Catriona O’Toole and Venka Simovska
The COVID-19 pandemic has impacted the functioning of education systems in a multitude of ways. In Ireland schools closed on March 12th and remained closed for the remainder of…
Abstract
Purpose
The COVID-19 pandemic has impacted the functioning of education systems in a multitude of ways. In Ireland schools closed on March 12th and remained closed for the remainder of the academic year. During this time educators engaged with students, families and colleagues in new and diverse ways. The purpose of this study was to explore educators' experiences during the closures, particularly regarding the impact of the pandemic on the wellbeing of students, school staff and wider school communities.
Design/methodology/approach
A series of one-to-one interviews, lasting approximately one hour, were conducted in July 2020 with 15 education professionals online via Zoom or Microsoft Teams. Participants occupied various roles (classroom teacher, school leader, special educational needs coordinator, etc.) and worked in a diverse range of communities in Ireland. Qualitative data from interviews were transcribed and emergent themes identified through an inductive followed by deductive analytic approach.
Findings
The interviews highlighted the central role that schools play in supporting their local communities and the value teachers place on their relationships with students and families. Many teachers and school leaders found themselves grappling with new identities and professional boundaries as they worked to support, care for and connect with the students and families they serve. There was considerable concern expressed regarding the plight of vulnerable or marginalised students for whom the school ordinarily offered a place of safety and security.
Originality/value
The findings reveal how COVID-19 has exacerbated pre-existing inequalities and the central role of schools in promoting the health and wellbeing of all its members.
Details
Keywords
The purpose of this paper is to scrutinise two ostensibly disparate approaches to school-based mental health promotion and offer a conceptual foundation for considering possible…
Abstract
Purpose
The purpose of this paper is to scrutinise two ostensibly disparate approaches to school-based mental health promotion and offer a conceptual foundation for considering possible synergies between them.
Design/methodology/approach
The paper examines current conceptualisations of child and youth mental health and explores how these inform school-based prevention and intervention approaches. The dominance of discrete, “expert-driven” psychosocial programmes as well as the potential of critical pedagogy is explored using frameworks provided by contemporary dynamic systems theories. These theories call for a situated and holistic understanding of children’s development; and they look beyond static characteristics within individuals, to view well-being in relation to the dynamic social and historical contexts in which children develop.
Findings
Psychosocial interventions and critical pedagogies have strengths but also a number of limitations. Traditional psychosocial interventions teach important skill sets, but they take little account of children’s dynamic socio-cultural contexts, nor acknowledge the broader inequalities that are frequently a root cause of children’s distress. Critical pedagogies, in turn, are committed to social justice goals, but these goals can be elusive or seem unworkable in practice. By bringing these seemingly disparate approaches into conversation, it may be possible to harness their respective strengths, in ways that are faithful to the complex, emergent nature of children’s development, as well as committed to correcting inequalities.
Originality/value
The current paper is unique in bringing together contemporary psychological theory with critical pedagogy perspectives to explore the future of school-based mental health promotion.
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Keywords
The purpose of this paper is to identify the factors informing spousal global mobility decisions within the context of sporting expatriation. Findings contribute to the…
Abstract
Purpose
The purpose of this paper is to identify the factors informing spousal global mobility decisions within the context of sporting expatriation. Findings contribute to the non-corporate global mobility literature as well as providing an empirical enhancement to the family relatedness of work decisions framework.
Design/methodology/approach
In this qualitative study, in-depth interviews gave voice to 21 spouses of professional sailors who have experienced both trailing their spouse and staying behind.
Findings
Access to empathetic social support, the potential impact on children, and the spouse’s career were all found to influence the spouse’s dynamic global mobility decision making.
Research limitations/implications
The study is limited by the cross-sectional nature of the research. Future longitudinal research into the impact of spousal preferences would identify the on-going effect of their decision(s) to relocate or to stay behind.
Practical implications
Providing organisations with an understanding of the familial issues their global talent may factor into their work mobility decisions will allow them to implement appropriate family-focussed support, irrespective of the choice to engage, or not engage, in global mobility.
Originality/value
By grounding the study in the under-researched sporting arena, the author contributes to the emerging non-corporate expatriate conversation. Furthermore, the family relatedness of work-related decisions framework was found to provide a useful conceptual foundation for understanding decision making in an international context.