The COVID-19 pandemic has significantly altered the daily lives of children and youth, their families and educators, and society as a whole (Wang et al., 2020).
For instance, at present, students are learning via online instructions; families are responsible for schooling and child care, supporting their children’s mental health, and managing their own work and/or precarious new or exacerbated financial and health concerns; and educators are working to support their students via uncharted methods.
The deleterious impacts of the COVID-19 pandemic are disproportionality harming marginalized groups (e.g., racial/ethnic minorities, low socioeconomic status communities, undocumented Americans, people with disabilities, English language learners) that are more vulnerable due to systemic inequalities.
Some of these include structural racism, discrimination in healthcare, residential instability, and lack of access to necessities to facilitate educational success, including internet access (Chow et al., 2020; Ji et al., 2020; Wenham et al., 2020). The broader impacts of this pandemic are unknown and far reaching.
This School Psychology special issue, Perspectives on COVID-19: Addressing Diverse Needs of Children, Youth, Families, Educators, and Human Service Professionals, welcomes manuscripts (concept and review papers as well as empirical studies utilizing quantitative, qualitative, or mixed methods) that address the impact of COVID-19 pandemic on youth and their families, educators, allied human services professionals, and the systems in which they work.
This is an open invitation to submit manuscripts that aim to address a paucity of research and scholarship on an emerging and critically important topic.
We are interested in manuscripts related to documenting the impact of COVID-19 as well as relevant assessment and intervention research that might support youth, families, educators, and allied professionals during this unprecedented time, as well as systemic issues in addressing a wide range of needs.
Manuscripts may be centered on the experiences and needs of and supports for the previously mentioned members of school communities in the home or community context.
We are particularly enthusiastic about submissions related to youth who may be most vulnerable to the educational impacts of COVID-19, including youth with disabilities (and highly specialized programs addressing their needs), English language learners, undocumented children and families, and youth in foster care, experiencing homeless, or are impacted by the juvenile justice system.
We are also interested in submissions related to the experiences of educators, school-based mental health professions, and others involved in the K-12 and postsecondary educational system.
- Initial drafts due January 15, 2021. Submit through the journal’s manuscript submission portal the “Special Issue Article” type.
- All manuscripts are subject to peer review consistent School Psychology peer review guidelines.
- Revisions sent back to authors by February 15, 2021
- Revised manuscripts due March 15, 2021
- Revised manuscript sent out for re-review, if needed.
- Final decisions by May 1, 2021
- Publication date July 2021
Chow, N., Fleming-Dutra, K., Gierke, R., … & Roguski, K. (2020). Preliminary estimates of the prevalence of selected underlying health conditions among patients with coronavirus disease 2019—United States, February 12–March 28, 2020. Morbidity and Mortality Weekly Report, 69, 382–386. Retrieved May 28, 2020, from https://stacks.cdc.gov/view/cdc/87230
Ji, Y., Ma, Z., Peppelenbosch, M. P., & Pan, Q. (2020). Potential association between COVID-19 mortality and health-care resource availability. Lancet Global Health, 8, e480. doi: 10.1016/S2214-109X(20)30068-1
Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. Lancet, 395, 945–947. doi: 10.1016/S0140-6736(20)30547-X
Wenham, C., Smith, J., & Morgan, R. (2020). COVID-19: the gendered impacts of the outbreak. Lancet, 395, 846–848. doi: 10.1016/S0140-6736(20)30526-2