A Guatemalan School Community Response to COVID-19: Case Study of Growth through Adversity

Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/

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26

Foreign Countries; COVID-19; Pandemics; Elementary Secondary Education; Fear; Anxiety; Cultural Influences; Values; Teachers; Administrators; Experience; Mental Health; Bilingual Schools; Well Being; Elementary School Students; Middle School Students; High School Students

1059-308X
1059-308X

School communities around the world have been impacted by the COVID-19 pandemic. School leaders, teachers, and students have experienced sudden and unprecedented ruptures to their personal and professional or academic lives. The purpose of the present case study was to investigate the response of a school community in Guatemala to the changes imposed by the pandemic. Essays written by 197 members of the bilingual school community (administrators, teachers, and students in Grades 4-12) about their pandemic experiences were anonymized and coded according to thematic analysis. The first reactions to the lockdown and health threats were negative emotions including fear and anxiety. However, students and faculty marshaled personal strengths, cultural values, and community and family support to explore new opportunities and gain new insights. For teachers, teamwork was key. Elementary and middle school students relied on parents to introduce new activities. High school students used the pandemic for self-reflection and growth. Potential approaches for addressing future crises in a way that promotes growth through adversity are outlined. Those include a focus on the social-emotional well-being of all community members, the engagement of parents in their children's education, and the utilization of cultural strengths to enhance community efforts.

As Provided

2022

EJ1347565