Equity, engagement, and health: school organisational issues and priorities during COVID-19

Trinidad, Jose Eos

doi:10.1080/00220620.2020.1858764

Cited by 43 publications

(61 citation statements)

References 48 publications

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“…Moreover, the results of the research conducted by Campbell (2020) established that application of equitable education among students arouse them towards educational success and reduce gender disparities, which also support with findings of doctoral dissertation structured by D'Azevedo (2015), whose findings revealed that equitable education among students enhances students perception towards promoting their school, race and mental health, and also support with the results of the other studies (Foster et al, 2018;Gunin et al, 2021;Nygreen, 2016). Results of the current research strongly congruent with the findings of studies (Gaias et al, 2021;Krass & Doupnik, 2021;Martin & Oswin, 2010;Trinidad, 2021) structured in other parts of the world whose findings revealed that provision of equitable education among students continuously enhance students mental health.…”

Section: Discussionsupporting

confidence: 89%

The Back Burner: Educational Equity, Resilience, and Psychological Well-Being as a Predictor on Promoting Students Mental Health

Hassan

Butt

2021

HSSR

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Purpose of the Study: The purpose of the current research was to determine the effect of equitable education, resilience, and psychological well-being on promoting student's mental health. The researchers eagerly explored everyday situations happening in male elementary schools of district Lahore, focusing on pandemic situations with zeal and zest. Methodology: The researchers structured causal-comparative research focusing positivist paradigm on a sample of randomly selected 980 respondents enrolled in male elementary schools of district Lahore of Punjab-Pakistan. The authors collected the data after administering Scott (2006) Educational Equity and school reforms Scale, Prince-Embury (2013) Resiliency Scales for Children and Adolescents, Ryff’s (1989) Psychological Well-beings Scale, and Lukat et al. (2016) Positive Mental Health Scale. After ensuring ethical considerations, the researchers run regression technique, one way; ANOVA and Pearson Product Moment Correlation (r) on the participants data. Main findings: The findings revealed that educational equity effect 81%, resilience 87.10%, and psychological well-being affect 66.60% in promoting students mental health. Educational equity, resilience, and psychological well-being have the same effect on 6th, 7th, and 8th grades students in promoting their mental health. Further a significant strong association between educational equity and mental health (r = .900**, n = 985, p < .05), resilience and mental health (r = .946**, n = 984, p < .05) and psychological well-beings and students mental health (r = .815**, n = 985, p < .05). Applications of this study: The results of the research will be applicable for headteachers, teachers, and parents to get aware of the worth of equitable education, resilience, and psychological well-being that play an enormous role in promoting students mental health. The debatable constructs of the current research will provide capable stakeholders to know the entire magnitude of mental health that drastically instigate and enhance student's vigour, attentiveness, dependability, intellectual ability, and optimism. Novelty/originality of this study: It is evident from the literature that less work is conducted inequitable education, resilience, and psychological well-being that play a massive role in promoting students mental health. In the case of Pakistan, the situation is very alarming and the meager because none of the researchers took initiative to framed research on these burning constructs. However, this research will opened new dimensions for the future researchers that will raise their intentions to explore the effect of primary, secondary, higher secondary, and tertiary level students equitable education, resilience, and psychological well-being on their mental health.

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Section: Discussionsupporting

confidence: 89%

The Back Burner: Educational Equity, Resilience, and Psychological Well-Being as a Predictor on Promoting Students Mental Health

Hassan

Butt

2021

HSSR

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“…They have dealt with challenging choices on whether to open the school this year, what educational platform to adopt, what training is needed by teachers, what resources to procure, how to go about teaching considering the health and safety protocols, and what instructional and assessment strategies to give students to optimize the quality of learning (Malkus et al, 2020). Trinidad (2021) study agreed that schools' focus is often on technostructure, students, and pedagogies. Moreover, the author argued that other fundamental issues like teachers' mental and physical health are set aside due to competing values in the school culture as decided and prioritized by the school leaders to address the current crisis.…”

Section: School Culturementioning

confidence: 98%

“…As school organizations adapt and change during this pandemic, school leaders, teachers, and other staff should all promote and contribute to the stabilization of school culture that is not limited to a topdown directive but approved by consensus. Furthermore, given the virus's potential effect on one's wellbeing, health has become of paramount importance in mitigating the spread of COVID-19 (Trinidad, 2021).…”

Section: School Culturementioning

confidence: 99%

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Teachers' Physical Activity: A Necessity for Stability of Schools' Culture During the COVID-19 Pandemic

Parra

Tan

2021

Int J Innov Educ Res

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The recent COVID-19 outbreak has caused confusion and uncertainty to many educational organizations worldwide, forcing school leaders to weave through many school priorities. As schools take on online teaching, teachers were compelled to sit on their chairs, interacting with students using the screens for more than four hours every day. This has resulted in a decrease in physical activity, affecting their health and quality of teaching. Unfortunately, the dichotomy is as teachers care for their students' physical and mental health, teachers' physical well-being is not a priority in most schools' culture during this pandemic. This paper aims to address this gap in teacher's lack of Physical Activity, which is necessary to help stabilize the school culture during this pandemic. It will highlight school leaders' critical role in promoting physical well-being as part of the school culture. Moreover, it will discuss the benefits of teachers staying active, and it will also present possible ways to foster a culture geared toward teachers' involvement in physical activities.

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“…The comprehensive technology plan should address the technology and applications currently available, teacher and student accessibility, and technology effectiveness (Yang, 2020). Inadequate access to technology, applications, and dependable internet connection is one of the greatest challenges recognized among teachers and students (Trinidad, 2021). The COVID-19 pandemic presented teachers and students with unique technology access issues.…”

Section: Covid-19 and Technology Accessmentioning

confidence: 99%

COVID-19: The Disproportionate Impact on Underserved K-12 Students

Hall¹,

Jackson²,

Jackson³

2021

Scha

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The purpose of this content analysis was to show the impact COVID-19 had on K-12 instructional method delivery, technology, learning, and academic achievement. The following questions guided the content analysis: How did COVID-19 impact student and academic achievement, how did the pandemic impact education and instruction method delivery in a virtual learning environment, and how did the pandemic affect teacher & student access to technology? The population consisted of K-12 educational leaders and students who completed surveys in previous studies. The findings via content analysis revealed that online education seems to be deeply rooted in the careful planning of instruction. We found that leaders were having a difficult time making the necessary adjustments with remote learning. Thus, the impact of COVID-19 has changed the way many students come to class. There is a need for K-12 institutions to strengthen their best practices relating to online curriculum and instruction demonstrated during in-person learning. Key Words: Student learning K-12, academic & instructional effectiveness, technology effectiveness, COVID-19, underserved communities

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Equity, engagement, and health: school organisational issues and priorities during COVID-19

Cited by 43 publications

References 48 publications

The Back Burner: Educational Equity, Resilience, and Psychological Well-Being as a Predictor on Promoting Students Mental Health

The Back Burner: Educational Equity, Resilience, and Psychological Well-Being as a Predictor on Promoting Students Mental Health

Teachers' Physical Activity: A Necessity for Stability of Schools' Culture During the COVID-19 Pandemic

COVID-19: The Disproportionate Impact on Underserved K-12 Students

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