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      <title>Social Emotional Learning in Public Schools by </title>
      <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq</link>
      <description>Resources and Tools</description>
      <language>en-us</language>
      <pubDate>2022-05-29 20:57:43 UTC</pubDate>
      <lastBuildDate>2026-03-17 20:45:05 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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      <item>
         <title>Collaborative for Academic, Social and Emotional Learning (CASEL) Program Guide</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726056</link>
         <description><![CDATA[<div>The CASEL Program Guide is designed to help educators and school administrators select an evidence-based SEL program that best meets the needs of their community.</div>]]></description>
         <enclosure url="https://pg.casel.org/" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726056</guid>
      </item>
      <item>
         <title>Explore SEL, Taxonomy Project, Harvard School of Education (2022)</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726057</link>
         <description><![CDATA[<h1>Navigate the complex field of social and emotional learning. Learn more about widely-used frameworks, and compare skills and features across them.</h1><div><br></div>]]></description>
         <enclosure url="http://exploresel.gse.harvard.edu/" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726057</guid>
      </item>
      <item>
         <title>Social-Emotional Learning | PBS LearningMedia</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726060</link>
         <description><![CDATA[<div>"The following videos provide an introduction to the core competencies of SEL as well as indicators of high-quality SEL achieved through a school-wide approach". Produced by <strong>ThinkTV</strong> in partnership with <strong>CASEL</strong>, the <strong>Montgomery County Education Service Center</strong>, and the <strong>Ohio Department of Education</strong>.</div>]]></description>
         <enclosure url="https://opb.pbslearningmedia.org/collection/social-emotional-learning/" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726060</guid>
      </item>
      <item>
         <title>Addressing Criticisms of Social-Emotional Learning in the Classroom (Opinion)</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726061</link>
         <description><![CDATA[<div>"Some do not think that schools should spend time on social-emotional learning. We understand the concerns and offer the following in response to some of the common criticisms about SEL in the classroom".</div>]]></description>
         <enclosure url="https://www.edweek.org/education/opinion-addressing-criticisms-of-social-emotional-learning-in-the-classroom/2019/02" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726061</guid>
      </item>
      <item>
         <title>There&#39;s Pushback to Social-Emotional Learning. Here&#39;s What Happened in One State (Edweek, 2020)</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726062</link>
         <description><![CDATA[<div>Blad (2020) reports that some of Idaho’s lawmakers in the House Education Committee have expressed concerns that schools are overstepping their role, and that it is the exclusive responsibility of parents to help children develop self-control and relationship skills. Some lawmakers are skeptical about Social Emotional Learning programs in schools, seeing SEL as part of a problematic “national movement”.&nbsp;</div>]]></description>
         <enclosure url="https://www.edweek.org/education/theres-pushback-to-social-emotional-learning-heres-what-happened-in-one-state/2020/02" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726062</guid>
      </item>
      <item>
         <title>How ‘Socio-Emotional Learning’ Became Another Vehicle For Anti-White Racism In Schools (The Federalist, 2021).</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726063</link>
         <description><![CDATA[<div>Writers of opinion-editorials in several conservative publications, such as this one by Robbins (2021), believe that Social Emotional Learning, along with Critical Race Theory and other “leftist dogma” are being taught in schools to influence children’s political beliefs.</div>]]></description>
         <enclosure url="https://realfactchecks.com/how-socio-emotional-learning-became-another-vehicle-for-anti-white-racism-in-schools-from-the-federalist/" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726063</guid>
      </item>
      <item>
         <title>Project supports social-emotional learning for students of color | Penn State University</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726065</link>
         <description><![CDATA[<div>"In an increasingly racially and ethnically diverse school population, a one-size-fits-all approach may not be effective in environments where students of color are impacted by circumstances that do not support a traditional SEL framework".</div>]]></description>
         <enclosure url="https://www.psu.edu/news/education/story/project-supports-social-emotional-learning-students-color/" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726065</guid>
      </item>
      <item>
         <title>How &#39;Social and Emotional Learning&#39; Became the Newest Battleground in the Classroom Wars (Time, 2022)</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726066</link>
         <description><![CDATA[<div>"Now, SEL seems to be joining CRT, becoming a hot-button phrase that summons ideas of so-called “woke” pedagogical methods".</div>]]></description>
         <enclosure url="https://time.com/6170755/social-emotional-learning-schools-conservative-backlash/" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726066</guid>
