By Valerie C. Williams
Director, Office of Special Education Programs
In the 2021–22 school year, 84% of public schools reported that the COVID-19 pandemic negatively impacted students’ behavioral development, according to the National Center for Education Statistics.
In schools across our country, for children with and without disabilities, this can look like classroom disruptions, rowdiness, or acting out. Indeed, the pandemic’s impact continues to affect all ages, from our youngest learners to adolescents and has often resulted in disciplinary removals.
Supporting State Systems of Early Childhood
Dr. Wendy Grove is the director of the Office of Early Learning and School Readiness at the Ohio Department of Education, where she helps develop and implement policies for preschool special education and early childhood education. Wendy earned bachelor’s degrees in psychology and sociology from Gonzaga University, a master’s degree in sociology from Portland State University, and a doctorate in sociology from the University of Akron. Dr. Grove has a wide range of experience teaching experience, from preschool students, to middle school students in special education, to undergraduate and medical students.