This is the final version. Available from the Australian Association for Research in Education via the link in this recordBlog postThis research might be about students with added learning needs but could easily apply to all students. The snap school lockdowns required to combat the Delta variant of Covid-19 disproportionately affect different cohorts of students and teachers. When the first school lockdowns were implemented in NSW in 2020, a group of researchers undertook a study to explore teachers’ perspectives of the impact of the COVID-19 distance learning requirements on the education of students with additional educational needs. We asked teachers about: the issues they experienced in the education of children with a disability during COVID 19; how they viewed their students’ connections with their peers; and any changes they made to the ways they teach because their students missed school. We now know that earning preferences, the strength of existing social networks, and access to digital technologies and WIFI can impact students’ ability to successfully navigate distance learning. Teachers may grapple with modes of delivery, pedagogical structures, and the need to establish effective systems of communication (Hood, 2020)

Anderson, J

Boyle, C

Charteris, J

Page, A

Published online August.19.2021Abstract unavailableAngela Page, Jennifer Charteris, Joanna Anderson and Christopher Boyl

Page, A.

Charteris, J.

Anderson, J.

Boyle, C.

Adelaide Research &amp; Scholarship

13/1/22, 5:24 pmSeven great ways to connect with students during snap lockdowns | EduResearch MattersPage 1 of 7https://www.aare.edu.au/blog/?p=10304#printEMAIL |  PRINTTweetCATEGORIESCOVID-19 and schools, learning needsTAGSAngela Page, Chris Boyle, COVID-19 and schools, COVID-19 and teaching,Jennifer Charteris, Joanna AndersonAugust.19.2021Share This ArticleSeven great ways toconnect with studentsduring snap lockdownsBy Angela Page, Jennifer Charteris, Joanna Anderson and ChrisBoyleThis research might be about students with added learning needs but couldeasily apply to all students.Share 3 Share Email! Print"13/1/22, 5:24 pmSeven great ways to connect with students during snap lockdowns | EduResearch MattersPage 2 of 7https://www.aare.edu.au/blog/?p=10304#printThe snap school lockdowns required to combat the Delta variant of Covid-19disproportionately affect different cohorts of students and teachers. When the @rst school lockdowns were implemented in NSW in 2020, a groupof researchers undertook a study to explore teachers’ perspectives of theimpact of the COVID-19 distance learning requirements on the education ofstudents with additional educational needs. We asked teachers about: theissues they experienced in the education of children with a disability duringCOVID 19; how they viewed their students’ connections with their peers; andany changes they made to the ways they teach because their studentsmissed school.We now know that earning preferences, the strength of existing socialnetworks, and access to digital technologies and WIFI can impact students’ability to successfully navigate distance learning. Teachers may grapple withmodes of delivery, pedagogical structures, and the need to establish effectivesystems of communication (Hood, 2020).School connectedness and COVID-19The COVID-19 pandemic may have served to exacerbate existing stressorsfaced by students with additional educational needs, those students withlearning, physical or sensory needs that make it harder to learn than mostchildren of the same age. Challenges at home for these students can includeanxiety around sudden con@nement, increased tension about theunpredictability of the future, and increased strain which some parents mayexperience to manage these students’ educational and social needs(Fontanesi et al. 2020).School connectedness can be de@ned as incorporating a relationship withsupportive adults, a sense of belonging, positive peer relationships,engagement with learning, and experiencing a safe and encouraging onlineclimate (Cumming, Marsh, & Higgins 2017; García-Moya et al. 2019; Pate etal. 2017).School connectedness can be seen as comprising four components: schoolbonding, school attachment, school engagement, and school climate. Thesecomponents can be linked to the @ndings from the small qualitative study,which indicated four themes’ teachers found challenging when teachingstudents at home during COVID-19. These were access to materials, capacityand willingness to use technology, motivation and changes in routines, andrisk of further isolation. This relationship is represented in Figure 1.13/1/22, 5:24 pmSeven great ways to connect with students during snap lockdowns | EduResearch MattersPage 3 of 7https://www.aare.edu.au/blog/?p=10304#printFigure 1. School connectedness paradigm and the relation to the fourcomponents of school connectedness during COVID19 for students withadditional learning needsAccess to learning materialsTeachers commented that access was an issue for student learning when theschools shifted to an online model. In addition to the principal delivering laptops to students who could not get toschool to access them, the teachers went over and above what was required,visiting a home to provide technical support.One family said, “we do not know how to use the internet thing”. So I had todrive out to their house. It was little bit stressful. They brought the computerout to the veranda so I set it up for them and that was great because I knewthey had an internet connection.Capacity and willingness to use technologyDistance education can be challenging for students with additionaleducational needs as they are disconnected from their school-based learning.For some students this was problematic as they either refused to participatein online learning or were precluded from access to technology due to theirhomelife. These students who are already at a disadvantage were seen to be13/1/22, 5:24 pmSeven great ways to connect with students during snap lockdowns | EduResearch MattersPage 4 of 7https://www.aare.edu.au/blog/?p=10304#printat risk of slipping even further behind.It is really concerning that kids could fall behind. We will Bnd out the fullbrunt of it for the kids who did not engage online at all when they are back.They are already behind the 8 ball. I think we will see a bigger divide. Wetried, despite our best efforts we had kids who did not engage at all. . . . Ireckon it would be 