Strategies for supporting student and teacher wellbeing post-emergency

Abstract

The global emergency caused by the COVID-19 pandemic has presented new challenges for schools as they consider how to manage interruption to learning, and how best to address impacts on student and teacher wellbeing. Despite considerable disruptions caused by pandemics, there is little research about their impacts and effective strategies that can minimise harm during and post-pandemics. In the absence of such research, much can be learnt from studies that have investigated effective school-based responses in the context of other emergencies, such as natural disasters and exposure to armed conflict. This paper reviews existing research and scholarship to identify best practices and strategies which lead to reduced rates of depression, anxiety and
posttraumatic stress disorder amongst students and teachers. The paper also offers a number of recommendations that can be utilised by teachers, schools and education systems for schoolbased responses following return to school postemergency.