scholarly journals Positive education to promote flourishing in students returning to school after COVID-19 closure

2021 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Gökmen Arslan ◽  
Jolanta Burke
Keyword(s):  
Positive Education ◽  
Returning To School

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scholarly journals Stress-Related Growth in Adolescents Returning to School After COVID-19 School Closure

2021 ◽  
Vol 12 ◽  
Author(s):  
Lea Waters ◽  
Kelly-Ann Allen ◽  
Gökmen Arslan
Keyword(s):  
Structural Equation ◽  
Emotional Processing ◽  
Cognitive Reappraisal ◽  
Well Being ◽  
School Closure ◽  
Equation Modeling ◽  
Positive Education ◽  
Strengths Use ◽  
Returning To School ◽  
Remote Learning

The move to remote learning during COVID-19 has impacted billions of students. While research shows that school closure, and the pandemic more generally, has led to student distress, the possibility that these disruptions can also prompt growth in is a worthwhile question to investigate. The current study examined stress-related growth (SRG) in a sample of students returning to campus after a period of COVID-19 remote learning (n = 404, age = 13–18). The degree to which well-being skills were taught at school (i.e., positive education) before the COVID-19 outbreak and student levels of SRG upon returning to campus was tested via structural equation modeling. Positive reappraisal, emotional processing, and strengths use in students were examined as mediators. The model provided a good fit [χ2 = 5.37, df = 3, p = 0.146, RMSEA = 0.044 (90% CI = 0.00–0.10), SRMR = 0.012, CFI = 99, TLI = 0.99] with 56% of the variance in SRG explained. Positive education explained 15% of the variance in cognitive reappraisal, 7% in emotional processing, and 16% in student strengths use during remote learning. The results are discussed using a positive education paradigm with implications for teaching well-being skills at school to foster growth through adversity and assist in times of crisis.

scholarly journals Stress-related Growth in Adolescents Returning to School after COVID-19 School Closure

2020 ◽  
Author(s):  
Lea Waters ◽  
Kelly-Ann Allen ◽  
Gökmen Arslan
Keyword(s):  
Structural Equation ◽  
Emotional Processing ◽  
Cognitive Reappraisal ◽  
School Closure ◽  
Equation Modeling ◽  
Positive Education ◽  
Strengths Use ◽  
Returning To School ◽  
The Relationship ◽  
Remote Learning

The move to remote learning triggered by the COVID-19 pandemic impacted billions of students globally in 2020. While research shows that school closure, and the pandemic more generally, has led to student distress, the possibility that these disruptions can also prompt growth in young people is a worthwhile question to investigate. The current study examined stress-related growth in a sample of students returning to campus following a period of COVID-19 remote learning (n = 404, age = 13–18; 50.2% female). The relationship between positive education (i.e., the degree to which wellbeing skills were taught at school prior to the COVID-19 outbreak) and student levels of stress-related growth upon returning to campus was tested via structural equation modeling. Additionally, the degree to which students engaged in positive reappraisal, emotional processing, and strengths use during the period of remote learning were examined as mediators. The model provided a good fit (χ2 = 5.37, df = 3, p = .146, RMSEA = .044 [90% CI = .00–.10], SRMR = .012, CFI = 99, TLI = .99) with 56% of the variance in stress-related growth explained. More specifically, the degree to which positive education was present at school explained 21% of stress-related growth (before including mediators). Positive education also explained 15% of the variance in cognitive reappraisal, 7% in emotional processing, and 16% in student strengths use during remote learning. The results are discussed using a positive psychology paradigm and implications for the teaching of wellbeing skills at school to foster adversarial growth are presented.

Returning to School

2008 ◽  
Author(s):  
Leslie K. Cunningham
Keyword(s):  
Returning To School

Educational Downgrading: Adult Education and Downward Mobility

2021 ◽  
pp. 003804072098289
Author(s):  
Corey Moss-Pech ◽  
Steven H. Lopez ◽  
Laurie Michaels
Keyword(s):  
Labor Market ◽  
Adult Education ◽  
Educational Aspirations ◽  
Qualitative Interviews ◽  
The United States ◽  
Job Seekers ◽  
Downward Mobility ◽  
Precarious Labor ◽  
The Life Course ◽  
Returning To School

Scholarship on adult education throughout the life course focuses on the relationship between education and upward mobility. Scholars rarely examine how adults’ educational aspirations or trajectories are affected by downward mobility or an increasingly precarious labor market. Drawing on in-depth qualitative interviews with 21 job seekers in the post–Great Recession labor market in the United States, this article advances the concept of educational downgrading: returning to school in pursuit of a credential lower than the highest level of education one previously sought or attained. We explore three pathways to downgrading connected to downward mobility: occupational dead ends, career reversals, and educational inflation. In the process, we highlight how individuals adjust their practical educational aspirations as they navigate a contemporary economy in which careers are unstable and credentials are needed for many kinds of jobs across the occupational hierarchy.

scholarly journals School Nurse Perspectives on COVID-19

2021 ◽  
pp. 105984052199205
Author(s):  
Alicia M. Hoke ◽  
Chelsea M. Keller ◽  
William A. Calo ◽  
Deepa L. Sekhar ◽  
Erik B. Lehman ◽  
...  
Keyword(s):  
Health Communication ◽  
School Nurse ◽  
School Nurses ◽  
Vital Role ◽  
School Building ◽  
Regression Analyses ◽  
Pandemic Preparedness ◽  
Communication Practices ◽  
Returning To School ◽  
The Impact

Pennsylvania responded to the COVID-19 pandemic by closing schools and moving to online instruction in March 2020. We surveyed Pennsylvania school nurses ( N = 350) in May 2020 to assess the impact of COVID-19 on nurses’ concerns about returning to school and impact on practice. Data were analyzed using χ2 tests and regression analyses. Urban school nurses were more concerned about returning to the school building without a COVID-19 vaccine than rural nurses ( OR = 1.58, 95% CI [1.05, 2.38]). Nurses in urban locales were more likely to report being asked for guidance on COVID-19 ( OR = 1.69, 95% CI [1.06, 2.68]), modify communication practices ( OR = 2.33, 95% CI [1.42, 3.82]), and be “very/extremely concerned” about their safety ( OR = 2.16, 95% CI [1.35, 3.44]). Locale and student density are important factors to consider when resuming in-person instruction; however, schools should recognize school nurses for their vital role in health communication to assist in pandemic preparedness and response.

A Pilot Test of the Effectiveness of an Integrated Sex Positive Education Program

2019 ◽  
Vol 14 (3) ◽  
pp. 315-341
Author(s):  
Natalie M. Raymond ◽  
Ashley N. Hutchison
Keyword(s):  
Education Program ◽  
Pilot Test ◽  
Positive Education ◽  
Sex Positive

Positive Psychology and Positive Education: Old Wine in New Bottles?

2012 ◽  
Vol 47 (2) ◽  
pp. 86-105 ◽  
Author(s):  
Kristján Kristjánsson
Keyword(s):  
Positive Psychology ◽  
Positive Education
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