Background:

COVID-19 has dramatically changed how school communities operate. Many schools have had to navigate enforced closures and modify their usual teaching and learning practices. Furthermore, they have had to rethink how they address student well-being issues. In Australian Catholic schools, there is little data on the concerns of Catholic school staff during enforced school closures.

Aims:

This article describes findings from a study of the experiences and concerns of school staff in two Catholic primary school communities to understand how staff in these settings experienced and re-imagined or reinforced student well-being practices and processes.

Methods:

Data were collected by means of a survey assessing staff experiences and concerns, with a particular focus on student well-being.

Results:

Results indicated that enforced school closures were perceived as negatively affecting student well-being programmes with staff members being particularly concerned about students who were socially, educationally, culturally and economically disadvantaged. However, negative impacts were mitigated by a school culture underpinned by a pastoral and health-promoting perspective. Strong leadership in the face of systemic lethargy prompted schools to utilise their engagement and partnership arrangements for additional support.

Conclusion:

During forced school closures, an inclusive school ethos, environment and culture ensured an effective response to the diverse needs of staff, students and other school community members.

中文翻译：

---

COVID-19和学生的福祉：天主教学校工作人员的观点和经验

背景：

COVID-19极大地改变了学校社区的运作方式。许多学校不得不采取强制措施，并改变其通常的教学方式。此外，他们不得不重新考虑如何解决学生的健康问题。在澳大利亚的天主教学校中，很少有数据显示强迫学校停课期间天主教学校教职员工的担忧。

目的：

本文介绍了对两个天主教小学社区学校工作人员的经历和关注的研究结果，以了解这些环境中的工作人员如何体验和重新想象或加强学生的幸福感实践和过程。

方法：

数据是通过评估员工的经历和关注的调查收集的，尤其关注学生的幸福感。

结果：

结果表明，强迫关闭学校被视为对学生福祉计划产生了负面影响，工作人员特别关注在社会，教育，文化和经济上处于不利地位的学生。但是，以牧民和健康促进的观点为基础的学校文化减轻了负面影响。面对系统性的嗜睡，强有力的领导促使学校利用他们的参与和伙伴关系安排获得更多支持。

结论：

在被迫关闭学校期间，包容性的学校风气，环境和文化确保有效地响应教职员工，学生和其他学校社区成员的多样化需求。