TY - JOUR
T1 - COVID-19 and Australian school psychology
T2 - Qualitative perspectives for enhancing future practice
AU - Reupert, Andrea
AU - Greenfeld, Daliya
AU - May, Fiona
AU - Berger, Emily
AU - Morris, Zoe A.
AU - Allen, Kelly Ann
AU - Summers, Dianne
AU - Wurf, Gerald
N1 - Funding Information:
The authors would thank the individuals who generously shared their time and experiences for the purpose of this study. The author(s) received no financial support for the research, authorship, and/or publication of this article.
Publisher Copyright:
© The Author(s) 2022.
PY - 2022/6
Y1 - 2022/6
N2 - The challenges and changes driven by the Coronavirus Disease 2019 (COVID-19) pandemic in the education sector have been linked to high rates of anxiety, depression, and post-traumatic symptoms in school-aged populations. Despite this, it is also acknowledged that children and young people can be resilient and adaptable, with the right support in place. In schools, psychologists play an important role in supporting students’ learning, behavior, wellbeing, and mental health. The aim of this study is to investigate the practices of Australian school psychologists during COVID-19 related school closures, focusing on their experiences and challenges and how they adapted their practices. Twelve Australian school psychologists were interviewed and, after member checks were undertaken, interview transcripts were analyzed using thematic analysis. Six interrelated themes were identified including: (a) heightened student psychological stress, (b) alternative delivery modes and associated challenges, (c) close collaboration with families, (d) participants personal challenges during COVID-19, (e) assessment during COVID-19, and (f) possible long-term practice changes post pandemic. The results of this study have implications for policies to support students in future pandemics or where physical school attendance is disrupted (e.g., natural disasters).
AB - The challenges and changes driven by the Coronavirus Disease 2019 (COVID-19) pandemic in the education sector have been linked to high rates of anxiety, depression, and post-traumatic symptoms in school-aged populations. Despite this, it is also acknowledged that children and young people can be resilient and adaptable, with the right support in place. In schools, psychologists play an important role in supporting students’ learning, behavior, wellbeing, and mental health. The aim of this study is to investigate the practices of Australian school psychologists during COVID-19 related school closures, focusing on their experiences and challenges and how they adapted their practices. Twelve Australian school psychologists were interviewed and, after member checks were undertaken, interview transcripts were analyzed using thematic analysis. Six interrelated themes were identified including: (a) heightened student psychological stress, (b) alternative delivery modes and associated challenges, (c) close collaboration with families, (d) participants personal challenges during COVID-19, (e) assessment during COVID-19, and (f) possible long-term practice changes post pandemic. The results of this study have implications for policies to support students in future pandemics or where physical school attendance is disrupted (e.g., natural disasters).
KW - children
KW - COVID-19
KW - mental health
KW - resilience
KW - schools
KW - wellbeing
KW - youth
UR - http://www.scopus.com/inward/record.url?scp=85129156564&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85129156564&partnerID=8YFLogxK
U2 - 10.1177/01430343221091953
DO - 10.1177/01430343221091953
M3 - Article
AN - SCOPUS:85129156564
SN - 0143-0343
VL - 43
SP - 219
EP - 236
JO - School Psychology International
JF - School Psychology International
IS - 3
ER -
