| Title: |
Schools Closed during the Pandemic: Revelations about the Well-Being of 'Lower-Attaining' Primary-School Children |
| Language: |
English |
| Authors: |
Buchanan, Denise (ORCID 0000-0003-3607-6974); Hargreaves, Eleanore (ORCID 0000-0002-5630-6995); Quick, Laura |
| Source: |
Education 3-13. 2023 51(7):1077-1090. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2023 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
School Closing; COVID-19; Pandemics; Well Being; Low Achievement; Elementary School Students; Foreign Countries; Student Experience; Student Attitudes; Literacy; Numeracy; Psychological Patterns; Mental Health |
| Geographic Terms: |
United Kingdom (England) |
| DOI: |
10.1080/03004279.2022.2043405 |
| ISSN: |
0300-4279; 1475-7575 |
| Abstract: |
This article is unique because it fills a significant gap among COVID-19 related educational research in three ways. First, it analyses data from face-to-face interviews with 23 children, whilst most COVID-19 related research has been based on online data collection methods. Second, it involves 'lower-attaining' children who were already part of an ongoing five-year research project set in England, UK. Third, it captures a 'before' and 'after' picture of the children's experiences during schooling-as-normal and after the two periods of school closures, in relation to their well-being. Within the context of Seligman's PERMA theory, we found that the absence-of-schooling-as-normal had adversely affected their well-being, but in so doing, the children's perspective on schooling had altered, as they had missed being part of something bigger than themselves, in a setting which offered socialisation, structure and purpose. |
| Abstractor: |
As Provided |
| Entry Date: |
2023 |
| Accession Number: |
EJ1397387 |
| Database: |
ERIC |