Ed Trust–West highlights 6 steps schools can take to address educational equity if required to close due to coronavirus


Preparing for the coronavirus through an educational equity lens starts by recognizing that vulnerable students are at particular risk if schools close for any length of time.

As school leaders revisit their emergency plans, here are 6 specific steps they should explore in order to promote instructional equity and preserve student well-being if schools close:




1. Ensure equitable access to learning materials. Schools should prepare to provide instructional materials to students if schools are closed in order to keep students engaged and learning. Schools should not rely on remote or distance learning unless the school district has previously provided all students with access to required materials, including technology.

2. Work closely with teachers and counselors to provide support. Schools should engage teachers in preparing instructional materials to continue students’ learning. This can include providing grade- and instruction-appropriate periodicals, texts, links to instructional videos, and take-home activities. Schools should also work with school counselors to anticipate and meet the socioemotional needs of students.

3. Address the specific learning needs of students with disabilities, English learners, and students in temporary housing. School districts should ensure that the learning materials made available meet the specific needs of students with disabilities, English learners, and students in temporary housing. To support English learners, schools should also ensure that information about resources and support is available to families in multiple languages.


4. Provide breakfast and lunch to students who rely on school meals. School districts should work with their food service providers to make meals available for students who are low-income for the duration of any school closure. Schools should offer grab-and-go meals at school sites and, to the extent eligible and geographically feasible, at sites in the community, including but not limited to food banks, food pantries, and other community feeding organizations.

5. Coordinate with trusted community partners. Schools should work with community-based organizations, faith communities, after-school providers, and other trusted partners to ensure clear and consistent communication to students and families about accurate coronavirus information and the resources and supports available.

6. Connect families to other services they may need. While schools cannot be expected to do everything, they are a vital and trusted hub for students and their families in a time of uncertainty. Schools should work with their local government partners so that they are able to point families to health, housing, legal, and other resources.


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Karla Fernandez

Communications Manager

Karla Fernandez (she/her/hers) joins Ed Trust–West as a Communications Manager with over 11 years of experience advancing social impact initiatives.

Karla started her career as a teacher at Chicago Public Schools and UIC College Prep. After teaching, Karla joined United Friends of the Children to support LA County’s youth in foster care as a college counselor. Through Leadership for Educational Equity, Karla also served as a Policy Advisor Fellow for the office of a Los Angeles Unified School Board Member. She solidified her interests in policy analysis and quantitative research during her time with the Price Center for Social Innovation, the Housing Authority of the City of Los Angeles, and the USC Presidential Working Group on Sustainability. Before joining The Education Trust–West, Karla was the Associate Director for the Southeast Los Angeles (SELA) Collaborative, a network of nonprofits advocating for communities in SELA.

Karla holds a Bachelor’s Degree in Anthropology from the University of Chicago, a Master of Public Policy from the USC Price School of Public Policy, and a Graduate Certificate in Policy Advocacy from the USC Annenberg School for Communication and Journalism. Karla is based out of southern California and is passionate about using data analysis, communications, and digital strategies for policy advocacy and social justice efforts.