Soočanje šolskih strokovnih delavk s posledicami pandemije covida-19 na duševnem zdravju otrok na gorenjskih osnovnih šolah : magistrsko delo

Legat, Tjaša (author), Gril, Alenka (mentor), Kodele, Tadeja (comentor)

Večina izobraževalnih ustanov po svetu je marca 2020 z namenom preprečitve širjenja bolezni covida-19 prepovedala pouk v živo in ga nadomestila z učenjem in poučevanjem na daljavo, kar je vplivalo tudi na duševno zdravje otrok. Kar nekaj otrok je z zaprtjem šol izgubilo pomembno podporo s strani odraslih in/ali vrstnikov ter druge varovalne dejavnike, ki so jim omogočali zdrav razvoj. Otroci so se v šolo vračali z izgubo motivacije, čustvenimi stiskami, depresijo, anksioznostjo in težavami na socialnem področju. Namen moje raziskave je bil raziskati, ali v osnovnih šolah še zaznavajo posledice pandemije covida-19 ter kako se s tem soočajo šolske svetovalne delavke in učiteljice. Na podlagi raziskovalnega problema sem izvedla kvalitativno raziskavo, za pridobivanje podatkov pa sem izvedla deset intervjujev (pet s šolskimi svetovalnimi delavkami in pet z učiteljicami) na gorenjskih osnovnih šolah. Merski instrument, ki sem ga pri tem uporabila, so bile smernice za delno strukturiran intervju. Pridobljene podatke sem analizirala po metodi kvalitativne analize z odprtim in osnim kodiranjem. Ugotovila sem, da šolske svetovalne delavke še vedno občutijo posledice na duševnem zdravju otrok, medtem ko učiteljice konkretnih težav na duševnem zdravju trenutno, v letu 2024, ne zaznavajo več, zaznavajo pa težave na drugih področjih (učnem, socialnem in gibalnem področju). Večinoma strategij dela po pandemiji covida-19 sogovornice niso spreminjale, prav tako so na ravni šole pri blaženju posledic pandemije covida-19 sledile smernicam vlade in ministrstva. Kot pozitivne posledice pandemije covida-19 sogovornice izpostavijo boljšo digitalno spretnost vseh. S sodelovanjem s starši in zunanjimi organizacijami pa imajo različne izkušnje, tako pozitivne kot negativne. Sogovornice bi za boljše soočanje s težavami v duševnem zdravju otrok potrebovale predvsem spremembe na sistemski ravni, kot je npr. boljša dostopnost do strokovne pomoči. Prav tako si sogovornice želijo tudi več znanja za spoprijemanje s težavami v duševnem zdravju otrok.

• Language: Slovenian
• Keywords: duševno zdravje, šolska svetovalna služba, učiteljice, pandemija covida-19, pomoč in podpora
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: FSD - Faculty of Social Work
• Place of publishing: Ljubljana
• Publisher: [T. Legat]
• Year: 2024
• Number of pages: 143 str.
• PID: 20.500.12556/RUL-166471
• UDC: 364-784:373.3
• COBISS.SI-ID: 241050371
• Publication date in RUL: 14.01.2025

Secondary language

• Language: English
• Title: Coping with the consequences of the COVID-19 pandemic on the children's mental health by school professionals at elementary schools in the Gorenjska region

Abstract

In March 2020, most educational institutions worldwide suspended in-person classes in order to prevent the spread of COVID-19 and replaced them with remote learning and teaching, which also affected children's mental health. Many children lost important support from adults and/or peers, as well as other protective factors that enabled their healthy development, due to the school closures. Children returned to school with a loss of motivation, emotional distress, depression, anxiety, and social difficulties. The aim of my research was to explore whether the consequences of the COVID-19 pandemic are still being felt in primary schools and how school counselors and teachers are addressing them. Based on the research problem, I conducted a qualitative study, collecting data through ten interviews (five with school counselors and five with teachers) in primary schools in the Gorenjska region. The research tool I used was a set of guidelines for semi-structured interviews. I analyzed the data using qualitative analysis methods with open and axial coding. I found that school counselors still perceive the mental health consequences on children, while teachers no longer report specific issues related to mental health, but do observe difficulties in other areas such as academic performance, social interaction, and motor skills. Most of the strategies used in the post-pandemic period had not changed, according to the interviewees, and on the school level, the guidelines of the government and the ministry were followed to mitigate the consequences of the COVID-19 pandemic. As a positive outcome of the COVID-19 pandemic, respondents pointed out improved digital skills across all groups. However, their experiences with cooperation with parents and external organizations have been varied, with both positive and negative aspects. The interviewees expressed a need for systemic changes to better address children's mental health issues, such as improved access to professional help. They also expressed a desire for more knowledge and training to better cope with children's mental health problems.

• Keywords: mental health, school counseling service, teachers, COVID-19 pandemic, help and support