Two sessions of social and emotional learning (SEL) were conducted to sixth graders so as not to avoid close contact among children. As a result, a high goal achievement rate was observed in the lesson that replaced role-playing in small groups with modeling by representative children. However, the same results were not obtained in the lesson style in which every child interacted with each other in the classroom. Children with low social abilities in the teacher’s evaluation showed a lower goal achievement of the lessons but indicated improved scores in social abilities.

This study, which is based on a school counselor’s report, describes how the counselor mitigated the impact of COVID-19 on children and parents during elementary school closure and reopening. The counselor worked in a school for 7 hours, 2 to 3 times a week. When the school was closed, the counselor provided streaming videos distributed through the internet and communicated through an interactive system for providing individual support. When the school reopened, the counselor used a questionnaire to understand children’s needs, and the child support committee coordinated team support for children. These activities created a comfort zone for children who hesitated to attend school or had difficulties in entering the classroom.

This paper, taking up three cases, reported on psychological supports for school refusal students and their parents by a school counselor and the cooperation with school during school closure due to COVID-19 in 2020. Supports using telephone/email, school committees, and case meetings were limited in time and opportunity, but a school counselor could grasp the physical and mental conditions, respond to anxiety and stress reactions, organize information, and mediate students/parents and teachers. So it was considered that there were some achievements in these supports.

In this paper, we examined the initiatives for COVID-19 in a junior high school and high school from the viewpoint of school health and considered psycho-educational support services. The school health activities carried out were as follows: (1) from the point of health administration, inspection and maintenance of school environmental hygiene equipment, health observation, health and life survey, and mental health care were carried out; (2) from the point of health education, health classes and health related information were provided. These activities were carried out in cooperation and collaboration with staff inside and outside the school, and it was found that “School as a Team” centering around school health officials was functional. Furthermore, regarding the relationship between school health activities and psycho-educational services, health education was mainly involved in primary psycho-educational services. On the other hand, health administration was involved in primary, secondary, and tertiary services. The practice of primary and secondary services suggested the importance of identifying students with high support needs and connecting them to tertiary assistance.

The purpose of this study is to report how one school which combines an elementary school, a junior high school and a high school provided educational activities in practical ways to keep the educational opportunities for students during a three-month time sequence. This period lasted from the day that normal school operations and systems stopped, which is why all schools were requested to close by the government under the purpose of preventing the COVID-19 infection spread, to the day when the requested leave was lifted for all schools. This report clarifies the process how a school principal made decisions under an unpredictable school crisis, as a school psychologist who participates in a management committees and staff meetings.

Special support schools are for students who need special care depending on their disabilities. Each school continued to implement measures in accordance to the government guidelines during school closure and after school restart. I reported a practice at a school for special needs education for mentally-handicapped students.

The purpose of this paper is to report on a practice of university student support during the spreading of COVID-19. Beginning with the cancelation of the 2019 graduation ceremony, almost every activity in the university has faced limitations. The campus continues to be closed to students to this day in August 2020. Reported are three levels of student support by Nagoya University Student Support Center: Tertiary support of the maladapted student, their family, and concerned faculty/staff; secondary support of those at risk; primary support of the entire university membership.

This article reported on the practice of study group that supported school counseling activities under the COVID-19 situation and considered the significance of those activities. While conducting the study group this year, a questionnaire was conducted to assess the impact of coronavirus disease on work, measures against infectious diseases in the workplace, practices related to infectious diseases, difficulty dealing with problems, things to share, and support wanted for the study group. We reported the results of the questionnaire and the support practices of the study group based on these results.

It has been reported that both children and parents were under increasing stress in preventing COVID-19 infection. In such a situation, it is necessary to carefully consider the support for parents with children in early adolescent period. The author reviewed the theoretical background required for teachers to give consultation to parents and to consider the support for parents under the conditions of COVID-19 infection prevention.

This article summarizes the various responses of the U.S. or states’ official departments, local public agencies, professional associations, publishers, NPOs, to the abrupt school closure due to COVID-19 pandemic in March 2020. Three aspects of telehealth services provided by school personnel were reviewed: the continuing change of school psychologists’ virtual service delivery model, legal and ethical issues around telehealth services, and professional positions for tele-counseling and assessment. The overview was found on the underpinning of the school mental health services – flexibility, local control, and FAPE, especially under this unprecedented time.

Coronavirus disease (COVID-19) is an infectious disease induced by SARS-CoV2, causing serious damage in elderly and people having pre-existing diseases. COVID-19 striked a crippling blow to not only the economy but also education in the United States (US). On March 16th, California (CA) governor issued the stay-at-home order ahead of other states, resulting in school closure by the end of the academic year 2019. Here, I summarized the timeline and the overall efforts to COVID-19 in one of the largest school districts in CA, San Diego Unified School District (SDUSD). SDUSD provided >50,000 computers to the students for distance learning, >14,000 hours of professional development to the teachers, and >2,000,000 meals to the family during the school closure by COVID-19. On July 13th, SDUSD decided to begin the academic year 2020 by online. Physical school re-opening requires a convincing rationale, while they prepare for upcoming in-person instruction.