Academic Journal

Exploring Teachers' Perceptions of Supporting Children's Emotional Health and Wellbeing: A Post-COVID-19 Perspective

التفاصيل البيبلوغرافية
العنوان: Exploring Teachers' Perceptions of Supporting Children's Emotional Health and Wellbeing: A Post-COVID-19 Perspective
اللغة: English
المؤلفون: Sophia Woollard, Vicky Randall (ORCID 0000-0001-7131-7628)
المصدر: Educational Psychology in Practice. 2024 40(3):378-395.
الاتاحة: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
تاريخ النشر: 2024
نوع الوثيقة: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Teacher Attitudes, COVID-19, Pandemics, Teacher Student Relationship, Mental Health, Well Being, Financial Support, Teacher Role, Family School Relationship, Parent Teacher Cooperation, Educational Change, Elementary School Teachers, Foreign Countries
مصطلحات جغرافية: United Kingdom (England)
DOI: 10.1080/02667363.2024.2377978
تدمد: 0266-7363
1469-5839
مستخلص: Attention to children's emotional health and wellbeing (EHWB) has increased over the last decade due to a decline in children and young people's mental health. COVID-19 escalated this need globally as children were subjected to immediate and drastic changes to their education and daily lives. This paper reports on a UK qualitative study exploring the perceptions of teachers working in primary schools and the level of support they require for children's EHWB. Semi-structured online interviews were conducted with teachers during COVID-19. The findings highlighted four themes of professional support that were required: 1) funding support 2) support with pedagogical responsibilities, 3) external support and 4) home and parental support. Overall, teachers considered there was a lack of provision for their role, with additional pressures placed on them to support children's EHWB. The paper concludes that more resources are required long term to support teachers in a post-COVID-19 education system.
Abstractor: As Provided
Entry Date: 2024
رقم الانضمام: EJ1432860
قاعدة البيانات: ERIC
الوصف
تدمد:0266-7363
1469-5839
DOI:10.1080/02667363.2024.2377978