Schooling Upheaval during COVID-19: Troubling Consequences for Students' Return to School

Autor/inn/en	Fray, Leanne; Jaremus, Felicia; Gore, Jennifer; Harris, Jess
Titel	Schooling Upheaval during COVID-19: Troubling Consequences for Students' Return to School
Quelle	In: Australian Educational Researcher, 50 (2023) 5, S.1533-1550 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fray, Leanne) ORCID (Jaremus, Felicia) ORCID (Gore, Jennifer) ORCID (Harris, Jess)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00572-x
Schlagwörter	Educational Change; COVID-19; Pandemics; Reentry Students; School Closing; Foreign Countries; Well Being; Stress Variables; Anxiety; Student Behavior; Behavior Change; Academic Achievement; Australia + Suchen Sie Ihr Suchwort? Bildungsreform; Zweiter Bildungsweg; School closings; Schule; Schließung; Schließung (von Schulen); Ausland; Well-being; Wellness; Wohlbefinden; Angst; Student behaviour; Schülerverhalten; Schulleistung; Australien
Abstract	Efforts to contain the COVID-19 virus resulted in various stay-at-home orders and school closures around the globe, causing unprecedented disruption to the lives of children and generating grave concern for their well-being. This study draws on phone interviews with 12 teachers and 6 school leaders from 13 government schools in New South Wales, Australia, to provide insight into how students fared on their return to school after the first wave of COVID-19 in 2020. The interviews highlighted negative consequences for many students including increased stress and anxiety and decreased engagement. This evidence suggests that even a comparatively short period of school closure can drive troubling changes in students' well-being and behaviour following their return to school. Given far more challenging conditions arising from the pandemic, both elsewhere in Australia and globally, we argue that attending to student well-being is as important as ensuring academic achievement and must be a key focus of policy makers and education systems moving forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01