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Folly Beach Library
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Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
An Examination of School District Reopening Plans for Mental Health Supports amid COVID-19 School Reopening.
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Childs, Tasha M; Iachini, Aidyn L
- Source:
Children & Schools. Jul2023, Vol. 45 Issue 3, p161-168. 8p. - Source:
- Additional Information
- Subject Terms:
- Subject Terms:
- Abstract: The purpose of this exploratory qualitative study was to understand the types of mental health supports described in school district reopening plans in one southeastern state, and to understand school social workers' involvement in developing these plans during the first full academic year of the COVID-19 pandemic. Publicly accessible school district reopening plans were collected from the 80 school districts in South Carolina, and 15 school social workers participated in virtual interviews. Out of the 80 school districts, 67 had reopening plans, and of those, only 43 percent mentioned mental health services and supports. Most school district reopening plans described Tier 1 universal prevention services and supports and a process for mental health assessment, identification, and referral. Fewer included Tier 2 early intervention and Tier 3 targeted and intensive services. Of the school social workers interviewed, only four were involved in helping to develop their school district reopening plans, and when involved, advocated for mental health services and supports for their students. The article concludes with a discussion of the study's implications for school social work practice. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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