As the Coronavirus (COVID-19) global disaster
continues to unfold across the world, protective measures such as school
closures, physical distancing, and stay-at-home orders have exposed wide numbers
of young people to fear, worry, distress, academic challenges (e.g.,
amotivation), loneliness, depression, anxiety and they were particularly detrimental
to children with special needs (Arslan, 2021; Arslan & Yıldırım, 2021; Bobo
et al., 2020; O’Sullivan et al., 2021; Patrick et al., 2020; Quinn et al.,
2021), Undoubtedly, one of the biggest disruptions for young people and the
whole school community has been the rapid shift to remote learning (Castro
& George, 2021; Flynn et al., 2021; Kim & Asbury, 2020)
History
Comments
The original article is available at https://www.journalofschoolpsychology.com
Published Citation
Arslan G, Burke J. Positive education to promote flourishing in students returning to school after COVID-19 closure. Journal of School and Educational Psychology. 2021;1(1):1–5.