20% – deBnitely. They just did nothing – just played. Theparents said that they just would not do it . . ..I think we will see kids havegone backwards.Motivation and  changes in routinesStudents who did not engage with learning in the classroom were alsochallenging to motivate when undertaking distance education.The same students found learning at home challenging . . . They are verytraumatised people here and those kids we are Bnding hard to engage arethe ones with undiagnosed metal health and medical conditions. They arethe same kids who are diLcult to engage at home. We praise any effort –even logging on. I had in my google classroom question of the day. ‘What isthe most awesome thing about not going to school today – just anything toget them to answer – cos then I made that connection and then try and leadthem into a bit of work. It was the same kids. It was not a magic wand. It didnot Bx anybody. We gave it a go.There can be diXculties connecting with school and learning when routinesare changed. One of the teachers stated a concern in how studentsresponded to the change in the learning context.Some of my kids could not separate school and home and so I got them toput on their school uniform as if they were going to school still. Then theywould take it off at the end of the day and school was Bnished.Risks of further isolation and falling behindStudents who are disconnected from peers can become more sociallyisolated. In the scramble to keep up with the educational needs of students,we can easily overlook that students experience loneliness, worry andsadness (Brodeur et al. 2020).  The isolation experienced, as a result oflockdowns, can increase depression and anxiety (Guessoum et al., 2020).13/1/22, 5:24 pmSeven great ways to connect with students during snap lockdowns | EduResearch MattersPage 5 of 7https://www.aare.edu.au/blog/?p=10304#printTeachers expressed concern around the issue of social isolation for theirstudents. Some of this concern was related to the erosion of theconnectedness created by changes in routines that meant the students wereless likely to want to be engaged in learning.If you take Mandy, she can’t cope very well with any changes at school youknow? And she doesn’t have a lot of kids that I would [say she could]socialise with at school, and so at home, I reckon it would be worse becausewhen she gets stressed, she withdraws into her shell.Despite the challenges, teachers overall held positive perceptions about howthey supported students with additional educational needs at home. Therewas evidence of strong school leadership that was both supportive of staffand overtly visible for students and parents (e.g. regular Facebook postings).The teachers reported being committed to helping students who were at riskduring this time.Suggestions for connecting students with additional learning needs duringsnap lockdowns from our research: here are our top seven ways to stayconnected with not only students with additional needs but ALL students.1. Plan for and support peer connectedness. This may involve arranginginformal fun activities to foster social relationships and pairing studentsstrategically with a buddy.2. Have a range of options for learning. There can be a challenge with accessto online learning tools and materials, in particular for students withdisabilities. Access to physical resources can be especially important forstudents with additional educational needs.3. Strive to ensure that school routines are sustained at home (e.g. consistenttimetables and the wearing of school uniform).4. Keep in contact with parents where students are reluctant to communicatevia online media. Strive to ensure that communication is consistent andfrequent. Effective communication between school and home is a criticalelement in a successful response to remote schooling. Be mindful that insome circumstances overly frequent communication may overwhelm bothstudents and their families.5. Attempt alternative means to directly communicate with each student thatmight be speci@c to their needs (e.g. telephone calls).a. Strive to maintain relationships for the well-being of students and teachers.This connection can address mental health.  7. There may be additional provision of specialist services warranted. Thissupport may occur through supplementary planning meetings with parents13/1/22, 5:24 pmSeven great ways to connect with students during snap lockdowns | EduResearch MattersPage 6 of 7https://www.aare.edu.au/blog/?p=10304#printTweetand key service providers. Consider alternative mechanisms to ensureconnection and collaboration with specialists. Students who are isolated athome are at risk of not being offered specialist services because of theseparation between school and home.Clockwise from top left: Dr Angela Page has workedas an educational psychologist in Australia and NewZealand. She currently lectures in Special andInclusive Education at the University of Newcastle inNSW. Associate Professor Jennifer Charteris is anexperienced researcher and teacher educator, with abackground in providing professional learning forprincipals, middle leaders, and teachers in leadership,assessment, and culturally responsive practice. Shehas schooling experience in Australia, New Zealand,and the UK. Dr Joanna Anderson is an experiencedteacher, school leader and academic. She isinterested in inclusive practice and leadership andworks to improve the educational experiences ofstudents with disabilities. Dr Chris Boyle is a Fellowof the British Psychological Society and a SeniorFellow of the Higher Education Academy. He is anAssociate Professor in Inclusive Education andPsychology at the University of Exeter.Share This ArticleRepublish this article for free, online or in print, under Creative Commons licence.! Republish this articleRelated PostsTen ways to improve online learning for studentsOnline learning has become a well-recognised part of thebroader landscape of higher education. It…Share 3 Share Email! Print"13/1/22, 5:24 pmSeven great ways to connect with students during snap lockdowns | EduResearch MattersPage 7 of 7https://www.aare.edu.au/blog/?p=10304#printStereotyping international students is unjustThis article was @rst published on University World News  Around the world,over 4.5 million…Why and how to use different teaching methods withIndigenous studentsFor decades there has been an overrepresentation ofIndigenous students across Australia in disciplinaryschool…

