Elementary Schools’ Response to Student Wellness Needs during the COVID-19 Shutdown: A Qualitative Exploration Using the R = MC2 Readiness Heuristic

During spring of 2020, the COVID-19 pandemic and accompanying public health advisories forced K-12 schools throughout the United States to suspend in-person instruction. School personnel rapidly transitioned to remote provision of academic instruction and wellness services such as school meals and counseling services. The aim of this study was to investigate how schools responded to the transition to remote supports, including assessment of what readiness characteristics schools leveraged or developed to facilitate those transitions. Semi-structured interviews informed by school wellness implementation literature were conducted in the spring of 2020. Personnel (n = 50) from 39 urban and rural elementary schools nationwide participated. The readiness = motivation capacity2 (R = MC2) heuristic, developed by Scaccia and colleagues, guided coding to determine themes related to schools’ readiness to support student wellness in innovative ways during the pandemic closure. Two distinct code sets emerged, defined according to the R = MC2 heuristic (1) Innovations: roles that schools took on during the pandemic response, and (2) Readiness: factors influencing schools’ motivation and capacity to carry out those roles. Schools demonstrated unprecedented capacity and motivation to provide crucial wellness support to students and families early in the COVID-19 pandemic. These efforts can inform future resource allocation and new strategies to implement school wellness practices when schools resume normal operations.

Understanding Nutrition Education and Physical Activity Instruction in Rural Elementary Schools

We surveyed K-6 classroom teachers in four rural counties in Oregon to ascertain current nutrition and physical activity and/or physical education (PA/PE) instruction, barriers to teaching these subjects, and interest and need for professional development. Although most respondents reported teaching nutrition and PA/PE in their classrooms and appear to place high importance on teaching these subjects, reported delivery time was low. Extension can play an influential role in ensuring that students receive adequate nutrition and PA/PE instructional time by providing support to teachers through professional development, direct education in the classroom, and policy, systems and environmental change.

Teaching Science in Rural Elementary Schools: Affordances and Constraints in the age of NGSS

Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to elementary science instruction in high-need rural schools. Data sources included semi-structured interviews and survey responses from 49 teachers from 30 different rural schools. Through a primarily qualitative analysis, we identified four teacher reported categories of affordances and four categories of constraints to teaching science. One category of affordances, access to a variety of outdoor science resources, and one category of constraints, high levels of isolation, were closely tied to the nature of rural schools. The other affordances and constraints are broadly recognized factors influencing science instruction. Implications for supporting rural teachers’ science instruction are discussed.

Coaching for Continuous Improvement

Since 2015, the Kentucky Department of Education (KDE) has provided schools across the state with access to highly skilled instructional coaches. Primarily working in rural settings, these coaches provide a voluntary, integrated coaching model that focuses on building sustainable systems. Coaches provide a range of services, including systems design, strategic planning support, whole-team professional learning, professional learning community (PLC) LC facilitation, and fidelity monitoring. This article describes the theory of action for KDE’s Continuous Improvement Coaching program, presents two case studies of rural elementary schools who utilized the program, and discusses the key features of the program and its relevance for rural schools.

Indoor carbon dioxide concentrations in Croatian elementary school classrooms during the heating season

Aware that exposure to stuffy indoor air with high levels of carbon dioxide (CO2) is associated with higher absenteeism and reduced academic performance in school pupils, the World Health Organization (WHO) Regional Office for Europe initiated indoor air quality surveys in schools, including CO2 monitoring, to assess ventilation and exposure to stuffy air. Here we report the findings of the first such survey in Croatia. It was conducted in 60 classrooms of 20 urban and rural elementary schools throughout the country during the heating season. Measurements of CO2 levels showed that all 60 classrooms exceeded the international guidelines of 1938 mg/m3. Mean CO2 concentrations ranged from 2771 to 7763 mg/m3. The highest concentration measured in urban schools was 7763 mg/m3 and in rural schools 4771 mg/m3. Average CO2 levels were higher in continental schools (3683 mg/m3) than the coastal ones (3134 mg/m3), but all demonstrate poor ventilation during the heating season all over Croatia.