COVID-19 and Student Well-Being

Location:Online    Start Date: 14 December 2021    End Date: 14 December 2021

Speakers: Gwen Schaefer, Ashleigh King, Josh Hinson and Amy Petersen Organisers:GADRRRES, CONVERGE, UNICEF, Save the Children,University of Southern California

Attendance:20 participants

Webinar presentation

Webinar infographic

Webinar recording available on the GADRRRES YouTube channel:

Highlights

GADRRRES is leading the CONVERGE COVID-19 Working Group on Children, Youth and Schools which developed a Research Agenda consisting of 10 priority research areas. From September to December 2021, the Research Working Group focusing on: “Student, family, and teacher well-being” benefited from the support from American University School of International Service graduate students, who were in charge of developing an annotated bibliography, literature review, and a research-into-action brief summarising existing research on COVID-19 and student well-being. By identifying early key findings and common themes in the literature, they have been seeking to provide education practitioners with actionable research findings that can be used to both inform COVID-19 education interventions and develop the evidence-based for educational continuity in future programming.

Learning and Insights

Post-CoVID education systems can reimagine a more inclusive, better, and equitable future. Community-based interventions provide teacher empowerment and student advancement. Expand policy research into providing greater support for young girls and women. The structural issue of digital inequity requires powerful infrastructure and starts with public investment. Contextually and culturally relevant approaches are necessary. Balancing the needs of the students, educators, families and communities is important consideration.

Resources and further reading:

Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott, Jr. D., Rodes, V., Aranciaga, I., Bali, M., Alvarez, Jr., Abel V., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., Coëtlogon, P. de, … Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126.

Carretero, S., Napierała, J., Bessios, A., Mägi, E., Pugacewicz, A., Ranieri, M., Triquet, K., Lombaerts, K., Robledo-Bottcher, N., Montanari, M., and Gonzalez-Vazquez, I. (2021). What did we learn from schooling practices during the COVID-19 lockdown?: Insights from five EU countries. Joint Research Centre (European Commission).

Dreesen, T., Akseer, S., Brossard, M., Dewan, P., Giraldo, J.-P., Kamei, A., Mizunoya, S., and Ortiz, J. S. (2020). Promising practices for equitable remote learning: Emerging lessons from COVID-19 education responses in 127 countries (Research Brief No. 2010–10; pp. 1–10). UNICEF Office of Research - Innocenti.

Hamilton, L., and Gross, B. (2021). How Has the Pandemic Affected Students’ Social-Emotional Well-Being? A Review of the Evidence to Date. In Center on Reinventing Public Education. Center on Reinventing Public Education.

White, M.A., and McCallum, F. (Eds.). (2021). Wellbeing and Resilience Education: COVID-19 and Its Impact on Education. London, UNITED KINGDOM: Taylor and Francis Group.