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Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Village Library
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Phone: (843) 884-9741
St. Paul's/Hollywood Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Towards Best Practice during COVID-19: A Responsive and Relational Program with Remote Schools to Enhance the Wellbeing of Aboriginal and Torres Strait Islander Students
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- Author(s): McCalman, Janya (ORCID
McCalman, Janya (ORCID 0000-0002-3022-3980 ); Caelli, Nicole; Travers, Helen; Graham, Veronica; Hunter, Ernest- Language:
English- Source:
School Psychology International. Apr 2023 44(2):214-235.- Publication Date:
2023- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
- Peer Reviewed: Y
- Source: 22
- Education Level: Elementary Education
Secondary Education - Subject Terms: Indigenous Populations; Foreign Countries; Mental Health; Well Being; COVID-19; Pandemics; Program Implementation; Resilience (Psychology); School Personnel; School Closing; Anxiety; Public Health; Advocacy; School Community Relationship; Sense of Community; Learner Engagement; Elementary School Students; Secondary School Students; Health Services; Partnerships in Education; Rural Schools
- Subject Terms:
- Accession Number: 10.1177/01430343221137717
- ISSN: 0143-0343
1461-7374 - Abstract: Purpose: From 2018, the Schools Up North (SUN) programme worked with three remote Australian schools to enhance their capability and resilience to support the wellbeing and mental health of Aboriginal and Torres Strait Islander students and staff. This paper explores the implementation of SUN during the first two years of COVID-19 (2020-2021). Method: Using grounded theory methods, school staff, other service providers and SUN facilitators were interviewed, with transcripts and programme documents coded and interrelationships between codes identified. An implementation model was developed. Results: The SUN approach was place-based, locally informed and relational, fostering school resilience through staff reflection on and response to emerging contextual challenges. Challenges were the: community lockdowns and school closures; (un)availability of other services; community uncertainty and anxiety; school staff capability and wellbeing; and risk of educational slippage. SUN strategies were: enhancing teachers' capabilities and resources, facilitating public health discussions, and advocating at regional level. Outcomes were: enhanced capability of school staff; greater school-community engagement; student belonging and engagement; a voice for advocacy; and continuity of SUN's momentum. Conclusions: The resilience approach (rather than specific strategies) was critical for building schools' capabilities for promoting students and staff wellbeing and provides an exemplar for remote schools globally.
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: EJ1369556
- Availability:
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