当危机成为新常态:在新冠肺炎期间和之后支持儿童、家庭和学校

IF 1.2 Q3 SOCIAL WORK
Eileen A. Dombo, L. V. Sosa, C. Sabatino
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引用次数: 0

摘要

2020年3月,随着新型冠状病毒(新冠肺炎)在美国的传播增加,学校转向远程学习,我们开始认为我们将吸取对未来学校社会工作者有价值的教训。当时,我们认为——或者可能希望——这将是一次短期调整。我们认为,这种破坏将更符合与自然灾害和人为灾害有关的破坏。然而,我们所了解到的是,新冠肺炎以前所未有的方式挑战了我们的学校和从业者。这促使我们考虑疫情准备,并在我们社区普遍存在和潜在的不平等的背景下重新考虑危机应对和创伤知情做法,这些不平等因疫情和应对不力或失败而加剧(Basset&Linos,2020)。值得关注的重大领域涉及教育差距、种族主义、白人至上主义、心理健康和创伤反应、远程学习和数字鸿沟以及道德和领导力,其中许多领域是本期文章的重点。尽管我们天真地希望这一期的出版能结束疫情,但我们现在敏锐地意识到,我们正在疫情期间继续实践,同时也在解决对学校、儿童和家庭的影响。新冠肺炎大流行揭示了社会在多大程度上依赖学校来满足不仅是教育需求,而且是社会和情感需求(Haynes,2002;Long,2020)。同样显而易见的是,学校没有得到足够的资源来满足这些需求(Trujillo&Renee,2012)。此外,疫情使人们更加关注种族不平等,这些不平等影响了获得支持远程学习的基本需求和技术资源的机会。麦肯锡公司的研究表明,有色人种学生的学习水平比预期水平低了三到五个月,黑人和拉丁裔学生不太可能获得远程学习所需的设备和互联网服务(Dorn,Hancock,Sarakatsannis,&Virularg,2020)。因此,关于我们如何回到面对面的学校,以及当我们到达那里时学校会是什么样子,已经形成了一种全国性的对话(Harris,2020)。这场对话包括关于谁应该是首批接种疫苗的人的辩论(美国疾病控制与预防中心,2021),学校何时以及如何重新开放,以及儿童和教师何时每天回到教室是安全的(美国疾病预防控制中心,2020;特纳,2021)。如果学校被认为是必不可少的,教师难道不应该站在接种疫苗的最前线吗?关于面授教育的争论使教师与全国各地的家庭对立起来(Manno,2020)。教师工会一直直言不讳地表示在这种情况下要保护教师(Bellware&Reiss,2021)。许多家长希望学校重新开放,许多教师认为,考虑他们安全的必要性被忽视了,更不用说他们自己的孩子和家庭义务了。这种困境使员工与行政部门对立,在许多情况下,造成了一个充满敌意的工作环境,不利于儿童的安全学习。人们想知道过去的经历能教会我们什么关于现在的时刻。追踪美国的教育历程一直很有趣。有关儿童教育的法律变化在很大程度上受到童工法、儿童保护工作、,
本文章由计算机程序翻译,如有差异,请以英文原文为准。
When a Crisis Becomes the New Normal: Supporting Children, Families, and Schools during and after COVID-19
I n March 2020, as transmission of the novel coronavirus (COVID-19) increased in the United States and schools shifted to distance learning, we began to think lessons would be learned that would be of value to school social workers in the future. At the time, we thought— or perhaps hoped—that this would be a short-term adjustment. We thought that this disruption would be more in line with those related to natural and human-made disasters. What we have learned, however, is that COVID19 has challenged our schools and practitioners in unprecedented ways. It has caused us to consider pandemic preparedness and to reconsider crisis response and trauma-informed practices in the context of the pervasive and insidious inequities in our communities that have been exacerbated by both the pandemic and the inadequate or failed response (Basset & Linos, 2020). Significant areas of concern, many of which are the focus of articles in this issue, relate to educational disparities, racism, white supremacy, mental health and traumatic reactions, distance learning and the digital divide, and ethics and leadership. Although we naively hoped the pandemic would be over by publication of this issue, we are now acutely aware that we are continuing to practice in the midst of the pandemic while also addressing the effects on schools, children, and families. The COVID-19 pandemic has revealed just how much society relies on schools to address needs that are not solely educational but also social and emotional in nature (Haynes, 2002; Long, 2020). It is also clear that schools are not given sufficient resources to address those needs (Trujillo & Renee, 2012). In addition, the pandemic has put a clearer spotlight on racial inequalities that affect access to both basic needs and technological resources to support remote learning. Research by McKinsey & Company has revealed that students of color were three to five months behind the expected levels of learning, and Black and Latinx students were less likely to have access to the devices and Internet service necessary for remote learning (Dorn, Hancock, Sarakatsannis, & Viruleg, 2020). As a result, a national dialogue has evolved with regard to how we get back to in-person school and what school will look like when we get there (Harris, 2020). This dialogue includes debates about who should be among the first to receive vaccines (Centers for Disease Control and Prevention [CDC], 2021), when and how schools should reopen, and when it will be safe for children and teachers to be back in the classroom every day (CDC, 2020; Turner, 2021). If schools are considered essential, shouldn’t teachers be at the front of the line for vaccines? The debate about in-person education has pitted teachers against families across the country (Manno, 2020). Teachers’ unions have been outspoken about the protection of teachers in this situation (Bellware & Reiss, 2021). Many parents want schools to reopen, and many teachers feel that the need to consider their safety is being overlooked, let alone their own child and family obligations. This quandary pits employees against administrations and, in many cases, creates a hostile work environment that is not conducive to safe learning for children. One wonders what past experience can teach us about the present moment. The arc of education in the United States has been interesting to track. Changes in laws regarding education of children have been greatly influenced by child labor laws, child protection efforts,
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来源期刊
Children & Schools
Children & Schools SOCIAL WORK-
CiteScore
3.50
自引率
10.00%
发文量
18
期刊介绍: Children & Schools publishes professional materials relevant to social work services for children. The journal publishes articles on innovations in practice, interdisciplinary efforts, research, program evaluation, policy, and planning. Topics include student-authority relationships, multiculturalism, early intervention, needs assessment, violence, and ADHD. Children & Schools is a practitioner-to-practitioner resource.
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