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Banwo University of Minnesota\u003Cbr>Erin Anderson University of Denver\u003Cbr>Joshua Childs\u003Cbr>University of Texas at Austin\u003Cbr>Corrie Stone-Johnson University of Buffalo\u003Cbr>Follow this and additional works at: [https://repository.upenn.edu/cpre_policybriefs](https://repository.upenn.edu/cpre_policybriefs)\u003Cbr> Part of the Education Commons |  |\n\nRecommended Citation  \nBanwo, Bodunrin O.; Anderson, Erin; Childs, Joshua; and Stone-Johnson, Corrie. (2020) . An examination of challenges educators and families faced in the Aftermath of COVID-19 . CPRE Policy Briefs.  \nRetrieved from [https://repository.upenn.edu/cpre_policybriefs/90](https://repository.upenn.edu/cpre_policybriefs/90)  \nThis paper is posted at ScholarlyCommons. [https://repository.upenn.edu/cpre_policybriefs/90](https://repository.upenn.edu/cpre_policybriefs/90)  \nFor more information, please contact [repository@pobox.upenn.edu](repository@pobox.upenn.edu).  \nAn examination of challenges educators and families faced in the Aftermath of COVID-19  \nAbstract  \nAs schools begin to fully or phase into re-opening, they should ensure that the 3 “I”s that have emerged during Covid-19 in education; infrastructure, interaction, and instruction (both in-person and online) are adequately addressed.  \nThis is one of a series of briefs that focused on a‘critical incident’ surrounding school closure and offers pragmatic suggestions to educational leaders as they continue to grapple with the disruptions ofthe pandemic.  \nDisciplines  \nEducation  \nThis policy brief is available at ScholarlyCommons: [https://repository.upenn.edu/cpre_policybriefs/90](https://repository.upenn.edu/cpre_policybriefs/90)  \nLeading in Crisis  \nRESEARCH BRIEF  \nAn Examination of Challenges Educatorsand Families Faced in the Aftermath of COVID-19  \nAs schools begin to fully or phase into re-opening, they should ensure that the 3 “I”s that have emerged during COVID-19 in education;  \ninfrastructure, interaction, and instruction (both in-person and online) are adequately addressed.  \nINTRODUCTION  \nAs the epidemiology of COVID-19 becomes increasingly apparent, an ongoing examination of practices of schooling has begun to take place.  \nEven as some schools across the country have opened their doors, either physically or virtually, others are still weighing all the data and options surrounding their re-opening. Since this summer, district and school administrators have worked to design plans and implement strategies  \nthat would result in sustainable learning environments for their students and staff. Leaders have been faced with addressing equity concerns that have exacerbated since the beginning of the pandemic. Students and their families, along with some of their staff, have been without adequate internet and technology options, learning materials, and access to other services that would make their remote learning environments less difficult. The rapid changes to different modes of learning have caused confusion, concern, and  \nAUTHORS  \nBodunrin O. Banwo  \nUniversity of Minnesota  \nErin Anderson  \nUniversity of Denver  \nJoshua Childs  \nUniversity of Texas at Austin  \nCorrie Stone-Johnson  \nUniversity at Buffalo  \nABOUT THIS STUDY  \nLeading in Crisis documents school and district experiences following school closures in March 2020 due to COVID-19 .  \nFrom April to August 2020, researchers conducted interviews with a diverse sample of 120 principalsin 19 states, including elementary, middle and high school leaders from urban, suburban, and rural areas across the U. S. The interviews asked about the most pressing issues leaders faced; school and district responses; the inequities exposed by the pandemic; and strategies for care and well-being.  \nTo write their b","cbCaivNneXvqCSp5","https://ap.wps.com/l/cbCaivNneXvqCSp5","pdf",627292,14,"English","# Introduction\n## School reopening and the three “I”s\n## Equity concerns and remote learning challenges\n# About this Study\n## Interview scope and sampling\n## Research approach and recommendations\n# Leading in Crisis\n## Publication context","[{\"question\":\"What does the brief recommend for schools as they reopen after COVID-19?\",\"answer\":\"Schools should ensure the three “I”s—infra­structure, interaction, and instruction (in-person and online)—are addressed so learning environments are sustainable.\"},{\"question\":\"What challenges did educators and families face during the pandemic’s shift in learning modes?\",\"answer\":\"Rapid changes across learning modes created confusion and concern, and inequities were exacerbated, including limited internet/technology access, insufficient learning materials, and reduced access to other services.\"},{\"question\":\"How was the study conducted to support the policy brief’s conclusions?\",\"answer\":\"Researchers conducted interviews from April to August 2020 with 120 principals in 19 states. A team then analyzed a sub-sample of 23–43 interviews to develop findings, conclusions, and recommendations.\"}]","An Examination of Challenges Educators and Families Faced in the Aftermath of COVID-19 | PDF",35]