ABSTRACT

During the COVID-19 pandemic, educators around the globe seek to understand how to support students whose academic performance is impacted by mental health challenges. This article presents a co-operative inquiry undertaken by colleagues in Canada and Australia, responding to the question; what insights can the existing Carleton University framework of reflective questions offer to educators responding to student mental health challenges in social work education during the COVID-19 pandemic? The risks and complexities of attending to student mental health needs are illustrated by a pandemic-informed case study that extends the framework into this unique context and illustrates the importance of respecting learning requirements, combating discrimination, protecting students’ rights, and honouring the professional and legislative mandates of social work within all responses aimed at supporting student mental health resilience during COVID-19. This article acknowledges the limitations of previous practices guiding work with students with mental health needs during any period of crisis or disaster and demonstrates that the Carleton University framework assists in developing improved processes and policy grounded in social work’s commitment to social justice and critical reflection.

摘要

在 COVID-19 大流行期间，全球教育工作者寻求了解如何支持学习成绩受到心理健康挑战影响的学生。本文介绍了加拿大和澳大利亚的同事进行的合作调查，以回答这个问题；在 COVID-19 大流行期间，卡尔顿大学现有的反思性问题框架可以为应对社会工作教育中学生心理健康挑战的教育工作者提供哪些见解？一项针对大流行的案例研究说明了满足学生心理健康需求的风险和复杂性，该案例研究将框架扩展到这种独特的背景，并说明了尊重学习要求、打击歧视、保护学生权利、并在所有旨在支持 COVID-19 期间学生心理健康复原力的应对措施中尊重社会工作的专业和立法授权。本文承认以前在任何危机或灾难期间指导有心理健康需求的学生工作的做法的局限性，并证明卡尔顿大学的框架有助于制定基于社会工作对社会正义和批判性反思的承诺的改进流程和政策。