Responding to student mental health challenges during and post-COVID-19

Morris, Brenda; Short, Monica; Bridges, Donna; Crichton, Merrilyn; Velander, Fredrik; Rush, Emma; Iffland, Benjamin; Duncombe, Rohena

doi:10.1080/02615479.2021.1962271

Cited by 7 publications

(3 citation statements)

References 25 publications

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“…If they do not, we may continue to see low levels of educator wellbeing and rising attrition rates across the field (Schmitt & deCourcy, 2022). Given other issues that arose from the pandemic, such as learning loss (Donnelly & Patrinos, 2022) and student socialemotional challenges (Morris et al, 2022), particularly in historically marginalized communities, we cannot afford to lose those tasked with teaching and guiding students in this present moment.…”

Section: Discussionmentioning

confidence: 99%

“…Many endured significant stresses while navigating emergency remote instruction in the 2020-2021 school year, as they had to quickly learn new technologies, adapt curriculum for virtual settings, grapple with constantly-changing policies, and navigate low levels of student engagement in virtual classrooms (Francom et al, 2021). The return to inperson learning brought forth more novel challenges, as teachers had to face the effects of student learning loss (Donnelly & Patrinos, 2022), student social-emotional and behavioral challenges (Morris et al, 2022), and an increasingly politicized work climate (LoBue & Douglass, 2023). This barrage of stressors took a toll on educators, as many reported experiencing high levels of emotional exhaustion (Zamarro et al, 2022).…”

Section: Educator Emotions and Wellbeingmentioning

confidence: 99%

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K-12 Educator Wellbeing in a Post-Pandemic Context: The Importance of Regularly Experiencing Even Some Positive Emotions

Caroleo,

Miller

2023

Preprint

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This study utilized panel data to examine how educators’ range of experienced positive emotions related to their reports of well-being and emotions across a semester. It also sought to understand how professional characteristics interact with emotional experiences to predict well-being. Results indicated that a greater experience of positive emotions was positively related with well-being. Certain sub-groups were more vulnerable to lower levels of well-being when they experienced no positive emotions: classroom teachers, elementary and middle school educators, and less experienced educators. This suggests the particular importance for these groups to experience at least some positive emotions. We discuss implications for school leaders.

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Section: Discussionmentioning

confidence: 99%

Section: Educator Emotions and Wellbeingmentioning

confidence: 99%

K-12 Educator Wellbeing in a Post-Pandemic Context: The Importance of Regularly Experiencing Even Some Positive Emotions

Caroleo,

Miller

2023

Preprint

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“…Mental health is a slightly more central term in the co-occurrence analysis and among clusters and has a special connection with the term public health. In addition to dealing with their own challenges, teaching staff had also to support students impacted by mental health issues [61]. Depending on the context of the study, contrasting views can be observed.…”

Section: Bibliometric Analysismentioning

confidence: 99%

Impacts of the COVID-19 Pandemic on Routines of Higher Education Institutions: A Global Perspective

et al. 2022

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The COVID-19 pandemic has caused severe disturbances in the work of hundreds of millions of people around the world. One of the groups affected is the academic staff at higher education institutions, whose original business model, i.e., presence teaching, suddenly changed to online learning. This has, in turn, exacerbated pre-existing problems such as shortage of time, busy schedules, and challenges to a work-life balance. Since academic staff plays a key role in respect of teaching and research, often acting as leaders in their fields, it is important to reflect on the influences of the lockdowns on their work routines. In order to address this research need, this paper reports on a study that examined the impacts of the lockdowns on the work of academic staff at universities. Using a bibliometric analysis and investigation of a set of case studies, the study sheds light on the difficulties encountered and the means deployed to address them. Our study did not identify a one-size-fits-all response to manage the manifold changes brought on HEIs by the COVID-19 pandemic. Selected arising priorities include creating a culture of educational resilience through a container of complementary measures.

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