Learner voices: learning experiences and well-being amidst COVID-19
SOURCE: HSRC Review
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): S.Hannan, F.Arends
KEYWORDS: COVID-19, LEARNERS, PERSONAL WELL-BEING, SCHOOLS
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-june-2021/learner-experiences-and-wellbeing-amidst-covid19
Print: HSRC Library: shelf number 12048
HANDLE: 20.500.11910/16080
URI: http://hdl.handle.net/20.500.11910/16080
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): S.Hannan, F.Arends
KEYWORDS: COVID-19, LEARNERS, PERSONAL WELL-BEING, SCHOOLS
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-june-2021/learner-experiences-and-wellbeing-amidst-covid19
Print: HSRC Library: shelf number 12048
HANDLE: 20.500.11910/16080
URI: http://hdl.handle.net/20.500.11910/16080
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
The disruption of young people's education during the COVID-19 pandemic has been extensive and will likely have profound long-term consequences. Learners' educational attainment and progress have been negatively affected, as have their social and emotional development. School closures have also raised challenges for the most vulnerable and marginalised, worsening existing disparities within the unequal South African education system. In this article, we investigate TDP learners' perceptions of educator support, home support and their psychosocial well-being during school closures. While, as a group, these learners are not nationally representative, their responses provide us with some insights into educational interactions and well-being during 2020.-
Related Research Outputs:
- Science engagement projects: Talent Development Programme Report on the 2020 Cohort
- Running remote seminars in a time of COVID-19
- Learners' educational aspirations in South Africa: the role of the home and the school
- Disrupted learning during COVID-19: the impact of school closures on education outcomes in South Africa
- Letter to the editor: South African health professionals' state of wellbeing during the emergence of COVID-19
- School and individual predictors of mathematics achievement in South Africa: the mediating role of learner aspirations
- Improving psychosocial support in SA schools during and after COVID-19 as part of a recovery plan
- Rapid photovoice as a close-up, emancipatory methodology in student experience research: the case of the student movement violence and wellbeing study
- The pursuit of social justice through educational policy for poor, rural and special needs learners in South Africa
- The impact of COVID-19 on a fragile education system: the case of South Africa
- Experiences of people with disabilities during Covid-19 in South Africa: the exacerbation of disadvantage
- Challenges in the provision of private schools in South Africa
- Etat de l'ecole: usage des systemes d'information et construction d'indicateurs synthetiques
- Visit to Scotland and England as part of the ETQA task team on the invitation of the National Department of Education
- School calendar investigation
- Crime and violence in Gauteng schools
- School integration: local and international perspectives
- Improving school children's mental health in an era of HIV/AIDS
- School based parasite control in KwaZulu-Natal
- Information and communication technologies in South African secondary schools