Supporting schools during COVID-19

by | Jul 22, 2021 | Bush Voices | 0 comments

Country Education Partnership
The Royal Children’s Hospital is offering free online professional learning to help primary school educators support students’ and their own mental health and wellbeing. 

The ongoing lockdowns into 2021 have seen primary school students and teachers across Australia return to periods of remote learning, once again prompting the question: how can we assist primary school educators to support their students’ and own mental wellbeing during the COVID-19 pandemic?

In response to this, the Supporting Schools in a time of COVID-19 (SSCOVID) modules were developed by a team of teachers, psychologists and wellbeing leaders from the University of Melbourne’s Graduate School of Education and the Murdoch Children’s Research Institute.

The modules aim to assist primary school educators to support the mental health and wellbeing of students, families, and themselves throughout the COVID-19 pandemic. This includes providing strategies that involve small, efficient changes within the classroom to maximise impact on student’s wellbeing; guide educators to navigate existing resources; and support educators to implement existing decision-making models and care pathways. As a result, the resource focuses on providing a blend of accessible theory and practical, easy-to-implement, evidence-based strategies.

Module 1: Child Mental Health Literacy aims to build educator mental health knowledge, considering concepts of both good and poor mental health through a continuum, investigating the multiple dimensions to a child’s mental health and wellbeing.

Module 2: Supporting students with COVID-19 related anxiety provides educators with foundational knowledge about student anxiety, outlines why this may be exacerbated during COVID-19 and presents practical strategies to support students who are experiencing distress. This module also includes a recorded one-hour webinar and panel discussion featuring researchers and practitioners in the field of childhood anxiety.

Module 3: Working with Families explores theories and evidence-based strategies for enhancing parent engagement and communicating collaboratively with families, with a focus on supporting families with different needs.

Module 4: Teacher Wellbeing covers the theory and research behind teacher wellbeing, as well as evidence-based strategies and tools to address stress and improve wellbeing.

The modules can be accessed at any time and completed at the educators’ own pace. Educators can also access certificates with Professional Development hours at the completion of each module, as well as moderated discussion boards to share experiences and build professional connections.

Learn more and enrol: https://supporting-schools-in-a-time-of-covid-19.eventbrite.com.au

The Supporting Schools in a time of COVID-19 modules are generously funded by a rapid response grant from the Helen Macpherson Smith Trust. 

The ongoing lockdowns into 2021 have seen primary school students and teachers across Australia return to periods of remote learning, once again prompting the question: how can we assist primary school educators to support their students’ and own mental wellbeing during the COVID-19 pandemic? 

In response to this, the Supporting Schools in a time of COVID-19 (SSCOVID) modules were developed by a team of teachers, psychologists and wellbeing leaders from the University of Melbourne’s Graduate School of Education and the Murdoch Children’s Research Institute.

The modules aim to assist primary school educators to support the mental health and wellbeing of students, families, and themselves throughout the COVID-19 pandemic. This includes providing strategies that involve small, efficient changes within the classroom to maximise impact on student’s wellbeing; guide educators to navigate existing resources; and support educators to implement existing decision-making models and care pathways. As a result, the resource focuses on providing a blend of accessible theory and practical, easy-to-implement, evidence-based strategies.   

Module 1: Child Mental Health Literacy aims to build educator mental health knowledge, considering concepts of both good and poor mental health through a continuum, investigating the multiple dimensions to a child’s mental health and wellbeing. 

Module 2: Supporting students with COVID-19 related anxiety provides educators with foundational knowledge about student anxiety, outlines why this may be exacerbated during COVID-19 and presents practical strategies to support students who are experiencing distress. This module also includes a recorded one-hour webinar and panel discussion featuring researchers and practitioners in the field of childhood anxiety.

Module 3: Working with Families explores theories and evidence-based strategies for enhancing parent engagement and communicating collaboratively with families, with a focus on supporting families with different needs. 

Module 4: Teacher Wellbeing covers the theory and research behind teacher wellbeing, as well as evidence-based strategies and tools to address stress and improve wellbeing.  

The modules can be accessed at any time and completed at the educators’ own pace. Educators can also access certificates with Professional Development hours at the completion of each module, as well as moderated discussion boards to share experiences and build professional connections.  

Learn more and enrol: https://supporting-schools-in-a-time-of-covid-19.eventbrite.com.au

The Supporting Schools in a time of COVID-19 modules are generously funded by a rapid response grant from the Helen Macpherson Smith Trust.  

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