In times of crisis, schools are expected to help students deal with the situation and any help offered should consider the social and emotional problems arising from the critical event. Therefore, school-based activities enabling children to recognize the experience and work through it are essential to sustain their normal development and prevent academic and mental health problems. This paper provides an overview of the literature on universal school crisis interventions. We performed a scoping literature search in Scopus, ERIC, and Psych Info for articles published between January 2000 and May 2021 and identified 32 universal school-based crisis interventions based on three main crisis types (armed conflict, natural disaster, and Covid-19). Analysis of the methodologies and theoretical backgrounds generated six key psychoeducational factors commonly adopted. Comparing the different programmes in terms of topics, course content, duration, and methodology can help administrators and educators select the most appropriate crisis intervention for their school and situation. We also discuss the collaboration between mental health care specialists, school teams, and other important factors needed to implement these programmes and ensure their effectiveness under real-life conditions.
IntroductionSpecial needs teachers deliver crucial care to their students by showing a particular attitude toward them. However, they usually face stressful situations that negatively impact their capacity to support their students, often reporting higher levels of burnout compared to teachers from mainstream education. Self-compassion has been seen to function as a protective factor against teacher stress, enhancing their resilience and coping abilities.MethodsThe current study aimed to evaluate the factorial structure, reliability, and validity of the Self-compassion Scale (SCS) in a sample of Italian special needs teachers (R1). In addition, it was investigated whether the satisfactory internal reliability of the SCS is confirmed (R2). Finally, the validity of the SCS criterion was assessed, assuming that each of its subscales would be related to anxiety, measured with GAD-7, and with resilience, measured with the BRS (R3). A sample of 629 teachers was enrolled in this study and completed an online questionnaire.ResultsOverall, the confirmatory factor analysis showed good or acceptable indices of fit to the data supporting the use of SCS to measure self-compassion in Italian special needs teachers.DiscussionThe tool could be helpful for future research to start exploring the self-compassion dimension at school as a protective factor that may foster teachers’ and, consequently, students’ well-being.
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