Positive education to promote flourishing in students returning to school after COVID-19 closure

Arslan, Gökmen; Burke, Jolanta

doi:10.47602/josep.v1i1.3

Cited by 18 publications

(13 citation statements)

References 37 publications

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“…Whilst there have been studies examining the application of positive psychology strategies to improve student well‐being during the COVID pandemic (e.g., Arslan & Burke, 2021 ), there appears to be a dearth of literature on the application of positive psychology strategies to support teacher well‐being during the COVID pandemic. Interestingly, in a discussion of positive psychology approaches to support the well‐being of students, families, teachers, school leaders, and school communities during the COVID pandemic, Waters et al ( 2021 ) suggest that the application of positive psychology strategies may be beneficial.…”

Section: Discussionmentioning

confidence: 99%

Australian teacher stress, well‐being, self‐efficacy, and safety during the COVID‐19 pandemic

Billett

Turner

2022

Psychology in the Schools

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The 2020 COVID pandemic radically altered the way in which individuals live and work. For teachers, this entailed a shift in their teaching practice, with large numbers of schools around Australia and the world closing for prolonged periods of time and moving to an “online” format. This required teachers to quickly adapt their teaching practices adding further stress to an already stressful environment. In this article, we examine the relationships between teachers' stress, teachers' self‐efficacy, and teachers' well‐being during the COVID pandemic. The study presents the results from a quantitative survey undertaken in June and July 2020 with 534 teachers around Australia. While the study found that, overall, most teachers (77.29%) reported that they were not feeling anxious in their teaching role, teachers' responses indicated that they were experiencing high levels of stress and low levels of positive feelings such as joy, positivity, and contentment in their work during the COVID‐19 pandemic negatively impacting their well‐being and self‐efficacy.

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Section: Discussionmentioning

confidence: 99%

Australian teacher stress, well‐being, self‐efficacy, and safety during the COVID‐19 pandemic

Billett

Turner

2022

Psychology in the Schools

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“…The COVID-19 pandemic has motivated schools to extend the prevention-oriented approach to also include crisis management skills that help students maintain their well-being in the midst of global adversity (Arslan & Burke, 2021;. The current case study was conducted in a unique time period with data collected just before the advent of the COVID-19 crisis and then again at two time points of remote learning during the pandemic.…”

Section: Discussionmentioning

confidence: 99%

Embedding Well-being into School: A Case Study of Positive Education Before and During COVID-19 Lockdowns

Waters

Johnstone²

2022

JOSEP

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For more than a decade, the field of positive education has amassed growing evidence that school-based well-being interventions support and boost the mental health of students. Outcomes such as hope, subjective well-being, life satisfaction, pro-social behavior, school engagement and academic grades have all been shown to significantly increase following positive education interventions. While the growing science has created confidence about the outcomes that can be attained through a positive education approach, significantly less scientific attention has been given to the processes that schools employ to embed a positive education approach. In other words, the field has provided information about what positive education can lead to but has published comparatively little on how positive education becomes infused into schools. The aim of the current qualitative paper is to provide a descriptive case study of one school’s positive education approach before and during the COVID-19 pandemic. A single-case study design was used to conduct a detailed description of how one school has embedded a positive education approach using the SEARCH framework which contains six pathways to well-being: strengths, emotional management, attention and awareness, relationships, coping, and habits and goals. Descriptions are provided for how SEARCH was embedded during on-campus learning before COVID-19 and how it was utilized during two periods of distance learning during the global pandemic. Results from the current study suggest that having a positive education framework, training all staff, having both student and staff well-being initiatives and cultivating a common language for positive education are core processes that create a sustained and adaptive culture of wellbeing. We hope that this case study inspires schools to use student well-being as a prevention tool in good times and as a crisis management tool in times of adversity.

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“…However, anyone can catch COVID-19, become severely sick at any age, or even die from this disease ( WHO, 2022a ). COVID-19 has rapidly spread through the entire world since first being identified as a pandemic, paralyzing its weak global economies, supply chains, and social life and bringing health systems to the point of collapse due to its rapid spread, high risk of infection, and potential of death ( Arslan & Burke, 2021 ; Broadband Commission, 2020 ; Dirksen & Takahashi, 2020 ; Green, 2022 ; Hu et al, 2022 ; Khemasuwan et al, 2020 ; Waters & Johnstone, 2022 ). The effects of the pandemic have been accompanied by uncertainty as a result of its longevity ( Dirksen & Takahashi, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Mediating effect of work stress in the relationship between fear of COVID-19 and nurses' organizational and professional turnover intentions

Ekingen¹,

Teleş²,

YILDIZ>³

et al. 2023

Archives of Psychiatric Nursing

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Positive education to promote flourishing in students returning to school after COVID-19 closure

Abstract: .

Cited by 18 publications

References 37 publications

Australian teacher stress, well‐being, self‐efficacy, and safety during the COVID‐19 pandemic

Australian teacher stress, well‐being, self‐efficacy, and safety during the COVID‐19 pandemic

Embedding Well-being into School: A Case Study of Positive Education Before and During COVID-19 Lockdowns

Mediating effect of work stress in the relationship between fear of COVID-19 and nurses' organizational and professional turnover intentions

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