Seven great ways to connect with students during snap lockdowns

The snap school lockdowns required to combat the Delta variant of Covid-19 disproportionately affect different cohorts of students and teachers

Page, Angela

Charteris, Jennifer

Anderson, Joanna

Boyle, Chris

Research UNE

Open Research Exeter

EMAIL |  PRINTTweetCATEGORIESCOVID-19 and schools, learning needsTAGSAngela Page, Chris Boyle, COVID-19 and schools, COVID-19 and teaching,Jennifer Charteris, Joanna AndersonAugust.19.2021Share This ArticleSeven great ways toconnect with studentsduring snap lockdownsBy Angela Page, Jennifer Charteris, Joanna Anderson and Chris BoyleThis research might be about students with added learning needs but couldeasily apply to all students.Share 3 Share Email! Print"Seven great ways to connect with students during snap lockdowns... https://www.aare.edu.au/blog/?p=10304#print1 of 7 20/08/2021, 12:37The snap school  lockdowns required  to  combat  the  Delta  variant  of  Covid-19disproportionately affect different cohorts of students and teachers. When the Arst school lockdowns were implemented in NSW in 2020, a group ofresearchers undertook a study to explore teachers’ perspectives of the impact ofthe COVID-19 distance learning requirements on the education of students withadditional  educational  needs.  We  asked  teachers  about:  the  issues  theyexperienced in the education of children with a disability during COVID 19; howthey viewed their students’ connections with their peers; and any changes theymade to the ways they teach because their students missed school.We now know that earning preferences, the strength of existing social networks,and  access  to  digital  technologies  and  WIFI  can  impact  students’  ability  tosuccessfully  navigate  distance learning.  Teachers  may grapple  with  modes ofdelivery, pedagogical structures, and the need to establish effective systems ofcommunication (Hood, 2020).School connectedness and COVID-19The COVID-19 pandemic may have served to exacerbate existing stressors facedby  students  with  additional  educational  needs,  those  students  with  learning,physical or sensory needs that make it harder to learn than most children of thesame age.  Challenges at  home for  these students can include anxiety aroundsudden conAnement,  increased tension about the unpredictability of the future,and  increased  strain  which  some  parents  may  experience  to  manage  thesestudents’ educational and social needs (Fontanesi et al. 2020).School  connectedness  can  be  deAned  as  incorporating  a  relationship  withsupportive adults, a sense of belonging, positive peer relationships, engagementwith learning, and experiencing a safe and encouraging online climate (Cumming,Marsh, & Higgins 2017; García-Moya et al. 2019; Pate et al. 2017).School  connectedness  can  be  seen  as  comprising  four  components:  schoolbonding,  school  attachment,  school  engagement,  and  school  climate.  Thesecomponents can be linked to the Andings from the small qualitative study, whichindicated  four  themes’  teachers  found  challenging  when  teaching  students  athome during COVID-19. These were access to materials, capacity and willingnessto  use  technology,  motivation  and  changes  in  routines,  and  risk  of  furtherisolation. This relationship is represented in Figure 1.Seven great ways to connect with students during snap lockdowns... https://www.aare.edu.au/blog/?p=10304#print2 of 7 20/08/2021, 12:37Figure  1.  School  connectedness  paradigm  and  the  relation  to  the  fourcomponents  of  school  connectedness  during  COVID19  for  students  withadditional learning needsAccess to learning materialsTeachers commented that access was an issue for student learning when theschools shifted to an online model. In addition to the principal delivering laptops to students who could not get toschool  to access them, the teachers went over and above what was required,visiting a home to provide technical support.One family said, “we do not know how to use the internet thing”. So I had todrive out to their house. It was little bit stressful. They brought the computer outto the veranda so I set it up for them and that was great because I knew theyhad an internet connection.Capacity and willingness to use technologyDistance education can be challenging for students with additional educationalneeds  as  they  are  disconnected  from  their  school-based  learning.  