Bell Sarah, Williams Jane, Horwood Jeremy, Redwood Sabi
The National Institute for Health and Care Research Applied Research Collaboration West (NIHR ARC West), University Hospitals Bristol, Bristol BS1 2NT, UK.
Population Health Sciences, Bristol Medical School, University of Bristol, Bristol BS8 1UD, UK.
Int J Environ Res Public Health. 2025 Jun 10;22(6):915. doi: 10.3390/ijerph22060915.
To reduce the risk of COVID-19 infection, transmission and illness during the pandemic, the Department for Education (DfE) issued guidance to schools. However, research on how the school community perceives the impact of the COVID-19 mitigation measures outlined remains limited. This qualitative study aims to explore the effects of school closures and in-school mitigation measures on daily school life, as well as their impact on mental health and wellbeing from the perspective of English secondary school staff and students. Participants were purposively sampled from English secondary schools serving diverse communities participating in the COVID-19 Mapping and Mitigation in Schools study (CoMMinS). Selection ensured representation of staff roles and student demographics. Semi-structured interviews were conducted remotely, and data analysed thematically. Interviews took place between January and August 2021 with participants from five secondary schools (20 staff and 25 students). Both staff and students reported significant disruption to school life, with four themes identified: (1) teaching and learning impact, (2) social impact, (3) safeguarding impact, and (4) and mental health and wellbeing impact. Findings highlight widespread negative effects across every aspect of school life, for both staff and students. This study suggests that COVID-19 mitigation measures in UK secondary schools led to a sense of loss and uncertainty as well as increased self-reported stress among both staff and students.
为降低新冠疫情期间感染、传播新冠病毒以及患病的风险，英国教育部（DfE）向学校发布了指导意见。然而，关于学校社区如何看待所概述的新冠病毒缓解措施的影响的研究仍然有限。这项定性研究旨在从英国中学教职员工和学生的角度，探讨学校关闭和校内缓解措施对学校日常生活的影响，以及它们对心理健康和幸福的影响。参与者是从参与“学校新冠病毒映射与缓解”（CoMMinS）研究的、服务于不同社区的英国中学中进行有目的抽样的。选择确保了教职员工角色和学生人口统计学特征的代表性。半结构化访谈通过远程方式进行，并对数据进行了主题分析。访谈于2021年1月至8月期间与来自五所中学的参与者（20名教职员工和25名学生）进行。教职员工和学生都报告说学校生活受到了重大干扰，确定了四个主题：（1）教学影响，（2）社交影响，（3）保障影响，以及（4）心理健康和幸福影响。研究结果突出了学校生活各个方面对教职员工和学生都产生了广泛的负面影响。这项研究表明，英国中学的新冠病毒缓解措施导致了失落感和不确定性，以及教职员工和学生自我报告的压力增加。
