“We Need to Address the Trauma”: School Social Workers′ Views About Student and Staff Mental Health During COVID-19

Abstract

The COVID-19 pandemic and subsequent school disruptions shined a spotlight on the mental health needs of young people, and the importance of schools and school social workers (SSWs) in attending to those needs. This study sought to understand SSWs’ views about mental health and trauma in relation to the pandemic and schools reopening. Data came from written responses to open-ended questions on a national survey of SSWs during June–July 2020 (Kelly et al., 2021; Watson et al., 2022). In the national survey, 450 SSWs responded to open-ended questions, providing 115 single-spaced pages of detailed qualitative comments. A unified conceptual model for a trauma-informed school was created by integrating components suggested within the literature. This conceptual model was then used to generate a theory-based coding schema. Responses mapped well onto the conceptual model. Major themes included recognition of COVID-19 and 2020 social unrest as a unique period and potentially traumatic experience; the need for a trauma-informed school response; the challenges of addressing all facets of safety during the pandemic; and the essentiality and difficulty of maintaining school-based relationships during school closures and remote learning. Results demonstrated that SSWs used and discussed key components of a trauma-informed approach. Respondents offered several recommendations for implementing trauma-informed approaches during and after the pandemic, many of which required collaboration from other school staff. Findings provide empirical support for a unified school model that integrates components of a trauma-informed approach found in the literature. We make recommendations for interpersonal, organizational, and policy adaptations schools can take to become more trauma informed.

Wellbeing of School Communities in the Context of COVID-19 Pandemic: A Qualitative Study in Chilean Low-SES Schools

“…All participants signed informed consent forms, and students signed informed assent forms. The most important ethical safeguards with the students were in the interview process, where we were careful not to ask questions that could revive fearful experiences that could induce re-traumatization ( Watson et al, 2022 ). We asked them to tell us about their needs through simple examples that would allow us to describe a common day, and we avoided delving into experiences of great discomfort.…”

Teaching Sports and Exercises Science: experiences and life skills of a lecturer

“…The role of the teacher must be contextualised with the current post-pandemic situation. It is necessary to consider the absence of classroom activities that negatively affect students' physical and mental health (Watson, Capp, Astor, Kelly, & Benbenishty, 2022). The recent didactic lines recommended that teachers support the learning experience by inviting students to arrive at the answers differently (the concept of thinking outside the box).…”

Integrating Policy into School Safety Theory and Research

“…Another example is policies enacted during the COVID-19 pandemic. Although the issues addressed were health-related, they affected students, educators, staff members, and parents in multiple ways—including reduced face-to-face bullying, increased internet-based victimization, and increased confrontations between the school staff and parents (Reynolds et al, in press; Watson et al, 2022). School safety researchers using an ecological model need to be vigilant in identifying how emerging contextual developments may affect students’ safety and well-being so that they can advocate for policies that may help prevent negative outcomes and promote the safety of students and schools.…”