Browsing by Subject "pandemi"
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(2022)Aim. The aim of the study was to examine teacher’s perceptions of a smooth transition from pre-school to school during the covid-19 pandemic. The aim was also to examine especially how the cooperation between the pre-school and school has been during the pandemic. Previous research has shown that the transition from pre-school to school is a very critical and vulnerable stage in a child’s life. At the same time we know that everyday life has been very different due to the pandemic. In addition, the ecological theory highlights that the surrounding environment is meaningful for the child’s experience of the transition. Previous research about cross-sectoral relationships in turn illustrate the importance of the cooperation and connections between pre-school and school. This study therefore examines teachers perceptions of working towards a smooth transition from pre-school to grade one during the covid-19 pandemic. In addition, the study examines teachers perceptions of the cooperation between the pre-school and school concerning the transition, during the covid-19 pandemic. Methods. The data has been collected with semi structured interviews with five teachers, two pre-school teachers and three classroom teachers. The interviews have been analyzed by a thematic model. Results and conclusions. The perceptions of the transition are many and varying. Some experience that the changes and challenges haven’t been so vast, when others express that the pandemic has had an impact. Five themes were identified as significant for the smoothness of the transition. It appears that the role of the school and the contact with the caregivers have suffered the most due to the pandemic. The teachers however seem to have a more similar view regarding perceptions about the cooperation. Four themes were identified as significant. There has been less cooperation and the physical restrictions have especially had an impact on the joint activities with the children. By using alternative working methods the teachers have tried to compensate the loss. The cooperation between the staff has been quite similar. The results confirms the ecological perspective on transitions. The fact that it is work on many levels that is required for a successful transition has perhaps become clearer during the pandemic, when these different structures have been restricted and challenged in different ways.
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(2022)Aim. The purpose of this study is to investigate what preparedness secondary schools have to respond to stu-dents with mental illness due to COVID-19. The goal of the empirical study is to find out what kind of prevention strategies schools use when dealing with students with mental illness and what kind of resources they have available in student care, given a large increase in mental illness among students. There is some research on mental illness among students and how it affects students and how it gives rise to challenges. However, there is insufficient knowledge about what the situation after COVID-19 looks like when it comes to students' mental ill-ness and schools' resources to respond to students with mental illness. My research area is limited to second-ary school students in basic education, i.e., students aged 13–15. Methods. The data collection was conducted with semi-structured interviews with a student welfare team, which consisted of five people in a school in the Helsinki Metropolitan Area. The five interviews were conducted using semi-structured interview questions to ensure the purpose of the survey and that the research questions are answered. The interviews were transcribed before the analysis stage. The interviews were analyzed through qualitative content analysis. Results and conclusions. The results show that mental illness among high school students is clear. Secondary school students' mental illness has increased due to COVID-19 and societal restrictions in the form of distance learning. Mental illness in the form of, among other things: anxiety, problematic school absenteeism and social phobias is now relatively common among students in secondary school. The results of this survey show that the school's resources to respond to students with mental illness have not increased after COVID-19. In addition, the school compensates for inadequate care services (child welfare, child psychiatry, social services) outside the school that do not seem to reach students in need of support services. However, according to the results of this survey, schools do not have staff who have knowledge of these services (child welfare, child psychiatry, social services) and need to get students further in order for them to get the right help and for student welfare to have time for other than just emergency falls. The results also show that the care team that participated in the interviews does not continuously use prevention strategies to promote mental health due to lack of resources. Furthermore, the results show that the covid-19 pandemic and the doctors' strike have affected the health-promoting work with students in the academic year 2021-2022. The Covid-19 pandemic has also had a negative impact on student’s well-being elsewhere in the world (Gogoi et.al, 2022, (Shanbehzadeh et.al, 2021).
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