loving response.

Acts of service can include

for younger children, instead of telling them to go to bed, carrying them to bed and tucking them in

making them a special treat or their favorite meal

making them a drink and bringing it to them

when running late for an appointment, help your child quickly finish what they are doing so you can both be ready faster, rather than just telling them to hurry

making a list of your child's favorite things to do with you and do one of these things periodically when they least expect it

doing a chore they would normally do (e.g., cleaning the playroom, making their bed)

brushing their hair

organizing/cleaning their closet or drawers

checking out library books you know they would like

sitting down to do their homework together

giving your child a surprise room makeover

The purpose of learning to speak your child's love language is for you to connect more deeply with your child. This can build their self-worth, which is key for lifelong self-love and confidence and applies to all ages and stages of development, too.

Building an understanding of your own love language and recognizing it may be different to not only that of your child but also your partner is a powerful tool for building beautiful strong family bonds and relationships based on unconditional love and understanding that will last a lifetime.

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How to Connect with Your Child Using Love Languages

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Children express and experience love in different ways. It's common to have different love languages within a family and it can be tricky to navigate. However, once you do learn your child's love language, it can make all the difference in your relationship and their happiness.

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The Value of Family Culture: From Conflict to Shared Understanding

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The Value of Family Culture: From Conflict to Shared Understanding

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In the course of your everyday work you are bound to interact with families whose beliefs or values about child rearing, communication, and everyday activities such as feeding, sleeping, toileting, discipline, and play are different from your own. It is important to recognize that these attitudes and beliefs are often bound by culture. Families, including your own, have diverse structures, living conditions, religious beliefs, socioeconomic conditions, educational levels, family values, political views and many other factors which work in combination and affect how family members respond to children.

Take a minute to think about the following scenario:
The Dilemma...
Kate, a speech therapist, has just started working with Tam and her mom Lisa. During each visit the TV plays loudly and Kate finds it difficult to observe Tam's babbling or attempts at speech production. After a few sessions, Kate carefully asked if mom noticed a difference in her attention or speech when the TV was off, Lisa said "no" and wouldn't turn the TV off. Instead she brought Tam's attention to the TV and asked her what she wanted to watch. Kate quickly became frustrated because she wasn't able to get Lisa or Tam to focus during their sessions and she didn't want to come across as judgmental or give Lisa the message that she was being a bad parent. At the same time she was concerned that the TV was used as a babysitter and in place of opportunities for Tam to interact with mom and have rich communication experiences.
Cultural differences can play a part in potential misunderstandings and frustration. However, by acknowledging the cultural clash and engaging in discussions with the family, early intervention professionals and family members can come to a shared understanding of events as they transpire. Before you decide how to talk to a family, learn more about the tools you can use to make the process easier.

When we take the time to reflect and analyze the dilemma for underlying assumptions that are culturally based, we can begin to understand them. We can also begin to explore and imagine alternatives. Self-assessment involves examining our biases and prejudices, and developing cross-cultural skills. It helps us realize the pervasive role culture plays in our lives, become aware of our biases, and aim to change them to improve our understanding, behavior, and cultural competence.
What happened next?
After using Acknowledge, Ask, and Adapt, Kate recognized that Lisa felt overwhelmed, and found that even when watching with Tam, using the TV gave her a much needed break, she also learned that Lisa values children's TV programming and feels it is beneficial to her child. In addition, their discussion revealed that Lisa was raised in a similar way and from her perspective when the TV is on, the child is more content. This process also allowed Kate to express her concerns. Kate and Lisa agreed to talk about children's programming that promotes interaction, they also discussed alternating TV time with other activities. Now when Kate arrives if the TV is on they incorporate it into the first few minutes of their session and spend the remainder of their session time interacting in other family routines.
We can take the initiative to interact, listen, and learn from people who are different in some way from ourselves. A willingness to engage in critical reflection and open communication are important to understanding and building successful partnerships with families. Although we may feel inferior or inadequate when we admit that we do not understand something about a family's culture, it can provide an opening to inform, clarify, or elaborate on information. Honesty about what we don't understand can result in increased understanding, rather than creating a roadblock.

Another way to learn about individuals from a different cultural or ethnic group is to focus on similarities between you and the other party, or to find common ground. This connection can revolve around occupations, personal life, hobbies or interests, common concerns, and, of course, a child. We can also make a commitment to participate in formal cultural training or development opportunities and then integrate the new information into our personal lifestyle and professional practices.

For families to be better served by Early Intervention, we need to be aware of and sensitive to our own beliefs and the belief systems of the families we serve in order to use empathy and respect to facilitate understanding and bridge these differences.

To learn more about the Acknowledge, Ask, Adapt process visit WestEd's Program for Infant Toddler Care (PITC) website.

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The Value of Family Culture: From Conflict to Shared Understanding

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In the course of your everyday work you are bound to interact with families whose beliefs or values about child rearing, communication, and everyday activities such as feeding, sleeping, toileting, discipline, and play are different from your own. It is important to recognize that these attitudes and beliefs are often bound by culture.

