Responding to the Needs of the Whole Child: Principals' Reports of Non-Instructional Investments during COVID-19

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com

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18

Educational Finance; Principals; Administrator Attitudes; Educational Change; COVID-19; Pandemics; Leadership; Student Needs; Holistic Approach; Educational Resources; Resource Allocation; Preschools; Elementary Schools; Middle Schools; High Schools; Expenditures; Institutional Characteristics

10.1177/10526846221133993

1052-6846

From extensive school closings and abrupt transitions to distance learning in spring 2020 to varied levels of face-to-face, hybrid, and virtual learning in school year (SY) 2020-2021, the coronavirus disease (COVID-19) has disrupted education across the world. While several studies have examined academic changes that have occurred over the past year, fewer studies have documented changes in non-instructional investments during COVID-19 or centered principals' perspectives. Yet, non-instructional investments that address students' physical and socio-emotional needs are critical to a Whole Child approach to learning, and principals are essential for school change. Accordingly, this quantitative study examined principals' reports of changes in non-instructional investments from SY 2019-2020 to SY 2020-2021 using data from a national sample of U.S. pre-kindergarten through 12th grade schools. We discuss implications of the study's findings for expanded implementation of Whole Child reform principles post-COVID-19 and opportunities for principals to serve as change leaders.

As Provided

2023

EJ1388337