A Multilevel Approach for Assessing Needs and Supporting School Communities During the COVID-19 Pandemic

Abstract

Abstract. The coronavirus (COVID-19) pandemic poses significant challenges to the psychological resilience and well-being of school communities, while a disproportionate impact on vulnerable groups has been recognized. Adopting social justice principles in the implementation of school psychological services is needed to facilitate suitable support for all, in line with United Nations Sustainable Development Goals (SDGs) of quality education, reduced inequality, and good health and well-being. In this article, a multilevel approach developed by the Laboratory of School Psychology, Department of Psychology, National and Kapodistrian University of Athens, to support schools during the pandemic is presented. This approach benefits from a holistic understanding of school community needs, necessary to provide tailored support, in line with SDGs within school communities. This approach could act as a paradigm of how University-based laboratories could support school communities during crises.

International Psychology and the COVID-19 Pandemic

“…It also stresses the ethical responsibilities of international psychologists to effectively address and reduce these disparities. The next article written by Hatzichristou et al (2022) focuses on the challenges resulting from COVID-19 to the well-being and psychological resilience of school communities, particularly vulnerable groups. A multilevel approach strategy to support schools during the pandemic is articulated.…”

Student Adaptation, Loneliness and Mental Health Profiles during the Second Wave of the Pandemic COVID-19

“…The findings indicate that a tiered approach combining universal mental health promotion programmes for all students and targeted interventions for more vulnerable ones appears suitable. Considering the exacerbation of social inequalities during the pandemic, providing additional support to the most affected is essential [44]. Based on the findings, areas to target in school-based interventions are proposed.…”

“…To explore the impact of the pandemic on Greek school communities, the Laboratory of School Psychology, a university-based laboratory, developed a broader research project conducted in different phases of the pandemic, aiming at exploring teachers', parents', adolescents', and psychologists' perceptions related to psychological and educational needs, as well as sources of support [44]. The present study is part of the broader research project aiming mainly to examine the associations among adolescents' resilience, subjective well-being, fear of COVID-19, and loneliness during the second wave of the COVID-19 pandemic in Greece.…”

The implementation of SDG12 in and from higher education institutions: universities as laboratories for generating sustainable cities

“…Besides, time and resource constraints may prevent literature reviews from providing new information. Including survey studies, the three approaches (including reviews and case studies) comprise a multilevel approach providing a more holistic and transformative understanding of the SDG's achievement, going from a general to a more contextual perspective (Bhandari and Hanna, 2019;Horan, 2019;Hatzichristou et al, 2022). This approach is also congruent with the third mission of universities (teaching and research are the first two), the value to society, which also should be accomplished from its different levels (i.e., top management, innovation, technology transfer, and research units) (Knudsen et al, 2021).…”