The Intersection of Trauma, Mental Health, and Academic Performance among School-Aged Youth

Autor/inn/en	Walker, Quiteya D.; Grant, Nykeisha; Johnson, Chantel; Rollins, Carolyn W.
Titel	The Intersection of Trauma, Mental Health, and Academic Performance among School-Aged Youth
Quelle	In: International Journal of the Whole Child, 6 (2021) 2, S.36-52 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-297X
Schlagwörter	Trauma; Mental Health; Academic Achievement; Youth; School Violence; COVID-19; Pandemics; Intervention; Behavior Modification; Cognitive Restructuring; Social Emotional Learning; Metacognition; Parent Participation; School Counselors; Elementary School Students + Suchen Sie Ihr Suchwort? Psychohygiene; Schulleistung; Jugend; Jugendlicher; Jugendalter; School; Schools; Violence; Schule; Gewalt; Behaviour modification; Verhaltensänderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Elternmitwirkung; School counselor; Beratungslehrer; Pädagogischer Berater
Abstract	As the adults battle the COVID-19 pandemic's effects, children are also dealing with its fallout. In addition to the health effects, since March 2020, the pandemic has caused long-term school closure, which forced school-aged youth to deal with the stress of social isolation; moreover, since youth have returned to school, there has been an uptick in school violence (Maxwell et al., 2021). These experiences have produced trauma that has affected youth mental health and academic performance. Consequently, educational systems need a better understanding of the intersecting effects of these traumatic events on the youth's mental health and academic performance to implement evidence-based interventions to mitigate the negative impacts of youth trauma. (As Provided).
Anmerkungen	Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01