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Family resource that is a "prescription based program" that connects family with free food and outdoor activity resources!

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Take a major step forward. As an ABCD SummerWorks participant, you'll take part in career development workshops and be placed in a job that gives back to the community, all while earning a paycheck.

We offer both in-person worksites and remote project based work that helps you gain skills and explore different pathways.

WHO QUALIFIES?

If you're a Boston resident age 14 to 21, we encourage you to apply. But apply early because space is limited. Each year we start accepting applications on February 1st.

You must be age of 14 to 21 as of June 28th. If you will be turning 22 on or after June 28th, you may still apply and be eligible to work.

GET SKILLS, GET PAID, GET MOTIVATED

Learn skills that will serve you now and throughout your life, including:

Resume writing

Financial education

Workplace etiquette

Conflict resolution

Participants will do project-based work for 4 to 5 weeks.Trainings lead to certification in Google Suite, which includes Docs, Sheets, and Slides, as well as in productivity and team leadership.

We're as focused on your success as you are. Mentoring and career skills development are still very much part of SummerWorks. You might explore a career path in healthcare, youth services, early childhood education, government-any number of options.

These days, finding a job on your own can be difficult. Becoming an ABCD SummerWorks participant can help you move from youth to adulthood with confidence and purpose. Get on a track for success in high school and college, a career you choose, and higher earnings in the future.

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We offer both in-person worksites and remote project based work that helps you gain skills and explore different pathways. If you're a Boston resident age 14 to 21, we encourage you to apply. But apply early because space is limited. Each year we start accepting applications on February 1st.

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Year-round, tuition-free program that offers six years of academically intensive out-of-school time services

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Breakthrough Greater Boston (BTGB) is a year-round, tuition-free program that offers six years of academically intensive out-of-school time services to highly motivated, traditionally underserved middle and high school students in greater Boston.
BTGB believes in the power of beginning our work with students in middle school and offering continuous support for the next six years as they work towards achieving their goal of college. Breakthrough's High School Program is made up of four program components: Academic Support, Summer Programming, College Access Program, and Advocacy.

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High School Program - Breakthrough Greater Boston

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Breakthrough Greater Boston (BTGB) is a year-round, tuition-free program that offers six years of academically intensive out-of-school time services to highly motivated, traditionally underserved middle and high school students in greater Boston. BTGB believes in the power of beginning our work with students in middle school and offering continuous support for the next six years as they work towards achieving their goal of college.

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Ep 1: The Impact of COVID-19 on Families

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Ep 1 - The Impact Of COVID-19 On Families by Gloria Ng

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Podcast 1: 
Hi everyone! Welcome to the first episode of the Parent-Peer Support Group Podcast.  In this episode, we will start with introductions and explain the purpose of this Podcast. We will then proceed to have a discussion with some of the Parents/Caregivers who participated in our group regarding the topic of COVID-19 and how it has impacted both parents and students at Codman Academy. Additionally, we will talk about the strengths that Codman Academy has in supporting families throughout COVID-19. As a disclaimer, this parent group is no longer running but will be offered in the following 2021-2022 school year again. 

This is the link for the Padlet that includes all the resources shared throughout the Support Group: https://padlet.com/gng3/gx6025iuqwlhwn53. The resources regarding this week's episode are found under the School Reopening Column.

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Ep 2: COVID-19 Vaccinations and Parent Considerations

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Ep 2 - COVID-19 Vaccinations And Parent Considerations by Gloria Ng

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Hi everyone! In this episode, we will discuss COVID-19 vaccines. As a disclaimer this episode was recorded in March 2021, prior to the most recent release of Moderna's vaccine for adolescents ages 12-17. For more updated information please visit Codman Square Health Clinic's website as well as our listed resources. 

This episode will be split into two parts. The first part will focus on parents' thoughts around the vaccine and their experiences thus far around COVID-19. The second part of the episode will feature Partnership Director for Codman Square Health Center and Codman Academy Charter Public School, Chetna Naimi. Chetna will be sharing her experiences with Families at the Health Center surrounding COVID-19. In addition we will be discussing what factors are contributing to the Community’s thoughts and feelings surrounding the COVID-19 and vaccines. 

Link for the Padlet: https://padlet.com/gng3/gx6025iuqwlhwn53. The resources regarding this week's episode are found under the COVID-19 Vaccine Consideration & Testing Column.

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Ep 3: Understanding Parent and Children Love Languages and Communication

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Ep 3: Understanding Parent and Children Love Languages and Communication by Gloria Ng

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Ep 4: How Parents Understand Conflict Resolution and Boundaries

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Ep 4 - How Parents Understand Conflict Resolution and Boundaries by Gloria Ng

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Ep 5: Reflections from Gloria and Nathalia and What We Learned

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Ep 5 - What we Learned and Reflections from Gloria and Nathalia by Gloria Ng