Coping with the ‘new (ab)normal’ in school: an EMA study of youth coping with the return to in-person education during the COVID-19 pandemic

Flynn, Niamh; Murray, Clíona; Forkan, Cormac; Kealy, Carmen

doi:10.1080/03323315.2022.2088593

Cited by 6 publications

(2 citation statements)

References 56 publications

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“…Although generally among most students positive affections prevailed on their return to school, testimony to the success of an adaptive and dynamic process capable of coping even with sudden changes, it should not be underestimated however the difficulties, especially of those who already showed pre-existing psychological problems, special needs or disadvantages, and who returned to school with fewer resources, feeling more vulnerable and in need of more targeted support ( Fegert et al, 2020 ; Flynn et al, 2022 ). Taking into account the demographic variables, it seems that the female secondary school students who experienced the return to school at a particularly critical moment reacted to the new school reality in a more pessimistic manner.…”

Section: Covid-19 At Schoolmentioning

confidence: 99%

Back to School after Corona Virus Disease of 2019: New Relationships, Distance Schooling, and Experienced Routine

Pediconi,

Brunori,

Romani

2023

Continuity in Education

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The Corona Virus Disease of 2019 (COVID-19) pandemic has upset the students’ daily routine, forcing them at first into a sudden transition to distance learning and then to a return to school modelled on the basis of infection containment measures. The present research involved 157 students from schools in central Italy with a mean age of 13.58 years old to investigate the affective impact of the pandemic on the school experience and its components (recess, oral testing, relationships with classmates, and relationship pupils-teachers). The results show that only a few have experienced school interruption in a traumatic way: they have appreciated neither distance learning, nor the return to school; for these teenagers, the school of the past has died. Other adolescents and pre-adolescents tried to replace the face-to-face mode with distance learning, maintaining certain attention to the school even during the quarantine. However, the online mode did not keep its promise. Those who have invested more in digital innovation find it difficult to return to normality today. For all of them, socialization mediated by school experience is decisive in supporting the return to ordinary life after the pandemic.

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Section: Covid-19 At Schoolmentioning

confidence: 99%

Back to School after Corona Virus Disease of 2019: New Relationships, Distance Schooling, and Experienced Routine

Pediconi,

Brunori,

Romani

2023

Continuity in Education

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“…This is especially true regarding youth. For example, the only qualitative research we are aware of asking youth about their experiences in the 'new normal' during the reopening (rather than lockdown) periods of the pandemic, focuses only on school settings [19].…”

Section: Introductionmentioning

confidence: 99%

Varieties of ‘new normal’: Employment experiences among youth with and without disabilities during the reopening stages of the COVID-19 pandemic

Fuentes

Ragunathan

Lindsay

2023

WOR

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BACKGROUND: Working and volunteering in the reopening stages of the COVID-19 pandemic has looked different depending on the location, employment sector and nature of the job. Although researchers have begun exploring the impacts on adults, little is known about what the transition to a ‘new normal’ in the reopening stages has been like for youth, especially those with disabilities. OBJECTIVE: To explore and compare the experiences and perspectives of youth with and without disabilities who were working, volunteering or seeking work during the re-opening stages of the COVID-19 pandemic in Canada. METHODS: We used a qualitative design involving semi-structured interviews with 16 youth (seven with a disability, nine without), aged 15–29 (mean 22 years). Thematic analysis was used to analyze the data. RESULTS: Five main themes were identified: (1) Mixed views on being onsite in the reopening stages; (2) Mixed views on remaining remote; (3) Hybrid model as the best of both worlds; (4) Mixed views on COVID-19 workplace safety in the reopening stages; and (5) Hopes, dreams and advice for the future. Apart from the first main theme, there were more similarities than differences between youth with and without disabilities. CONCLUSION: Our study highlights that youth encountered various work and volunteer arrangements during the reopening stages of the pandemic, and the personal preferences for particular models depend largely on their employment sector. The areas of agreement among youth highlight some longer-term impacts of the pandemic shutdowns and point to the need for greater mental health and career supports.

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Daily experiences and adolescent affective wellbeing during the COVID-19 pandemic: The CHESS model

McMahon¹,

Villaume²,

Adam³

2023

Current Opinion in Psychology

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Coping with the ‘new (ab)normal’ in school: an EMA study of youth coping with the return to in-person education during the COVID-19 pandemic

Cited by 6 publications

References 56 publications

Back to School after Corona Virus Disease of 2019: New Relationships, Distance Schooling, and Experienced Routine

Back to School after Corona Virus Disease of 2019: New Relationships, Distance Schooling, and Experienced Routine

Varieties of ‘new normal’: Employment experiences among youth with and without disabilities during the reopening stages of the COVID-19 pandemic

Daily experiences and adolescent affective wellbeing during the COVID-19 pandemic: The CHESS model

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