ABSTRACT

This exploratory study reports on interviews carried out with 19 staff in UK schools during the early phase of the global Covid-19 pandemic. The focus of this qualitative study was to consider the impact of the pandemic on participants’ mental health and wellbeing, and to identify buffering mechanisms which may have mitigated against adverse effects. Participants were employed in a range of role types (including leaders, teachers and teaching assistants) in different educational settings (primary, secondary and alternative provision), and in different regions of the United Kingdom. A process of thematic analysis identified five key themes from the data set: change and adaptation; loss; impact on wellbeing; risk and protective factors; and opportunities to reflect. Data indicate that staff resilience during this time can be understood as emerging from a nuanced and complex interaction of internal and external factors, and thus conceptualised within a socio-ecological framework.

摘要

这项探索性研究报告了在全球 Covid-19 大流行初期对英国学校的 19 名工作人员进行的采访。这项定性研究的重点是考虑大流行对参与者心理健康和福祉的影响，并确定可能减轻不利影响的缓冲机制。参与者在英国不同地区的不同教育环境（小学、中学和替代提供）中担任一系列角色类型（包括领导者、教师和助教）。主题分析过程从数据集中确定了五个关键主题：变化和适应；失利; 对健康的影响；风险和保护因素；和反思的机会。