Above and Beyond: Schools Supporting Their Communities during the COVID-19 Pandemic

Autor/in	Othacéhé, Élise
Titel	Above and Beyond: Schools Supporting Their Communities during the COVID-19 Pandemic
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 63 (2021) 2, S.44-55 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
DOI	10.3898/forum.2021.63.2.05
Schlagwörter	School Community Relationship; COVID-19; Pandemics; Crisis Management; Emergency Programs; Community Resources; Child Care; Social Support Groups; Coping; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Krisenmanagement; Hilfsprogramm; Kinderfürsorge; Kinderbetreuung; Social support; Soziale Unterstützung; Bewältigung; Ausland; Großbritannien
Abstract	British education has faced an upheaval during the COVID-19 pandemic. Before the pandemic, schools often went beyond traditional interpretations of what was needed for educational provision. This article explores how those interpretations have been challenged by the response to COVID-19. It discusses the various ways in which, during the crisis, schools have supported their communities and the most vulnerable in them. It looks at how schools themselves have transformed from local hubs into comprehensive community support networks. It suggests that through the provision of emergency childcare, material resources and locally varying forms of support beyond traditional remits, schools have significantly enhanced their communities' ability to cope with the COVID-19 pandemic. It concludes by suggesting a number of positive consequences accruing from this support, including strengthened school-community relationships and mutually enhanced teacher/parent recognition. (As Provided).
Anmerkungen	Lawrence Wishart. Central Books Building, Freshwater Road, Chadwell Heath, London RM8 1RX, UK. Tel: 44-20-8597-0090; e-mail: forum@lwbooks.co.uk; Web site: https://journals.lwbooks.co.uk/forum
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01