{"id":4297,"date":"2021-07-20T10:21:13","date_gmt":"2021-07-20T00:21:13","guid":{"rendered":"https:\/\/blogs.rch.org.au\/ccch\/?p=4297"},"modified":"2021-07-21T07:58:00","modified_gmt":"2021-07-20T21:58:00","slug":"supporting-schools-in-a-time-of-covid-19-2","status":"publish","type":"post","link":"https:\/\/blogs.rch.org.au\/ccch\/2021\/07\/20\/supporting-schools-in-a-time-of-covid-19-2\/","title":{"rendered":"Supporting Schools in a time of COVID-19"},"content":{"rendered":"

Supporting Schools in a time of COVID-19 is a\u00a0free\u00a0online professional learning opportunity\u00a0to help\u00a0primary school educators\u00a0support students\u2019 and their own mental health and wellbeing.<\/strong>\u00a0<\/strong><\/p>\n

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\u2019 and own mental wellbeing during the COVID-19 pandemic?\u00a0<\/strong><\/p>\n

In response to this, the\u00a0Supporting Schools in a time of COVID-19\u00a0<\/strong>(SSCOVID) modules were developed by a team of teachers, psychologists and wellbeing leaders from the University of Melbourne\u2019s Graduate School of Education and the Murdoch Children’s Research Institute.<\/p>\n

The modules aim to assist primary school educators to support the mental health and wellbeing of students,\u00a0families,\u00a0and themselves throughout the COVID-19 pandemic.\u00a0This includes providing strategies that involve small, efficient changes within the classroom to maximise impact on student\u2019s wellbeing; guide educators to navigate existing resources; and support educators to implement existing decision-making models and care pathways.\u00a0As a result, the resource focuses on providing a blend of accessible theory and practical, easy-to-implement, evidence-based strategies.\u00a0\u00a0\u00a0<\/strong><\/p>\n

Module 1: Child Mental Health Literacy<\/em>\u00a0<\/strong>aims to build educator mental health knowledge, considering concepts of both good and poor mental health through a continuum,\u00a0investigating the multiple dimensions to a child\u2019s mental health and wellbeing.\u00a0
\n<\/strong><\/p>\n

Module 2: Supporting students with COVID-19 related anxiety<\/strong>\u00a0<\/em>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.
\n<\/strong><\/p>\n

Module 3: Working with Families<\/strong>\u00a0<\/em>explores theories and evidence-based strategies for enhancing parent engagement and communicating collaboratively with families, with a focus on supporting families with different needs.\u00a0
\n<\/strong><\/p>\n

Module 4: Teacher Wellbeing<\/strong>\u00a0<\/em>covers the theory and research behind teacher wellbeing, as well as\u00a0evidence-based strategies and tools to address stress and improve wellbeing.\u00a0\u00a0<\/strong><\/p>\n

The modules can be accessed at any time and completed at the educators\u2019 own pace.\u00a0Educators can also access\u00a0certificates with Professional Development hours at the completion of each module, as well as\u00a0moderated discussion boards to share experiences and build professional connections.\u00a0\u00a0<\/strong><\/p>\n

Learn more and enrol:\u00a0<\/strong>https:\/\/supporting-schools-in-a-time-of-covid-19.eventbrite.com.au<\/a><\/p>\n

The Supporting Schools in a time of COVID-19 modules are generously funded by a rapid response grant from the Helen Macpherson Smith Trust.\u00a0<\/em>\u00a0<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Supporting Schools in a time of COVID-19 is a free online professional learning opportunity to help primary school educators support\u00a0mental health and wellbeing.\u00a0<\/p>\n","protected":false},"author":26,"featured_media":4298,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[26985,8971],"tags":[23545,23860],"class_list":["post-4297","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-childrens-health-and-development-july","category-featured","tag-covid-19","tag-school"],"acf":[],"_links":{"self":[{"href":"https:\/\/blogs.rch.org.au\/ccch\/wp-json\/wp\/v2\/posts\/4297","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.rch.org.au\/ccch\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.rch.org.au\/ccch\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.rch.org.au\/ccch\/wp-json\/wp\/v2\/users\/26"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.rch.org.au\/ccch\/wp-json\/wp\/v2\/comments?post=4297"}],"version-history":[{"count":3,"href":"https:\/\/blogs.rch.org.au\/ccch\/wp-json\/wp\/v2\/posts\/4297\/revisions"}],"predecessor-version":[{"id":4323,"href":"https:\/\/blogs.rch.org.au\/ccch\/wp-json\/wp\/v2\/posts\/4297\/revisions\/4323"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.rch.org.au\/ccch\/wp-json\/wp\/v2\/media\/4298"}],"wp:attachment":[{"href":"https:\/\/blogs.rch.org.au\/ccch\/wp-json\/wp\/v2\/media?parent=4297"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.rch.org.au\/ccch\/wp-json\/wp\/v2\/categories?post=4297"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.rch.org.au\/ccch\/wp-json\/wp\/v2\/tags?post=4297"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}