Thriving After Covid
Psychological Steps of Recovery for Teachers and Pupils
According to Meyers and Cowie (2021), the closure of schools and limited access to friendship groups can result in acute anxiety and stress in young people. At a time where important events like graduations and birthday parties are cancelled and daily life revolves around a single household, it is the very young children who are among the most affected. Loades & colleagues (2020) highlight that social isolation can impact young children’s developing social skills. Lockdowns have resulted in reduced social interaction, increased stress and less physical activity. Long-term studies of the impact on children following natural disasters and famines have shown that consequences of such events can be significant and lasting (Yoshikawa et al., 2020). Effects such as lower educational attainment, increased health problems and difficulties with emotional regulation and overall wellness are all potential impacts that could be felt long after the COVID-19 virus has been controlled. This is why it is crucial that we are doing all we can to combat these effects now so that our children can be supported to navigate the short-term impacts of the pandemic before they become long-lasting negative impacts.Learning Outcomes for this Workshop include:
- Understand the psychological impact of the Coronavirus pandemic on children and teachers themselves
- Appreciate the immediate and long-term impact of Covid-related anxiety on a child and teacher
- Understand the importance of supporting children who have experienced Covid-related emotional issues during or post-lockdown
- Be introduced to effective strategies that can safely and easily be implemented for children
"This is the most USEFUL webinar I've attended since we've returned to school. Honestly, every teacher in the country should do this training."
Attendee Feedback, Drumcondra Education Centre
Links to Action Plan for Education Outcomes/Department of Education and Skills Priorities
The national priorities of well-being and STEM are being addressed through the delivery of a course, which is entrenched in psychological theory and the application of psychological concepts. Once participants have completed this course, they will be equipped with an in-depth knowledge of how to readjust back to normal life and thrive after Covid, as well as multiple techniques recommended for use with children in difficult situations or who have experienced anxiety-provoking events during the pandemic.
The Wellbeing Policy Statement and Framework for Practice states that “Current research indicates that what is most beneficial in the promotion of wellbeing in education is to adopt a preventative, whole school approach that is multi-component, and evidence-informed. There is overwhelming evidence that children and young people learn more effectively if they are happy in their work, believe in themselves, and feel supported."
Lorraine Lynch is CEO and Founder of the Child Psychology Institute. She holds a Bachelor of Arts in Psychological Studies and English, a Higher Diploma in Psychology and a Masters of Science in Health Psychology. Lorraine is also the author of two books designed to promote children’s wellness - #100happydays4kids and Closing Saor’s Day.