通过社区参与和合作,支持学生的心理健康和社会情感学习

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Pub Date : 2023-05-10 DOI:10.1080/00131881.2023.2209097
H. Appel, Elaine Walsh, Tyson E. J. Marsh, Crystal Brown
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引用次数: 0

摘要

背景国际上普遍认为需要减少青少年的抑郁和焦虑。青年人对社会互动的数量和质量特别敏感,在2019冠状病毒病疫情期间,他们面临的挑战变得更加严峻,尤其是来自全球代表性不足和边缘化社区的学生。本文报告了在美国华盛顿州进行的一项研究,该研究试图通过与学生、家长、教育工作者和社区领袖的联盟,深入了解大流行期间学生的生活经历。它旨在更好地理解经历是如何影响社会情感学习的,并利用这种理解来探索减少学生心理健康问题的方法。方法:我们从六所学校中创建了一个多元化的联盟。它由13名学生组成,主要是有色人种学生,年龄在11-18岁之间。参加会议的还有其他五位利益相关者:家长、教育工作者和社区领袖。该联盟参与了五次在线讨论会议,收集了丰富的数据,与会者分享了对大流行经验和学习的看法。此外,我们还进行了一项关于团队合作的调查。数据按主题进行分析。研究结果:该联盟的成立本身就代表了一个重要的结果,为了解学生、他们的家庭和其他合作者的心理健康和社会情感问题提供了一个有意义的途径。另一个成果是学生和家长有机会坐在同一张桌子上,表达对远程学习的关切,就变化如何影响学生的学习和心理健康交流意见。结论该联盟允许所有的声音被听到。这项研究强调了对有色人种学生的更多关注和资源的需要,不仅是在研究环境中的学校,而且在国际其他地方。学生与教育工作者、家长和社区利益相关者通过一个联盟建立联系,可以建立一个基础,通过这个基础,在未来的研究中可以解决在校学生的心理健康需求。
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Supporting students’ mental health and social emotional learning through community engagement and collaboration
ABSTRACT Background There is a recognised need internationally to reduce depression and anxiety among adolescents. As a population particularly sensitive to the amount and quality of social interaction, challenges for young people became magnified during COVID-19, particularly for students from under-represented and marginalised communities across the globe. Purpose This paper reports on a study conducted in Washington State, USA, that sought, via an alliance with students, parents, educators and community leaders, to gain insight into students’ lived experiences during the pandemic. It aimed to better comprehend how experiences affected social emotional learning and use this understanding to explore ways of reducing students’ mental health concerns. Method We created a diverse consortium, drawn from six schools. It comprised 13 students, predominantly students of colour, across the age range 11–18 years. Also participating were five other stakeholders: parents, educators and community leaders. The consortium’s involvement in five online discussion sessions led to the collection of rich data, as participants shared perspectives on pandemic experiences and learning. Additionally, we administered a survey about group collaboration. Data were analysed thematically. Findings The formation of the consortium represented a significant outcome in itself, providing a meaningful way of gaining understanding of the mental health and social emotional concerns of the students, their families and the other collaborators. Another outcome was the opportunity for students and parents to be at the same table and voice concerns about remote learning, sharing views on how changes affected students’ learning and mental health. Conclusion The consortium allowed for all voices to be heard. This research highlights the need for more attention and resources to be directed towards students of colour, not only across schools within the research setting but also elsewhere internationally. The connection of students with educators, parents and community stakeholders, by means of a consortium, can build a foundation through which the mental health needs of students in school may be addressed in future research.
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来源期刊
Educational Research
Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
2.90%
发文量
0
期刊介绍: Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.
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