Buchanan, Denise;
Hargreaves, Eleanore;
Quick, Laura;
(2022)
Schools closed during the pandemic: revelations about the well-being of ‘lower-attaining’ primary-school children.
Education 3-13
pp. 1-14.
10.1080/03004279.2022.2043405.
(In press).
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Abstract
This article is unique because it fills a significant gap among Covid-19 related educational research in three ways. First, it analyses data from face-to-face interviews with 23 children, whilst most Covid-19 related research has been based on online data collection methods. Second, it involves ‘lower-attaining’ children who were already part of an ongoing five-year research project set in England, UK. Third, it captures a ‘before’ and ‘after’ picture of the children’s experiences during schooling-as-normal and after the two periods of school closures, in relation to their well-being. Within the context of Seligman’s PERMA theory, we found that the absence-of-schooling-as-normal had adversely affected their well-being, but in so doing, the children’s perspective on schooling had altered, as they had missed being part of something bigger than themselves, in a setting which offered socialisation, structure and purpose.
| Type: | Article |
|---|---|
| Title: | Schools closed during the pandemic: revelations about the well-being of ‘lower-attaining’ primary-school children |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03004279.2022.2043405 |
| Publisher version: | https://doi.org/10.1080/03004279.2022.2043405 |
| Language: | English |
| Additional information: | © 2022 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
| Keywords: | Well-being, school closures, Covid-19, ‘lower-attaining’, Seligman |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10144862 |
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