Publication Date
| In 2025 | 0 |
| Since 2024 | 2 |
| Since 2021 (last 5 years) | 6 |
| Since 2016 (last 10 years) | 6 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Psychology in the Schools | 6 |
Author
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
Education Level
| Elementary Education | 3 |
| Elementary Secondary Education | 3 |
| Early Childhood Education | 1 |
| Higher Education | 1 |
| Kindergarten | 1 |
| Postsecondary Education | 1 |
| Primary Education | 1 |
Audience
Location
| United Kingdom (England) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMadison Blaydes; Cassandra A. Gearhart; Christopher J. McCarthy; Caroline H. Weppner – Psychology in the Schools, 2024
Teachers, a population already vulnerable to high stress, experienced heightened demands, and reduced resources during the COVID-19 pandemic. This longitudinal study utilized inductive thematic analysis to explore 241 K-12 teachers' qualitative accounts of stressors, supports, and pandemic-specific impacts through their responses to three…
Descriptors: Teacher Attitudes, Stress Variables, COVID-19, Pandemics
Lipkin, Molly; Crepeau-Hobson, Franci – Psychology in the Schools, 2023
The unprecedented school closures in response to COVID-19 have been associated with a number of negative impacts on students and their families. In addition to these difficulties, parents of students with disabilities are faced with prepandemic stresses and challenges that may be exacerbated by the school closures. This qualitative study aimed to…
Descriptors: COVID-19, Pandemics, School Closing, Students with Disabilities
Tomkunas, Alexandria J.; Welliver, Megan; Wink, Mackenzie N.; LaRusso, Maria D. – Psychology in the Schools, 2023
The COVID-19 pandemic dramatically altered practices in the K-12 education system. Though several studies have documented impacts on students and staff, limited research has explored educators' experiences with these changes. This study addresses this gap using interview data to examine elementary school educators' perspectives. Results suggest…
Descriptors: COVID-19, Pandemics, Schools, Elementary School Teachers
Alison J. Lacey; Robin Banerjee; Kathryn J. Lester – Psychology in the Schools, 2024
Although primary schools in the UK were required to provide access to remote learning for pupils during Covid-19 mandated school closures, there was less clarity for teachers and school leaders about expectations and priorities relating to the provision of social and emotional well-being support for children at home during this period. Using an…
Descriptors: Well Being, Teacher Attitudes, Elementary School Teachers, Administrator Attitudes
Frank Webb, Anne; Michalopoulou, Lito E. – Psychology in the Schools, 2021
This case study focuses on the role of school psychologists during the transition to and implementation of multi-tiered systems of support (MTSS) in a small, rural school district. It provides guidance to other school psychologists in similar rural districts on how to support a system-level change from the individual building level to the entire…
Descriptors: Counselor Role, Stress Variables, Burnout, School Psychologists
Gazica, Michele W.; Leto, Grace D.; Irish, Andrea L. – Psychology in the Schools, 2022
Meta-analyses suggest that student learning outcomes (SLOs) are comparable across modalities of instruction. None of these studies examined how unmet student expectations (here, unexpected changes in course delivery) might increase perceptions of student--instructor-university psychological contract breaches (PCBs) and, ultimately, perceived SLOs…
Descriptors: Meta Analysis, COVID-19, Pandemics, Teacher Student Relationship
