Addressing Student Mental Health During COVID-19: The Incredible Endeavors of One Group of Urban Elementary School Teachers

This case study investigated one urban school district’s efforts to address the mental health of its students during COVID-19. Specifically, I examined the protocols established by the district and the daily implementation of social-emotional learning and culturally relevant practices during the 2020–21 school year, focusing on the instructors’ perspective. Utilizing a semi-structured qualitative interview approach, I collected data from five teachers and one district personnel and corroborated it with district survey results and the Learning Continuity Plan. Findings indicate that despite teachers not explicitly understanding social-emotional learning (SEL) before COVID-19, they relied on a strong network of support and personal expertise to address the social-emotional needs of their students. Students engaged in activities such as art therapy, journaling, yoga, and community circles. Teachers incorporated culturally relevant lessons into online instructional sessions. The district established protocols to address the mental health of their students; however, teachers perceived them to have little effect on students’ mental health. The protocols specified in the Learning Continuity Plan may not have been fully effective, or the student’s social-emotional needs might have exceeded the support offered by the district, as further evidenced by the fact that teachers were compelled to advance much further than what was stipulated by the district. These findings indicate the need to be more proactive versus reactive. From teacher credentialing programs to new teacher onboarding at Title I schools, educators need more training and long-term coaching provided by experienced professionals to effectively support students’ mental health needs, particularly within marginalized communities.