      </item>
      <item>
         <title>How social-emotional learning became a target for Ron DeSantis and conservatives (NPR, 2022)</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726067</link>
         <description><![CDATA[<div>The goal of social-emotional learning is to provide kids with a set of skills that they can draw on when they face challenges later in life, Goldstein explains. But, she notes, some conservatives see it as something that opens the door to larger discussions about race, gender and sexuality."</div>]]></description>
         <enclosure url="https://www.npr.org/2022/04/28/1095042273/ron-desantis-florida-textbooks-social-emotional-learning" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726067</guid>
      </item>
      <item>
         <title>&quot;Social and Emotional Learning During COVID-19 and Beyond&quot;, Rosanbalm (2021)</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726069</link>
         <description><![CDATA[<div>"Universal SEL instruction has proven overwhelmingly beneficial in normal times—it is now an urgent need".</div>]]></description>
         <enclosure url="https://hunt-institute.org/wp-content/uploads/2021/02/HI-Duke-Brief-SEL-Learning-During-COVID-19-Rosanbalm.pdf" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726069</guid>
      </item>
      <item>
         <title>Social-Emotional Learning Should Be Priority During COVID-19 Crisis | NEA (2020)</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726070</link>
         <description><![CDATA[<div>"We have to take into consideration the fact that so many of our students are experiencing trauma at this moment. If we neglect to include SEL as a significant part of the conversations that we are currently having, we will not be equipped to meet the nuanced needs of all of our students in the future."</div>]]></description>
         <enclosure url="https://www.nea.org/advocating-for-change/new-from-nea/social-emotional-learning-should-be-priority-during-covid-19" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726070</guid>
      </item>
      <item>
         <title>How Should Social Emotional Learning Change Post-Pandemic?</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726071</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://njcommonground.org/how-should-social-emotional-learning-change-post-pandemic/" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726071</guid>
      </item>
      <item>
         <title>Challenges and Opportunities in the Applied Assessment of Student Social and Emotional Learning</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726072</link>
         <description><![CDATA[<div>"Although SEL policies and programs designed to support the development of student competencies have advanced significantly, less work has been done to develop methods of assessing student social and emotional competence".</div>]]></description>
         <enclosure url="https://doi.org/10.1080/00461520.2019.1614446" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726072</guid>
      </item>
      <item>
         <title>Test Score Patterns Across Three COVID-19-impacted School Years, Kuhfeld et al. (2022)</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726074</link>
         <description><![CDATA[<div>"The COVID-19 pandemic has been a seismic and on-going disruption to K-12 schooling".</div>]]></description>
         <enclosure url="https://doi.org/10.26300/ga82-6v47" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726074</guid>
      </item>
      <item>
         <title>Leading with data: Using an impact-driven research consortium model for the advancement of social emotional learning in schools. - PsycNET (2020)</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726076</link>
         <description><![CDATA[<div>"SEL supports the development of skills in emotion regulation, social awareness, conflict resolution, and responsible decision making, all of which are essential to students’ success within and outside the classroom. These so called noncognitive skills are associated not only with proximal gains in students’ academic performance and reductions in conduct problems but also with their later choices related to education and employment".</div>]]></description>
         <enclosure url="https://doi.org/10.1037/ort0000435" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726076</guid>
      </item>
      <item>
         <title>How Has the Pandemic Affected Students’ Social-Emotional Well-Being? A Review of the Evidence to Date – Center on Reinventing Public Education</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726078</link>
         <description><![CDATA[<div>"This report is part of a series that aims to provide a definitive account of the best available evidence on how the COVID-19 pandemic has affected America’s students".</div>]]></description>
         <enclosure url="https://crpe.org/how-has-the-pandemic-affected-students-social-emotional-well-being-a-review-of-the-evidence-to-date/" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726078</guid>
      </item>
      <item>
         <title>Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students, Office for Civil Rights</title>
         <author>ryanmary</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726079</link>
         <description><![CDATA[<div>"This Report bears witness to the many ways that COVID-19, with all of its tragic impacts on individuals, families, and communities, appears to be deepening divides in educational opportunity across our nation’s classrooms and campuses"&nbsp;</div>]]></description>
         <enclosure url="https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf" />
         <pubDate>2022-05-29 20:57:43 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203726079</guid>
