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Depression and anxiety related to clinically significant symptoms were generally lower during 2020 distance learning than 2019 benchmarks, with noted exceptions. Parent support emerged as the strongest protective factor for depression and also the largest predictor for anxiety, alongside school adults’ heard concerns, students’ future worries, and grade concerns. Findings recommend upstream institutional mental health support for caregivers and adult staff.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/social-policy-report-volume-34-number-3-covid-19-and-resilience-in-schools/586765/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/social-policy-report-volume-34-number-3-covid-19-and-resilience-in-schools/586765.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was student mental health assessed during COVID-19?","Question",{"text":112,"@type":113},"The study used a mixed-methods approach to assess risk and resilience in a sample of over 14,000 students across 49 schools during the first three months of COVID-19 in the U.S.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What factors most strongly predicted depression and anxiety?",{"text":117,"@type":113},"For depression, the most potent predictor was parent support, with effects at least twice as large as other predictors. For anxiety, parent support again had the largest effect size, followed by concerns heard at school and students’ worries about their futures and grades.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings recommend for practice and policy?",{"text":121,"@type":113},"Recommendations emphasize an upstream approach that prioritizes ongoing support for the adults who care for youth, including institutional mental health support for teachers, counselors, administrators, and staff, and adjustments to learning expectations and workloads during the pandemic.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586765,1792402855,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| | | Volume 34, Number 3 | 2021\u003Cbr>Social Policy Report |\n| --- | --- | --- |\n\nCOVID-19 and Resilience in Schools: Implications for Practice and Policy  \nSuniya S. Luthar, Authentic Connections, AC Groups, Columbia University's Teachers College-Emerita  \nLisa S. Pao, Authentic Connections  \nNina L. Kumar, Authentic Connections  \nABSTRACT  \nThis is a mixed-methods study of risk and resilience in a sample of over 14,000 students from 49 schools, assessed during the first 3 months of COVID-19 in the United States. Over a third of students were of color and almost a third received fi nancial aid. Participation rates were typically 90–99% . Overall, rates of clinically significant depression and anxiety were lower during distance learning in 2020 as compared to parallel rates documented during 2019, with a few exceptions. Hispanic students did not show reductions in depression rates, nor did gender non-binary youth. Analyses of multiple risk and protective factors showed that in relation to depression, the most potent predictor was parent support, with effect sizes at least twice as high as those for any other predictor. Other robust predictors of depression included efficacy of learning online and concerns heard by school adults. In predicting to anxiety, parent support again had the largest effect sizes, followed by concerns heard at school, students’ worries about their futures, and worries about grades. In general, the absence of protective factors was more likely to be linked with high distress among youth of color than White students, and among girls and gender non-binary students as compared to boys. At a policy level, the fi ndings call for concerted attention to the well-being of adults charged with caring for youth. Parents’ mental health has been increasingly threatened with the protracted stress linked with the pandemic. Thus, all avenues must be considered toward providing them with support—using feasible, community-based interventions—as this is always the most important step in fostering children's resilience through adversity. Additionally, schools ’ expectations about learning will have to be adjusted. As educators try to makeup for academic losses during the pandemic, they must avoid high workloads detrimental for students’mental health (and thus ability to learn) . Finally, there must be ongoing  \nSocial Policy Report | 1  \ninstitutional mental health support for teachers, counselors, administrators, and staff.  \nThere must be ongoing institutional mental health support for teachers, counselors, administrators, and staff. Many of these adults have provided critical safety nets for youth since the start of the pandemic and are themselves at high risk for burnout.  \nMany of these adults have provided critical safety nets for youth since the start of the pandemic and are themselves at high risk for burnout. In conclusion, fi ndings clearly show that if a central societal goal is to maximize resilience among youth through the continuing pandemicrelated challenges, we will have to deliberately prioritize an “upstream” approach, ensuring ongoing support for the adults who take care of them in their everyday lives.  \nCorrespondence  \nSuniya S. Luthar ([SLuthar@AuthConn.com](SLuthar@AuthConn.com) )  \nSocial Policy Report | 2  \nSocial Policy Report  \nVolume 34, Number 3 | 2021 ISSN 1075-7031  \nSocial Policy Report is published three times a year by the Society for Research in Child Development.  \nEDITORIAL TEAM  \nLead Editor  \nEllen Wartella, PhD  \n[ellen-wartella@northwestern.edu](ellen-wartella@northwestern.edu)  \nAssociate Editor  \nFashina Aladé, PhD  \n[alade@u.northwestern.edu](alade@u.northwestern.edu)  \nEditorial Board  \nP. Lindsay Chase-Lansdale, PhD Sandra Waxman, PhD David Figlio, PhD Craig Garfield, MD Neil Jordan, PhD Terri Sabol, PhD David Uttal, PhD Diane Schanzenbach, PhD Dedre Gentner, PhD Matthew M. Davis, MD Amelie Petitclerc, PhD Rachel Flynn, PhDOnnie Rogers, PhD  \nSRCD Policy Staff  \nKelly R. Fisher, PhD Nig","cbCaimX9yLUwppzL","https://ap.wps.com/l/cbCaimX9yLUwppzL","pdf",2558048,65,"English","# Abstract\n## Key findings on depression and anxiety\n## Protective and risk factors\n## Policy implications and practice recommendations\n## Conclusion and institutional support","[{\"question\":\"How was student mental health assessed during COVID-19?\",\"answer\":\"The study used a mixed-methods approach to assess risk and resilience in a sample of over 14,000 students across 49 schools during the first three months of COVID-19 in the U.S.\"},{\"question\":\"What factors most strongly predicted depression and anxiety?\",\"answer\":\"For depression, the most potent predictor was parent support, with effects at least twice as large as other predictors. For anxiety, parent support again had the largest effect size, followed by concerns heard at school and students’ worries about their futures and grades.\"},{\"question\":\"What do the findings recommend for practice and policy?\",\"answer\":\"Recommendations emphasize an upstream approach that prioritizes ongoing support for the adults who care for youth, including institutional mental health support for teachers, counselors, administrators, and staff, and adjustments to learning expectations and workloads during the pandemic.\"}]","Social Policy Report - Volume 34 - Number 3 - COVID-19 and Resilience in Schools | PDF",1792059254,164]