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What are the psychological, psychosocial and educational interventions that support the return to school of children in Ireland and across Europe? [v1.1]

dc.contributor.authorNational Health Library & Knowledge Service (NHLKS)
dc.contributor.authorClark, Helen
dc.contributor.authorDelaunois, Isabelle
dc.contributor.authorHalton, Linda
dc.contributor.authorLeen, Brendan
dc.date.accessioned2020-09-21T14:26:24Z
dc.date.available2020-09-21T14:26:24Z
dc.date.issued2020-09-18
dc.identifier.urihttp://hdl.handle.net/10147/628313
dc.descriptionThe impact of school closure on pupils is well documented and while the Mental Health Foundation4 notes that, while it is still too early to gauge the full impact, it has been positive for some but a very different experience for others. The negative consequences identified include bereavement1, 5, anxiety concerning sick or vulnerable family members1, the particular concerns of the children of healthcare workers1, the removal of the key protective factors and support structures afforded by school and an increase in exposure to stressful family situations, including financial uncertainties. Other impacts include social isolation, the loss of academic progress, a loss that is increased by social disadvantage, digital inequalities and the uncertainty caused by cancelled exams. There are the additional consequences of lack of exercise, changes in diet or the loss of free school meals13, 15 and disruption to sleeping patterns13. A very serious concern relates to those children placed at greater risk of violence and abuse7, 13, as well as a general recognition that the pupils who are likely to experience the greatest impact of school closures are those with pre-existing mental health conditions or special educational needs. Bailey5 emphasises the vital role that schools play in connecting students with peers and mentors, channelling youthful energy into productive pursuits, developing academic skills, and relieving the pressure on overwhelmed parents. He also points out that remote learning is inferior to the learning that takes place in the school environment. Support for the mental health and well-being of pupils is a key element in the reopening of schools1, 7, with one author noting that school is the ideal setting for such support to be provided6. Some specific interventions have been documented: PREPaRE7; Psychological First Aid10; and one author recommends that school psychologists should have an understanding of the impairing effects of PTSD, assessment tools, treatment options, and school reintegration planning11. Another paper describes the role of teachers as first responders9, and Henshaw17 refers to the recommendation of a Barnardo’s report that children be given time to talk about their experiences when they return to school and that the current situation represents a great opportunity to put mental health and well-being at the heart of education. UNESCO2 notes that there is a need to protect the rights of children to education and that governments are currently engaged in balancing this right with the need to keep children safe and healthy.en_US
dc.language.isoenen_US
dc.publisherHealth Service Executiveen_US
dc.relation.ispartofseriesEvidence summariesen_US
dc.subjectCORONAVIRUSen_US
dc.subjectCOVID-19en_US
dc.subjectCHILDRENen_US
dc.subjectEDUCATIONen_US
dc.subjectSCHOOLSen_US
dc.subjectPSYCHOSOCIAL SUPPORTen_US
dc.titleWhat are the psychological, psychosocial and educational interventions that support the return to school of children in Ireland and across Europe? [v1.1]en_US
refterms.dateFOA2020-09-21T14:26:25Z


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