      </item>
      <item>
         <title>What is the the CASEL Framework (CASEL)</title>
         <author>darimlawrie</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203731041</link>
         <description><![CDATA[<div>Schools, districts, states, and others can use CASEL’s Framework to:&nbsp;</div><ul><li>Foster knowledge, skills, and attitudes across five areas of social and emotional competence;</li><li>Establish equitable learning environments and coordinate practices across four key settings that support students’ social, emotional, and academic development.</li></ul>]]></description>
         <enclosure url="https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/#relationship" />
         <pubDate>2022-05-29 21:08:48 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203731041</guid>
      </item>
      <item>
         <title>Designing Family Engagement Strategies (Bergman, 2022)</title>
         <author>darimlawrie</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203733410</link>
         <description><![CDATA[<div>&nbsp;In this report, we suggest three pillars of an effective strategy that brings together these essential conditions with insights from our 2021 annual surveys: 1. Place trust and teamwork at the center of the home-school relationship 2. Anchor family engagement strategies in student learning and well-being 3. Invest in building systems and structures that enable this work&nbsp;</div>]]></description>
         <enclosure url="https://r50gh2ss1ic2mww8s3uvjvq1-wpengine.netdna-ssl.com/wp-content/uploads/2022/03/Unlocking-The-How-Report.pdf" />
         <pubDate>2022-05-29 21:14:55 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203733410</guid>
      </item>
      <item>
         <title>SEL Frameworks – Practical Challenges and Opportunities</title>
         <author>darimlawrie</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203734156</link>
         <description><![CDATA[<div>Recognizing the value and importance of frameworks in guiding social-emotional learning (SEL) efforts&nbsp;</div><div>and their measurement, a team of organizations convened a group of leaders, informally called the&nbsp;</div><div>Assessment Work Group (AWG), to create the&nbsp;</div><div>Establishing Practical Social-Emotional Competence&nbsp;</div><div>Assessments of Preschool to High School Students Project</div><div>. The project recognized the importance&nbsp;</div><div>of solid SEL frameworks to guide not only how you measure SEL but also how you think about it,&nbsp;</div><div>communicate it, and act upon it. The AWG’s series of framework briefs is designed to help practitioners&nbsp;</div><div>better understand and grapple with the challenges and opportunities multiple SEL frameworks can&nbsp;</div><div>present.</div>]]></description>
         <enclosure url="https://measuringsel.casel.org/wp-content/uploads/2018/09/Frameworks-A.2.pdf" />
         <pubDate>2022-05-29 21:16:59 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203734156</guid>
      </item>
      <item>
         <title>History of SEL</title>
         <author>darimlawrie</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203735096</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://casel.org/about-us/our-history/#:~:text=From%201987%2D1992%2C%20a%20group,strategies%20across%20K%2D12%20classrooms" />
         <pubDate>2022-05-29 21:19:27 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203735096</guid>
      </item>
      <item>
         <title>Identifying, Defining, and Measuring Social and Emotional Competencies (Berg, et al., 2017)</title>
         <author>darimlawrie</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203745229</link>
         <description><![CDATA[<div>This report provides a database of the diverse frameworks and competencies identified in the scan, as well as related measures, which can serve as a guide for researchers and practitioners who are interested in identifying and making decisions about what social and emotional competency frameworks, competencies, and measures to use in their own work. Results from the study can also help the field develop better measures of social and emotional competencies for use in research and practice.</div>]]></description>
         <enclosure url="https://www.air.org/sites/default/files/2021-06/Identifying-Defining-and-Measuring-Social-and-Emotional-Competencies-December-2017-rev.pdf" />
         <pubDate>2022-05-29 21:40:38 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203745229</guid>
      </item>
      <item>
         <title>Social Emotional Learning Debated at School Board Meetings</title>
         <author>darimlawrie</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203747015</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://freshtakegeorgia.org/social-emotional-learning-debated-at-school-board-meetings/" />
         <pubDate>2022-05-29 21:43:37 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203747015</guid>
      </item>
      <item>
         <title>Ohio Adopts Controversial K-12 Social-Emotional Learning Standards (Heartland Institute, 2019)</title>
         <author>darimlawrie</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203749510</link>
         <description><![CDATA[<div>The board adopted the full K-12 SEL standards, which are to be included in “In Each Child, Our Future,” Ohio’s strategic plan for education.</div>]]></description>
         <enclosure url="https://www.heartland.org/news-opinion/news/ohio-adopts-controversial-k-12-social-emotional-learning-standards" />
         <pubDate>2022-05-29 21:49:44 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203749510</guid>
      </item>
      <item>
         <title>Navigating SEL from the Inside Out (Harvard Education, Easel Labs, 2021)</title>
