Every day our center at UCLA hears from teachers who are feeling overwhelmed. Clearly, part of the problem is the stress of contending personally and professionally with challenges stemming from the pandemic. But an even greater stressor is the inadequate support they are receiving as they try to teach the increasing numbers of students with learning, behavior and emotional problems.

While all schools devote resources to coping with pervasive student problems, what is available usually covers relatively few students. When additional resources are provided, such as the pandemic relief funds, the first tendency is simply to add more student support personnel (e.g., counselors, psychologists, social workers, nurses).

Some schools also are trying to meet the needs of more students by expanding and integrating services in the context of the community school initiative; some are enhancing their focus on social and emotional learning and mental health education. Such improvements are relevant, but they fall far short of significantly reducing the problems teachers encounter every day.

Addressing the pervasive and complex barriers that impede effective teaching and student learning requires a systemwide approach that comprehensively and equitably supports whole-child development and learning. This involves a fundamental reworking of existing student and learning supports.

Read the full article about addressing barriers to learning by Howard Adelman and Linda Taylor at EdSource.