Supporting Students during the Transition to University in COVID-19: Five Key Considerations and Recommendations for Educators

Autor/inn/en	Pownall, Madeleine; Harris, Richard; Blundell-Birtill, Pam
Titel	Supporting Students during the Transition to University in COVID-19: Five Key Considerations and Recommendations for Educators
Quelle	In: Psychology Learning and Teaching, 21 (2022) 1, S.3-18 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pownall, Madeleine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/14757257211032486
Schlagwörter	COVID-19; Pandemics; Foreign Countries; Undergraduate Students; Psychological Needs; Student Needs; Mental Health; Educational Strategies; College Faculty; College Preparation; Equal Education; Hidden Curriculum; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Psychohygiene; Lehrstrategie; Fakultät; Heimlicher Lehrplan; Großbritannien
Abstract	As coronavirus disease of 2019 (COVID-19) continues to disrupt pretertiary education provision and examinations in the United Kingdom, urgent consideration must be given to how best to support the 2021-2022 cohort of incoming undergraduate students to higher education. In this paper, we draw upon the "Five Sense of Student Success" model to highlight five key evidence-based, psychology-informed considerations that higher education educators should be attentive to when preparing for the next academic year. These include the challenge in helping students to reacclimatize to academic work following a period of prolonged educational disruption, supporting students to access the "hidden curriculum" of higher education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based, psychology-informed recommendations to each of these considerations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01