Providing psychosocial support for work-from-home educators during the COVID-19 pandemic

Abstract

A recent article discussed the results of mental support for healthcare professionals and mental care during the COVID-19 pandemic. In the report, the researchers suggest that healthcare professionals must be given psychosocial support during and after the pandemic to prevent any long-term consequence. In this correspondence, this paper proposes that psychosocial support must also be given to educators in a work-from-home setup since they are also affected by the stresses that came with the pandemic.

Impact of institutional support on educators' subjective well-being during the transition to virtual work due to COVID-19 lockdown

“…In addition, a new set of stressors have arisen (Robosa, 2021;Macintery et al, 2020;Varadharajan, 2020), where changes to work-life balance (e.g. Muldong, Garcia & Gozum, 2021;Niemi & Kousa, 2020) influencing burnout and well-being during COVID-19 should be highlighted.…”

“…With work seemingly coming from ‘everywhere’ and people feeling under more pressure to be continually available online, previous work and personal life regimes had to change. Therefore, as Muldong, Garcia, and Gozum ( 2021 ) noted, new issues regarding work–life balance (WLB) emerged that directly related to well-being (Gröpel & Kuhl, 2009 ).…”

Maximizing social media for evangelization and religious activities during the COVID-19 pandemic as a model going forward

“…Employees who are not members of the skeletal workforce were forced to adjust by working from home. Students were asked to attend online classes since they will not be able to go into their respective schools (Muldong, Garcia, & Gozum, 2021). In addition, the Church also shifted to online masses to cater to the faithful.…”

School-Based Restorative Justice: Lessons and Opportunities in a Post-Pandemic World

“…Teachers and administrators were asked to quickly implement stark changes, at times with little support, in their roles as educators. Many parents, in turn, became de-facto instructors as they were asked to balance employment (or the stress of losing it) with overseeing their children's education at home (Davis et al 2021;Muldong et al 2021). The stress of these new expectations amid the pandemic could have been deepened by their own intersections with the disease, such as personally contracting COVID-19, having family members become ill, being isolated, and fearing contagion.…”