Lions Quest Skills for Adolescence implementation during COVID-19 challenges in Croatia.

Abstract

Globally, the Coronavirus-2019 (COVID-19) pandemic situation has affected the education system, forcing students to start distance learning. Consequently, education of students reverted to online platforms or TV station broadcasts. Extracurricular programs have also experienced a setback given the natural prioritization of mandatory school subjects. Meanwhile, the United Nations Office on Drugs and Crime (UNODC) was implementing a teacher-led extracurricular activity for children of age 10 -15 years to prevent substance use and other negative life and social consequences (Lions Quest Skills for Adolescence [LQSFA]). Due to the COVID-19 pandemic, LQSFA was difficult to sustain, partly as it was considered extracurricular and partly given its interactive requirement that was difficult to apply through distance learning. Nevertheless, schools' facilitators managed to adapt the program information sharing and communication strategies with the student groups and identified essential sessions allowing continuity of program implementation and utilization of critical program skills during COVID-19 pandemic. The practical implication of the facilitators' assessment of the relevance, value, motivation and feasibility of the implementation of the LQSFA program within the current COVID-19 circumstances calls for the eminent need for adaptation of its implementation modality to meet the current educational delivery circumstances.

Life skill education at the time of COVID-19: perceptions and strategies of Italian expert school educators

“…The school closures have denied children and adolescents social and emotional experiences necessary for their development and well-being [ 10 ]. Most children have lost the opportunity to experience healthy behaviours, such as healthy nutrition or physical activity, or access health services [ 16 , 17 ]. The pandemic may also effect children and adolescents for long time.…”

“…Their efficacy increases when implemented through a whole-school approach [ 25 ]. Stojanovic and colleagues [ 17 ] demonstrated the relevance of a life skill education programme during the pandemic in Croatia. Moreover, qualitative studies about adolescents’ actual challenges showed the importance of educational activities that can allow them to share positive experiences with friends, include healthy practices in their routines, and receive support to share and cope with their emotions, even though remote education [ 30 , 31 ].…”

“…Implementing evidence-based life skill education programmes during the COVID-19 pandemic is challenging, and some obstacles have been reported in the literature. Most of the activities and programmes are not mandatory and have been interrupted because they are perceived as less of a priority [ 10 , 17 ]. Moreover, the evidence-based programmes that require a certain level of fidelity and inevitably impose constraints and are considered too challenging at that moment [ 17 , 32 ].…”

“…Most of the activities and programmes are not mandatory and have been interrupted because they are perceived as less of a priority [ 10 , 17 ]. Moreover, the evidence-based programmes that require a certain level of fidelity and inevitably impose constraints and are considered too challenging at that moment [ 17 , 32 ]. Finally, active and cooperative learning, which include techniques such as modelling, behavioural practices or group work, are critical aspects in distance teaching or when physical distance limitations are present [ 32 ].…”

Students metaphoric perceptions regarding the concept of distance education during the pandemic

“…With the decision to transition to distance education, online media and TV broadcasts started to be used actively in this process in many countries (Stojanovic et al, 2020). Lessons were conducted as synchronic (synchronous) and asynchronic (asynchronous) within the scope of distance education.…”