         <author>darimlawrie</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203751464</link>
         <description><![CDATA[<div>This information can be used by schools, ECE providers, and OST organizations to: (1) select specific programs or strategies that best meet their individual needs; (2) guide planning and goal-setting conversations with school and district leaders, ECE administrators, OST partners, and other stakeholders; and/or (3) re-evaluate the fit and effectiveness of SEL programs and structures already in use.&nbsp;</div>]]></description>
         <enclosure url="https://www.wallacefoundation.org/knowledge-center/Documents/navigating-social-and-emotional-learning-from-the-inside-out-2ed.pdf" />
         <pubDate>2022-05-29 21:55:06 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203751464</guid>
      </item>
      <item>
         <title>Social Emotional Learning in Elementary School: Preparation for Success (Dusenbury, et al., (2017)</title>
         <author>darimlawrie</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203754154</link>
         <description><![CDATA[<div>There is widespread evidence of successful, universal SEL programs and practices that can support social and emotional development in students during the elementary school years. Based on decades of research and evaluation in rigorous field trials, these approaches are now widely available to schools, along with teacher training and ongoing coaching to support high quality implementation.</div>]]></description>
         <enclosure url="https://www.rwjf.org/en/library/research/2017/04/social-emotional-learning-in-elementary-school.html" />
         <pubDate>2022-05-29 22:02:21 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203754154</guid>
      </item>
      <item>
         <title>New Study Finds Multiple Problems with Push for Social-Emotional Learning in K-12 Education (Pioneer Institute, 2019)</title>
         <author>darimlawrie</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203755346</link>
         <description><![CDATA[<div>Little research evidence for, or objective, reliable way to measure SEL’s efficacy; raises significant concerns about student health and privacy</div>]]></description>
         <enclosure url="https://pioneerinstitute.org/featured/new-study-finds-multiple-problems-with-push-for-social-emotional-learning-in-k-12-education/" />
         <pubDate>2022-05-29 22:05:59 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203755346</guid>
      </item>
      <item>
         <title>Texas Town In Spotlight After Parents Push Back Against Diversity Plan | NBC Nightly News</title>
         <author>darimlawrie</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203756500</link>
         <description><![CDATA[<div>Families and school officials in Southlake, Texas developed diversity and inclusion programs after a racist video went viral. The plan was halted after pushback from parents. NBC News’ Antonia Hylton talks to community members about the ongoing controversy.</div>]]></description>
         <enclosure url="https://www.youtube.com/watch?v=oOGuB3AeiOc" />
         <pubDate>2022-05-29 22:09:07 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203756500</guid>
      </item>
      <item>
         <title>The Evidence Base for How We Learn: Supporting Students&#39; Social, Emotional, and Academic Development - The Aspen Institute (2017)</title>
         <author>darimlawrie</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203757269</link>
         <description><![CDATA[<div>T<em>he Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development</em> articulates the scientific consensus regarding how people learn. The research brief presents a set of consensus statements—developed and unanimously signed onto by the Commission’s Council of Distinguished Scientists—that affirm the interconnectedness of social, emotional, and academic development as central to the learning process.</div>]]></description>
         <enclosure url="https://www.aspeninstitute.org/publications/evidence-base-learn/" />
         <pubDate>2022-05-29 22:11:15 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203757269</guid>
      </item>
      <item>
         <title>Parents protesting &#39;critical race theory&#39; identify a new target: Mental health programs (NBC,2022)</title>
         <author>darimlawrie</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203758199</link>
         <description><![CDATA[<div>Groups have voiced opposition to suicide prevention programs, mental health coordinators and social emotional learning, claiming they are being used to indoctrinate students.</div>]]></description>
         <enclosure url="https://www.nbcnews.com/news/us-news/parents-protesting-critical-race-theory-identify-new-target-mental-hea-rcna4991" />
         <pubDate>2022-05-29 22:13:34 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203758199</guid>
      </item>
      <item>
         <title>362 School Counselors on the Pandemic&#39;s Effect on Children: &#39;Anxiety Is Filling Our Kids&#39; (NYT, 2022)</title>
         <author>darimlawrie</author>
         <link>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203759663</link>
         <description><![CDATA[<div>In a survey of 362 school counselors nationwide by The New York Times in April, the counselors — licensed educators who teach these skills — described many students as frozen, socially and emotionally, at the age they were when the pandemic started.</div>]]></description>
         <enclosure url="https://www.nytimes.com/interactive/2022/05/29/upshot/pandemic-school-counselors.html" />
         <pubDate>2022-05-29 22:17:54 UTC</pubDate>
         <guid>https://padlet.com/ryanmary/jachk17jsk6zl2lq/wish/2203759663</guid>
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