Literaturnachweis - Detailanzeige
| Autor/inn/en | Mudwari, Nabaraj; Cuskelly, Monica; Murphy, Carol; Beasy, Kim; Aryal, Nirmal |
|---|---|
| Titel | Impact of COVID-19 on Refugee-Background Students during School Shut down in Australia: A Call for Action |
| Quelle | In: Teachers and Curriculum, 21 (2021) 1, S.71-76 (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2382-0349 |
| Schlagwörter | COVID-19; Pandemics; School Closing; Distance Education; Electronic Learning; Well Being; Health Promotion; Holistic Approach; At Risk Students; Barriers; Refugees; Disadvantaged; Family Environment; Ancillary School Services; Foreign Countries; Australia |
| Abstract | The majority of schools across Australia rapidly implemented online education during the first wave of COVID-19 restrictions. The school closure disproportionately affected the routines and socialisation of vulnerable students, including those with a refugee background. Refugee-background students have been impacted by COVID-19 as school closures interrupted face-to-face education, including English language and tutorial support and counselling services. School shutdown also impeded refugee-background students' activities outside the home, which could render adverse effects on their physical, mental and social wellbeing. Holistic efforts are urgently needed in Australia to support refugee-background students in order to prevent further learning loss and promote health and wellbeing. [The page range (71-91) on p. 71 of the .pdf is incorrect. The correct page range is p71-76.] (As Provided). |
| Anmerkungen | Wilf Malcolm Institute of Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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