The COVID-19 has had a massive impact on the education of children in communities around the world, EU and Program countries.
The pandemic, described as a “once-in-a-century ”, has disrupted essential aspects of public, economic, education, and private life around the globe (World Health Organization, 2021). The COVID-19 pandemic has already had an unprecedented impact on children, families, and schools around the world, including the EU. Presently, there are many unknowns regarding when the increasing number of cases will be reduced and the spread of COVID-19 will be controlled around the world.

Due to the COVID-19 pandemic, most schools in the EU and Program countries have been closed for a period of time, while some schools continue to remain closed for in-person instruction. A variety of strategies have emerged in an attempt to continue to educate and support children, including providing education services in-person, remote/distance learning, and various hybrid configurations involving both in-person and remote/distance strategies. As education professionals adapt to meet the education, social, and emotional needs of students, there are a range of services for students that continue to be disrupted (for example, food/nutrition, healthcare, extracurricular activities, family/community collaboration, and mental health services); thus, reducing the scope of student support services.

Additional challenges for children during the COVID-19 pandemic include disruption in academic learning, social isolation, family financial concerns, greater childhood adverse experiences, trauma, grief, and increased screen time. Notably, the impact is even greater for students with disabilities; students from minoritized communities including asylum seekers/refugees, culturally and linguistically diverse youth; students from families with low-income and economic marginalization (LIEM); gender and sexual minoritized youth; and students experiencing rising poverty and an intersection of oppressive systems (e.g. Russia).

Given the important role that schools play in the safety and security for youth, school shutdowns have had a significant and adverse impact on mental health. The prolonged isolation and lack of social safety net has not only disrupted structure, routines, and peer interactions, but also limited the mental health resources youth usually have access to through their schools.

PREPARATORY STAGE (December 2020 – April 2021)

Our project research team has analysed a pool of studies related to important ethical, legal, safety, and technology considerations related to conducting psychoeducational assessments. This has helped us to identify and select needs to focus upon. We aim to disseminate innovations and adaptations in research, training, and practice that contribute to advancing the field of school psychology.

THE NEEDS WE PLAN TO ADDRESS

(a) Within our project it will be critical to implement sustained support using effective methodology and online platforms to connect with youth.
(b) While the development of specific e-mental health is still in its early stages, the Internet can still be used as a medium to provide information and care to students who need it.
(c) A key step in this regard is the widespread provision of resources that students can use to cope with difficult emotional experiences.
(d) Further, it is important that school staff and psychologists who interact with students are equipped with resources to share with students and to draw on.
(e) The centrality of effectively responding to students during this uncertain period cannot be overstated. As staff and school psychologists may also interact with families during these challenging times, being aware of resources to share with concerned parents and caregivers will also go a long way in supporting students.