How These Districts Prioritized Relationships and Social-Emotional Support During the Pandemic

Curated by Nicoda Adams

When schools shuttered suddenly more than a year ago, teachers and staff scrambled to recreate their school communities as best they could in a virtual environment. And while teaching and learning is a central component, not to be overlooked are the other, auxiliary experiences: the relationships forged, the support services provided, the social-emotional needs met.

During remote learning last year, Cajon Valley administrators saw a need for greater engagement with students, families, staff and the community, said Karen Minshew, the district’s assistant superintendent. Since last March, Cajon Valley has held nearly 100 listening sessions in schools and district-wide.

“You hear things you don’t want to hear sometimes … hard things, “ Minshew said, “but you learn.

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