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Distress following the COVID-19 Pandemic among Schools’ Stakeholders: Psychosocial Aspects and Communication

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  • Arielle Kaim

    (Department of Emergency and Disaster Management, School of Public Health, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv 6139001, Israel
    Israel National Center for Trauma & Emergency Medicine Research, The Gertner Institute for Epidemiology and Health Policy Research, Sheba Medical Center, Tel Hashomer, Ramat-Gan 5266202, Israel
    ResWell Research Collaboration, School of Public Health, Tel Aviv University, Tel Aviv 6139001, Israel)

  • Shahar Lev-Ari

    (ResWell Research Collaboration, School of Public Health, Tel Aviv University, Tel Aviv 6139001, Israel
    Department of Health Promotion, School of Public Health, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv 6139001, Israel
    These authors contributed equally to this work.)

  • Bruria Adini

    (Department of Emergency and Disaster Management, School of Public Health, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv 6139001, Israel
    ResWell Research Collaboration, School of Public Health, Tel Aviv University, Tel Aviv 6139001, Israel
    These authors contributed equally to this work.)

Abstract

In response to the COVID-19 pandemic, many governments ordered school closures as a containment measure, with Israel being among over 100 countries to do so. This resulted in the abrupt shift to online and remote education for many students. Despite attempts to minimize the effects of disrupted education and create a dynamic virtual learning environment, the literature highlights various challenges including lack of communication with implications of distress faced by key stakeholders (students and their parents, teachers, and principals). In this cross-sectional study, we assess the perceived levels of communication and psychosocial aspects during both distance and frontal learning, as well as the long-term impacts (following over two and a half years of an ongoing pandemic) on distress among the key stakeholders of the Israeli education system— high school students, parents, teachers, and principals. The study findings demonstrate severe implications of distance learning on communication and psychosocial aspects, with lingering long-term impacts on distress, among all stakeholders (particularly among students). This reveals the need for tailored capacity building and resilience intervention programs to be integrated in the long-term response to the current ongoing pandemic to improve well-being and reduce distress among the various stakeholders, with particular attention to those that are most vulnerable and were hit the hardest.

Suggested Citation

  • Arielle Kaim & Shahar Lev-Ari & Bruria Adini, 2023. "Distress following the COVID-19 Pandemic among Schools’ Stakeholders: Psychosocial Aspects and Communication," IJERPH, MDPI, vol. 20(6), pages 1-14, March.
  • Handle: RePEc:gam:jijerp:v:20:y:2023:i:6:p:4837-:d:1092438
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    References listed on IDEAS

    as
    1. Gökhan ORHAN & Ömer BEYHAN, 2020. "Teachers’ Perceptions And Teaching Experiences On Distance Education Through Synchronous Video Conferencing During Covid-19 Pandemic," Social Sciences and Education Research Review, Department of Communication, Journalism and Education Sciences, University of Craiova, vol. 7(1), pages 8-44, July.
    2. Tzofnat Zadok-Gurman & Ronit Jakobovich & Eti Dvash & Keren Zafrani & Benjamin Rolnik & Ariel B. Ganz & Shahar Lev-Ari, 2021. "Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic," IJERPH, MDPI, vol. 18(7), pages 1-14, April.
    3. Keren Constantini & Irit Markus & Naomi Epel & Ronit Jakobovich & Yftach Gepner & Shahar Lev-Ari, 2021. "Continued Participation of Israeli Adolescents in Online Sports Programs during the COVID-19 Pandemic Is Associated with Higher Resilience," IJERPH, MDPI, vol. 18(8), pages 1-11, April.
    4. Dong, Chuanmei & Cao, Simin & Li, Hui, 2020. "Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes," Children and Youth Services Review, Elsevier, vol. 118(C).
    5. Maryam A. Al-Hail & Luluwah Al-Fagih & Muammer Koç, 2021. "Partnering for Sustainability: Parent-Teacher-School (PTS) Interactions in the Qatar Education System," Sustainability, MDPI, vol. 13(12), pages 1-25, June.
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