Abstract

In the wake of the COVID-19 pandemic, PK-12 school buildings across the United States closed and educators quickly pivoted to remote and continuous learning opportunities to protect students and society as a whole from the deadly coronavirus. As educational leaders navigate the complexities for providing instruction during the 2020-2021 academic year, questions have arisen regarding systematic screening practices. At a time when many people—including students—are likely to be experiencing heightened emotional and behavioral challenges, educational leaders are seeking guidance on how to support students’ well-being. Systematic screening being a vital part of the response. In this manuscript, we offer considerations for conducting systematic screenings for internalizing and externalizing behaviors in the COVID-19 era. We recommend educators continue to screen, use multiple sources of data to inform programming, and screen responsibly. We close with our commitment to swiftly explore psychometric properties of the Student Risk Screen Scale for Internalizing and Externalizing (SRSS-IE) behaviors, to provide clarity on the reliability and validity of this free-access screening tool in the new and varied school contexts, and provide data-informed guidance to educational leaders.

摘要

在COVID-19大流行之后，美国各地的PK-12校舍关闭，教育工作者迅速转向远程和持续学习的机会，以保护学生和整个社会免受致命的冠状病毒的侵害。随着教育领导者在2020-2021学年中了解提供指导的复杂性，有关系统筛选实践的问题开始出现。在许多人（包括学生）可能面临日益严峻的情感和行为挑战的时候，教育领导者正在寻求有关如何支持学生福祉的指导。系统筛选是应对措施的重要组成部分。在本手稿中，我们提供了一些考虑因素，以便对COVID-19时代内在化和外在化的行为进行系统的筛选。我们建议教育工作者继续进行筛选，使用多种数据源通知编程，并负责任地进行筛选。我们致力于迅速探索内在化和外在化行为学生风险筛查量表（SRSS-IE）行为的心理计量特性，以明确说明这种免费获取筛查工具在新的变化的学校环境中的可靠性和有效性，并向教育领导者提供有关数据的指导。