For  somestudents  this  was  problematic  as  they  either  refused  to  participate  in  onlinelearning  or  were  precluded  from  access  to  technology  due  to  their  homelife.These students who are already at  a disadvantage were seen to be at  risk ofslipping even further behind.Seven great ways to connect with students during snap lockdowns... https://www.aare.edu.au/blog/?p=10304#print3 of 7 20/08/2021, 12:37It is really concerning that kids could fall behind. We will Bnd out the full brunt ofit for the kids who did not engage online at all when they are back. They arealready behind the 8 ball. I think we will see a bigger divide. We tried, despite ourbest efforts we had kids who did not engage at all. . . . I reckon it would be 20% –deBnitely. They just did nothing – just played. The parents said that they justwould not do it . . ..I think we will see kids have gone backwards.Motivation and  changes in routinesStudents who did not engage with learning in the classroom were also challengingto motivate when undertaking distance education.The  same  students  found  learning  at  home  challenging  .  .  .  They  are  verytraumatised people here and those kids we are Bnding hard to engage are theones with undiagnosed metal health and medical conditions. They are the samekids who are diLcult to engage at home. We praise any effort – even logging on.I had in my google classroom question of the day. ‘What is the most awesomething about not going to school today – just anything to get them to answer –cos then I made that connection and then try and lead them into a bit of work. Itwas the same kids. It was not a magic wand. It did not Bx anybody. We gave it ago.There can be diYculties connecting with school and learning when routines arechanged. One of the teachers stated a concern in how students responded to thechange in the learning context.Some of my kids could not separate school and home and so I got them to puton their school uniform as if they were going to school still. Then they wouldtake it off at the end of the day and school was Bnished.Risks of further isolation and falling behindStudents who are disconnected from peers can become more socially isolated. Inthe scramble to keep up with the educational needs of students, we can easilyoverlook that students experience loneliness, worry and sadness (Brodeur et al.2020).    The  isolation  experienced,  as  a  result  of  lockdowns,  can  increasedepression and anxiety (Guessoum et al., 2020).Teachers  expressed  concern  around  the  issue  of  social  isolation  for  theirstudents. Some of this concern was related to the erosion of the connectednesscreated by changes in routines that meant the students were less likely to want toSeven great ways to connect with students during snap lockdowns... https://www.aare.edu.au/blog/?p=10304#print4 of 7 20/08/2021, 12:37be engaged in learning.If  you take Mandy,  she can’t  cope very  well  with any changes at  school  youknow? And she doesn’t have a lot of kids that I would [say she could] socialisewith at school, and so at home, I reckon it would be worse because when shegets stressed, she withdraws into her shell.Despite the challenges, teachers overall held positive perceptions about how theysupported  students  with  additional  educational  needs  at  home.  There  wasevidence of strong school leadership that was both supportive of staff and overtlyvisible for students and parents (e.g. regular Facebook postings). The teachersreported being committed to helping students who were at risk during this time.Suggestions  for  connecting  students  with  additional  learning  needs  duringsnap  lockdowns  from  our  research:  here  are  our  top  seven  ways  to  stayconnected with not only students with additional needs but ALL students.1.  Plan for and support peer connectedness. This may involve arranging informalfun activities to foster social relationships and pairing students strategically with abuddy.2.  