Advocating for Students during Distance Learning: The Role of the School Counselor

Autor/inn/en	Hipolito-Delgado, Carlos P.; Porras, Laura-Elena; Stickney, Dane; Kirshner, Ben
Titel	Advocating for Students during Distance Learning: The Role of the School Counselor
Quelle	In: Professional School Counseling, 24 (2021) 1, (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2409
DOI	10.1177/2156759X211011895
Schlagwörter	School Counselors; School Counseling; Counselor Role; Advocacy; Distance Education; COVID-19; Pandemics; School Closing; Student Needs; Barriers; Urban Schools; Online Courses; Hispanic American Students; At Risk Students; African American Students; Interpersonal Communication; Student School Relationship + Suchen Sie Ihr Suchwort? School counselor; Beratungslehrer; Pädagogischer Berater; School counselling; Pädagogische Beratung; Sozialanwaltschaft; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Online course; Online-Kurs; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Interpersonale Kommunikation; Schüler-Lehrer-Beziehung
Abstract	The COVID-19 pandemic forced schools to rush into distance learning, prioritizing academics and limiting consideration of students' socioemotional needs. Given that distance learning is likely to be a recurring experience, school counselors should understand this unique context to better advocate for student needs. Through this illustrative case study, we sought to understand the distance learning experience of students, specifically examining barriers experienced and desired support, in an urban school district in the Western United States. We conducted classroom observations, interviews, and town hall observation with students who were part of an action civics program in the district. Following thematic data analysis, we found that student participants described themes of challenges (with subthemes of online learning and outside of school), needs (with subthemes of community and student voice), and communication. Based on these findings, we argue for school counselors to use student voice to inform advocacy efforts in addressing student needs during distance learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01