No abstract

The COVID-19 outbreak required a pivot to remote education mid-semester. Instructors and students alike were forced to adjust to the online platform even though many lacked the training or interest to do so. This qualitative study focused on the following research question: How did satellite campus students from a university in the United States perceive their educational experience was affected by the alternative educational offerings put into place during the COVID-19 campus closure of March 2020? The results suggest that students (n = 106) perceived barriers would affect their educational experiences. All of the barriers, including barriers to social presence and decreased self-regulation, were driven by one central theme: low self-efficacy. Students believed that online instruction would result in decreased social presence and an inability to self-regulate. To tailor effective approaches to online learning in the future, we must give instructors the tools they need to not only move materials online but also enhance student self-efficacy.

Safe schools help promote positive social, academic, and educational outcomes. Research consistently suggests that students tend to be most successful in schools where they feel safe. For example, prior literature establishes that when students attend safe schools, they are more likely to graduate from high school compared to students who attend schools with behavioral problems or safety concerns. Over the last three decades, school shootings have garnered increased public attention, and the public has a heightened awareness that not all schools are safe environments for students. Drawing from ecological systems theory, this chapter will examine how the bonds between students and their schools are important for creating a school culture that is safe, inclusive, and supports the success of all students. Bridging social capital between families and schools also helps foster a safe school atmosphere, where students can focus on their academic and social development.

Mass shootings are catastrophic events that terrorize individuals, families, and communities. Research suggests that there are numerous negative consequences associated with a mass shooting, including financial strain, loss time from work, and both physical and mental health issues. As individuals cope with the aftermath of these traumatic events, they often rely on their immediate social environments, including their family and friends. More recently, research suggests that the techno-subsystem may be an additional context where individuals find and obtain support following a mass shooting. Drawing from literature on social capital and ecological systems theory, this chapter qualitatively explores how individuals frame their requests for financial assistance through the crowdfunding website, GoFundMe.com following the 2017 mass shooting in Las Vegas, NV. This chapter discusses the implications of these qualitative frames, also addressing how various social contexts may intersect to provide support those who have been traumatized by a mass shooting.