Janssen C, Kover I, Kyratsis Y, Kop M, Boland M, Boersma F K, Cremers A L
Faculty of Social Science, Department of Organization Sciences, VU University, Amsterdam, the Netherlands.
National Health Protection Service, Dublin, Ireland.
Int J Disaster Risk Reduct. 2023 Apr 1;88:103608. doi: 10.1016/j.ijdrr.2023.103608. Epub 2023 Mar 10.
Adolescents in secondary schools have limited susceptibility to the SARS-COV-2 virus, but paradoxically are considered to be carrying the highest psychosocial burden during this pandemic. The aim of our European multi-country qualitative research was to investigate the COVID-19 crisis response in secondary schools and the role of national, regional, and local stakeholders in contributing to a participatory governance approach. We carried out 11 months of qualitative fieldwork, which included 90 respondents from the Netherlands, Ireland, and Finland for in-depth interviews and/or group discussions. Participant observation was conducted in four secondary schools to explore the interplay of day-to-day formal and informal practices of crisis governance. Our findings contribute to a better understanding of what efforts were made to facilitate participatory governance and where a bottom-up approach would have served useful in successfully implementing the COVID-19 mitigation strategies. Moreover, we show how these mitigation strategies have led to unintended consequences, such as students' difficulties with isolation and associated mental health problems, and the struggles of socialization when returning to a physical school environment. Our findings highlight the importance of the school environment in the socio-emotional developments of adolescents. We introduce the TAPIC-R model to analyze good governance, advancing the existing TAPIC model with an emphasis on the role of resilience in shaping participatory governance. We argue this is urgently needed during crises to strengthen engagement of the community, including vulnerable groups and achieve positive outcomes within and across policy structures and action domains.
中学阶段的青少年对新冠病毒的易感性有限，但矛盾的是，在这场疫情期间，他们被认为承受着最大的心理社会负担。我们这项欧洲多国定性研究的目的是调查中学对新冠疫情的应对措施，以及国家、地区和地方利益相关者在推动参与式治理方法中所起的作用。我们进行了为期11个月的定性实地调查，其中包括对来自荷兰、爱尔兰和芬兰的90名受访者进行深入访谈和/或小组讨论。在四所中学进行了参与观察，以探讨危机治理日常正式和非正式做法之间的相互作用。我们的研究结果有助于更好地理解为促进参与式治理做出了哪些努力，以及自下而上的方法在成功实施新冠疫情缓解策略方面何处会发挥作用。此外，我们展示了这些缓解策略是如何导致意外后果的，比如学生在隔离方面的困难及相关心理健康问题，以及重返实体学校环境时的社交困难。我们的研究结果凸显了学校环境在青少年社会情感发展中的重要性。我们引入TAPIC-R模型来分析善治，在现有TAPIC模型的基础上进行推进，强调恢复力在塑造参与式治理中的作用。我们认为，在危机期间迫切需要这样做，以加强包括弱势群体在内的社区参与，并在政策结构和行动领域内部及之间取得积极成果。
