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Student Mental Health in a Distance Learning Environment (On Demand)

1 credit


Full course description


Since the beginning of the COVID-19 crisis, schools have grappled with how best to support students in the distance learning environment, especially with regard to mental health and social-emotional learning.

In this training, you will hear from teachers and mental health clinicians on strategies and solutions to support mental health and social-emotional learning in an online environment. You will also learn why mental health needs to be a priority during remote learning and how to address the needs of students and staff in a distance learning environment.

This training is part one of a two-part series on school safety for distance learning.


Teachers, mental health professionals, and others working in school safety or involved in the STOP School Violence program

Learning Objectives

  • Recognize the impact of the pandemic on student mental health
  • Identify strategies to prioritize mental health in a distance learning environment
  • Implement strategies and solutions to support mental health in a distance learning environment 


Rachel Masi, PhD, Director of Research at Sandy Hook Promise

Vae ChampagneMPA-PNP, Student Programs Manager at Sandy Hook Promise

La-Shanda West, EdS, Social Studies teacher for the Miami-Dade County Public Schools System

Mary Pat Carr, Assistant Principal at Amos Alonzo Stagg High School

Michelle Henne, 7th grade History teacher and Head Coach of Varsity and Middle School Cheerleading at North Broward Preparatory School

Continuing Education Credit

This webinar is offered for an NCSS certificate of completion.

Planning Committee

Rachel Masi, PhD; Vae Champagne, MPA-PNP; La-Shanda West, EdS; Mary Pat Carr; Michelle Henne; Phoebe Kulik, MPH, CHES; Brent Miller, MA


This project was supported by Cooperative Agreement No. 2019-YS-BX-K001 awarded by the Bureau of Justice Assistance. The Bureau of Justice Assistance is a component of the U.S. Department of Justice’s Office of Justice Programs, which also includes the Bureau of Justice Statistics, the National Institute of Justice, the Office of Juvenile Justice and Delinquency Prevention, the Office for Victims of Crime, and the Office of Sex Offender Sentencing, Monitoring, Apprehending, Registering, and Tracking. Points of view or opinions in this document are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice.

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