Restorative Restart: The Path towards Reimagining and Rebuilding Schools

When K-12 schools in California closed for in-person instruction in response to COVID-19 in March 2020, few would have predicted that most schools would remain physically closed for more than one year. Throughout this period, California's educators and students have continued teaching and learning remotely for the most part, demonstrating resilience and perseverance to sustain schooling under unprecedented circumstances. Nonetheless, the impact of COVID-19 and associated educational disruptions were challenging for all students; its consequences were particularly severe for students who had inadequate access to distance learning opportunities as well as for those from communities that were disproportionately affected by the economic and public health impacts of COVID-19. This report offers a framework for advancing student learning for California's students as school and community leaders navigate the challenges that lie ahead when schools reopen at scale in the 2021-22 school year. It presents specific actions, grounded in the science of learning and development, that schools can take to ensure a restorative restart for students. This report also includes a guide to anticipate and plan for the costs associated with the five restorative restart action areas: (1) center relationships among families, students, and educators; (2) understand whole child needs; (3) strengthen staffing and deepen community-based partnerships to address students' individualized learning and mental health needs; (4) prioritize racial equity, relevance, and rigor in curriculum and instruction; and (5) lay the groundwork for systemic transformation. This report is intended to guide school and district leaders in their plans and approaches to returning to school at scale at the start of the 2021-22 school year. The restorative actions included in this report were developed by California-based family and student engagement organizations, educator organizations, research institutes, and civil rights and equity groups. They arise from the evidence that has collectively emerged from focus groups with educators, students, and parents and guardians; polls and surveys of stakeholders; a deep review of the literature; and original research conducted on COVID-19's impact on schools and students.