The Nebraska Advisory Committee to the U.S. Commission on Civil Rights is examining how COVID-19 has impacted youth mental health in K-12 education. The committee is taking recommendations from experts on how to improve educational outcomes and determine civil rights implications of the pandemic.
A considerable national workforce shortage, particularly in education, has been noted, which makes it difficult for teachers to address the mental health needs of students. To support student success, there may be a need for schools to have a tiered system of support that includes building safe classroom environments, developing positive relationships with students, enforcing clear expectations, and adopting rigorous course instruction.
According to Liesel Hogan, a licensed mental health practitioner, the pandemic has had significant impacts on student behavior, such as increased anxiety, more school absences, and fewer students wanting to engage in social activities or learn to drive. Corey Lieneman, assistant professor at the University of Nebraska Medical Center Department of Psychiatry, added that globally, anxiety and depression among youths ages 3-17 have risen by 25% since COVID-19.
Brenda Bassingthwaite, associate professor at UNMC’s Munroe-Meyer Institute for Genetics and Rehabilitation, highlighted that students’ needs should be addressed early on to prevent them from adopting maladaptive behaviors. However, this can become more challenging to address as the issue worsens over time.
Experts suggest reducing the amount of homework assigned, starting school later in the day, prioritizing sleep, healthy eating, and physical activity, and reducing technology use. Despite the challenges, experts remain united in their goal to improve student and teacher outcomes.
The Nebraska Advisory Committee is continuing its efforts to examine the effects of the pandemic on the education system and provide recommendations for improving student and teacher outcomes.