Have a range of options for learning. There can be a challenge with access toonline learning tools and materials, in particular for students with disabilities.Access to physical resources can be especially important for students withadditional educational needs.3. Strive to ensure that school routines are sustained at home (e.g. consistenttimetables and the wearing of school uniform).4.  Keep in contact with parents where students are reluctant to communicate viaonline media. Strive to ensure that communication is consistent and frequent.Effective communication between school and home is a critical element in asuccessful response to remote schooling. Be mindful that in some circumstancesoverly frequent communication may overwhelm both students and their families.5. Attempt alternative means to directly communicate with each student thatmight be speciAc to their needs (e.g. telephone calls).b. Strive to maintain relationships for the well-being of students and teachers.This connection can address mental health.  7. There may be additional provision of specialist services warranted. Thissupport may occur through supplementary planning meetings with parents andkey service providers. Consider alternative mechanisms to ensure connection andcollaboration with specialists. Students who are isolated at home are at risk of notbeing offered specialist services because of the separation between school andhome.Seven great ways to connect with students during snap lockdowns... https://www.aare.edu.au/blog/?p=10304#print5 of 7 20/08/2021, 12:37TweetClockwise from top left: Dr Angela Page has worked asan  educational  psychologist  in  Australia  and  NewZealand. She currently lectures in Special and InclusiveEducation  at  the  University  of  Newcastle  in  NSW.Associate  Professor  Jennifer  Charteris  is  anexperienced  researcher  and  teacher  educator,  with  abackground  in  providing  professional  learning  forprincipals,  middle  leaders,  and  teachers  in  leadership,assessment, and culturally responsive practice. She hasschooling experience in Australia, New Zealand, and theUK.  Dr  Joanna  Anderson  is  an  experienced  teacher,school  leader  and  academic.  She  is  interested  ininclusive practice and leadership and works to improvethe educational experiences of students with disabilities.Dr Chris Boyle is a Fellow of the British PsychologicalSociety  and  a  Senior  Fellow  of  the  Higher  EducationAcademy.  He  is  an  Associate  Professor  in  InclusiveEducation and Psychology at the University of Exeter.Share This ArticleRepublish this article for free, online or in print, under Creative Commons licence.! Republish this articleRelated PostsTen ways to improve online learning for studentsOnline learning has become a well-recognised part of thebroader landscape of higher education. It…Stereotyping international students is unjustThis article was Arst published on University World News  Around the world, over4.5 million…Why and how to use different teaching methods withIndigenous studentsFor decades there has been an overrepresentation ofShare 3 Share Email! Print"Seven great ways to connect with students during snap lockdowns... https://www.aare.edu.au/blog/?p=10304#print6 of 7 20/08/2021, 12:37POST COMMENTIndigenous students across Australia in disciplinary school…Leave a CommentYour email address will not be published. Required Aelds are marked *Your textName *Email *WebsiteNotify me of follow-up comments by email.Notify me of new posts by email.This site uses Akismet to reduce spam. Learn how yourcomment data is processed.Seven great ways to connect with students during snap lockdowns... https://www.aare.edu.au/blog/?p=10304#print7 of 7 20/08/2021, 12:37

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Seven great ways to connect with students during snap lockdowns

Abstract

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Full text

Available Versions

Adelaide Research & Scholarship

Research UNE

Open Research Exeter

Seven great ways to connect with students during snap lockdowns

Abstract

Similar works

Full text

Available Versions

Adelaide Research &amp; Scholarship

Research UNE

Open Research Exeter

Adelaide Research & Scholarship