ERIC Number: EJ1336500
Record Type: Journal
Publication Date: 2022
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1098-1608
EISSN: N/A
Available Date: N/A
Teacher Perceptions of Supporting Students Placed at Risk Socially and Emotionally through a Virtual Writing Camp
Kreamer, H. Michelle; Breaux, Megan; Daspit, Toby
Journal of At-Risk Issues, v24 n1 p13-24 2022
Students' social and emotional well-being can impact academic performance, the college planning process, transition to college life, and college retention. Many students have had their mental health and well-being negatively affected by the ongoing COVID-19 pandemic, especially within the educational setting. When instruction was shifted from in-person to virtual settings during the pandemic's onset in March 2020, students across the world found themselves disconnected from school, teachers, and friends. Leaders of schools and extracurricular programs sought online alternatives for connecting with others while physically separated. More than a year after the onset of the emergence COVID-19, educational leaders are still working to provide quality academic experiences while implementing safe approaches to instruction. The Improving the Blank Page (IBP) writing program was one such organization that shifted to a remote setting with facilitators hosting the first-ever virtual writing camp in Summer 2020. The researchers examined perspectives of teachers involved in the virtual writing camp about their beliefs regarding social and emotional impacts for participating students, all of whom attended high-needs high schools (Title 1 schools with all students receiving free or reduced lunch). Findings, including establishing a virtual writing community and opportunities for self-reflection and confidence building, are detailed within this article, along with recommendations for supporting social and emotional needs of students placed at risk. Professionals, it is critical that these professionals understand and incorporate the unique perspective of youth in foster care.
Descriptors: Teacher Attitudes, At Risk Students, Well Being, Social Development, Emotional Development, COVID-19, Pandemics, School Closing, Online Courses, Educational Technology, Electronic Learning, Writing Instruction, Summer Programs, Camps, High School Students, Low Income Students, Communities of Practice, Reflection, Self Esteem, Program Effectiveness
National Dropout Prevention Center. 3325 Hwy 81 N, Anderson, SC 29621. Tel: 864-642-6372; e-mail: ndpc@dropoutprevention.org; Web site: http://dropoutprevention.org/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A