|COVID-19 Update: The John T. Gorman Foundation is curating a list of resources, emerging best practices, and innovative ideas from across the country to help local organizations serve vulnerable Mainers during the coronavirus outbreak. To access those resources, visit www.jtgfoundation.org/resources/covid-19 or enter Covid-19 in the keyword search. Those results can be further focused by using the “Filter by” menu above to filter by population type (Young Children, Older Youth, Families, and Seniors) or by clicking the following links: childcare, education, food security, housing, rural areas, and workforce.|
The John T. Gorman Foundation strives to be data-driven and results based and seeks to promote information and ideas that advance greater understanding of issues related to our mission and priorities. In our effort to promote these values, we offer these research and best practice resources collected from reputable sources across the country. The library also includes briefs and reports the Foundation has commissioned or supported, a listing of which can be found here.
Cutting school funding is not an appropriate solution to balance state budgets
COVID-19 crisis complicates access to behavioral health providers in rural places
Children experiencing poverty will likely face long-term impacts of current crisis
Using Culturally Responsive Practices to Foster Learning During School Closures: Challenges and Opportunities for Equity
What Is COVID-19? And How Does It Relate to Child Development?
May 10, 2020 – Young ChildrenHarvard’s Center on the Developing Child continues to release materials aimed at helping parents understand the effects of pandemic-related stress on child development, including an infographic and a letter from the Center’s director emphasizing support for people and organizations who continue to serve children, and encouraging readers to heed good science. In particular, the Center points to evidence for building supportive relationships while social distancing. Another new piece from the Center also outlines the significance and historical reasons for racial disparities in COVID-19 impacts. #covid-19
Even before the pandemic many low-income students faced limited technology access
California school districts prepare for increased mental health service demands
More federal relief needed for elementary and secondary education
School district capacity, resources do not determine remote learning engagement
Avoiding the COVID-19 slump: Making up for lost school time
April 30, 2020 – Young ChildrenBrookings indentidfies major hurdles to overcome by the set backs of distance learning. One important difference between the COVID-19 slump and summer slump is the long-term impact of stress, which has been linked to learning problems. The upshot of these additional stressors would suggest that the COVID-19 slump might have even more impact on children from under-resourced homes than does the summer slump. #covid-19 #education
Should the Virus Mean Straight A’s for Everyone?
What COVID-19 means for America’s child welfare system
April 30, 2020 – Young ChildrenExperts are tracking changes in child maltreatment reporting, particularly as vital parts of the child welfare system—including routine exposure to doctors and teachers as reporters, home investigations, and home-based parenting programs—have been removed from daily life. In the face of these disruptions, an April publication from Child Trends that outlines strategies for caregivers and communities to promote child resilience in the pandemic. #covid-19