School of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran.
Department of Nursing, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran.
J Sch Health. 2024 Oct;94(10):957-964. doi: 10.1111/josh.13501. Epub 2024 Aug 26.
The COVID-19 pandemic significantly impacted students' education, mental health, and social well-being. Our research explores the experiences and perceptions of teachers and counselors of the psychological impact of COVID-19 school closures on secondary school students after returning to school.
In this qualitative study, 21 teachers and counselors in Iran were purposefully involved and interviewed in-depth using a semi-structured format. The data was analyzed using Van Manen's 6-step phenomenological method, and Lincoln and Guba's criteria were implemented to maintain accuracy and trustworthiness.
We have identified 15 categories and 6 themes. These themes encompass issues such as low self-esteem due to emotional or psychological damage, instability within schools, challenges faced by students with family problems, lack of motivation and patience among students, frustration experienced by students, and emotional detachment.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: To effectively guide and educate students, teachers and counselors must prioritize the psychological well-being of students absent from school due to illness or pandemics. They must also take adequate measures to address any arising psychological complications.
Teachers and counselors must recognize and consider the psychological consequences of students absent; this will help develop effective measures to address and alleviate psychological complications.
COVID-19 大流行对学生的教育、心理健康和社会福利产生了重大影响。我们的研究探讨了教师和辅导员在学生返校后对 COVID-19 学校关闭对中学生心理影响的经验和看法。
在这项定性研究中，我们有目的地邀请了 21 位伊朗的教师和辅导员，采用半结构式格式进行深入访谈。使用 Van Manen 的 6 步现象学方法对数据进行分析，并实施 Lincoln 和 Guba 的标准以确保准确性和可信度。
我们确定了 15 个类别和 6 个主题。这些主题包括因情绪或心理创伤导致的自尊心低下、学校内部不稳定、有家庭问题的学生面临的挑战、学生缺乏动力和耐心、学生的挫折感以及情感脱节。
对学校健康政策、实践和公平的启示：为了有效地指导和教育学生，教师和辅导员必须优先考虑因疾病或大流行而缺课的学生的心理健康。他们还必须采取充分措施解决任何出现的心理并发症。
教师和辅导员必须认识到并考虑学生缺勤的心理后果；这将有助于制定有效的措施来处理和减轻心理并发症。
