Naples Lauren H, Cipriano Christina, Eveleigh Abigail, Stoffers Melissa, Barnes Tia N
The Child Study Center, Yale School of Medicine New Haven Connecticut USA.
Department of Human Development & Family Sciences University of Delaware Newark Delaware USA.
Psychol Sch. 2022 Dec 9. doi: 10.1002/pits.22842.
This study sought to understand education support professionals' (ESPs) experiences early in the COVID-19 pandemic, including how they were feeling about their roles in education, strategies they were using to cope with unprecedented times, barriers they encountered toward maintaining SE health at work, and opportunities they identified as critical for creating safe and supportive school environments. This study employed a convergent parallel (QUAN + QUAL) mixed methods research design to capture ESPs' affective experiences and use of social and emotional learning (SEL). Data were collected in partnership with the National Education Association across 4 weeks through a survey including open and closed-ended questions. A total of 175 participants responded to the quantitative portion of the survey and at least one qualitative survey question. Findings suggest ESPs were feeling frustrated and experiencing very little SEL support in their daily work. ESPs would benefit from increased communication, inclusion, recognition, and well-being promotion in their schools. This study offers new insight into how schools and districts can provide better SEL support to ESPs.
本研究旨在了解教育支持专业人员（ESPs）在新冠疫情初期的经历，包括他们对自身教育角色的感受、应对前所未有的时期所采用的策略、在工作中维持自身健康时遇到的障碍，以及他们认为对营造安全且支持性的学校环境至关重要的机会。本研究采用了收敛平行（定量+定性）混合方法研究设计，以捕捉教育支持专业人员的情感体验以及社会情感学习（SEL）的运用情况。通过一项包含开放式和封闭式问题的调查，与全国教育协会合作，在四周内收集了数据。共有175名参与者回答了调查问卷的定量部分以及至少一个定性调查问题。研究结果表明，教育支持专业人员在日常工作中感到沮丧，且很少获得社会情感学习方面的支持。学校加强沟通、包容、认可并促进幸福感，将使教育支持专业人员受益。本研究为学校和学区如何更好地为教育支持专业人员提供社会情感学习支持提供了新的见解。
