Towards best practice during COVID-19: A responsive and relational program with remote schools to enhance the wellbeing of Aboriginal and Torres Strait Islander students.
Purpose: From 2018, the Schools Up North (SUN) programme worked with three remote Australian schools to enhance their capability and resilience to support the wellbeing and mental health of Aboriginal and Torres Strait Islander students and staff. This paper explores the implementation of SUN during...
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Online Access: | https://doi.org/10.1177/01430343221137717 https://pubmed.ncbi.nlm.nih.gov/38603315 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9816620/ |
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ftpubmed:38603315 2024-05-12T08:03:46+00:00 Towards best practice during COVID-19: A responsive and relational program with remote schools to enhance the wellbeing of Aboriginal and Torres Strait Islander students. McCalman, Janya Caelli, Nicole Travers, Helen Graham, Veronica Hunter, Ernest 2023 Apr https://doi.org/10.1177/01430343221137717 https://pubmed.ncbi.nlm.nih.gov/38603315 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9816620/ eng eng https://doi.org/10.1177/01430343221137717 https://pubmed.ncbi.nlm.nih.gov/38603315 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9816620/ © The Author(s) 2022. Sch Psychol Int ISSN:0143-0343 Volume:44 Issue:2 First Nations Indigenous grounded theory mental health promotion remote Journal Article 2023 ftpubmed https://doi.org/10.1177/01430343221137717 2024-04-13T16:02:00Z Purpose: From 2018, the Schools Up North (SUN) programme worked with three remote Australian schools to enhance their capability and resilience to support the wellbeing and mental health of Aboriginal and Torres Strait Islander students and staff. This paper explores the implementation of SUN during the first two years of COVID-19 (2020-2021). Method: Using grounded theory methods, school staff, other service providers and SUN facilitators were interviewed, with transcripts and programme documents coded and interrelationships between codes identified. An implementation model was developed. Results: The SUN approach was place-based, locally informed and relational, fostering school resilience through staff reflection on and response to emerging contextual challenges. Challenges were the: community lockdowns and school closures; (un)availability of other services; community uncertainty and anxiety; school staff capability and wellbeing; and risk of educational slippage. SUN strategies were: enhancing teachers' capabilities and resources, facilitating public health discussions, and advocating at regional level. Outcomes were: enhanced capability of school staff; greater school-community engagement; student belonging and engagement; a voice for advocacy; and continuity of SUN's momentum. Conclusions: The resilience approach (rather than specific strategies) was critical for building schools' capabilities for promoting students and staff wellbeing and provides an exemplar for remote schools globally. Article in Journal/Newspaper First Nations PubMed Central (PMC) School Psychology International 44 2 214 235 |
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First Nations Indigenous grounded theory mental health promotion remote |
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First Nations Indigenous grounded theory mental health promotion remote McCalman, Janya Caelli, Nicole Travers, Helen Graham, Veronica Hunter, Ernest Towards best practice during COVID-19: A responsive and relational program with remote schools to enhance the wellbeing of Aboriginal and Torres Strait Islander students. |
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First Nations Indigenous grounded theory mental health promotion remote |
description |
Purpose: From 2018, the Schools Up North (SUN) programme worked with three remote Australian schools to enhance their capability and resilience to support the wellbeing and mental health of Aboriginal and Torres Strait Islander students and staff. This paper explores the implementation of SUN during the first two years of COVID-19 (2020-2021). Method: Using grounded theory methods, school staff, other service providers and SUN facilitators were interviewed, with transcripts and programme documents coded and interrelationships between codes identified. An implementation model was developed. Results: The SUN approach was place-based, locally informed and relational, fostering school resilience through staff reflection on and response to emerging contextual challenges. Challenges were the: community lockdowns and school closures; (un)availability of other services; community uncertainty and anxiety; school staff capability and wellbeing; and risk of educational slippage. SUN strategies were: enhancing teachers' capabilities and resources, facilitating public health discussions, and advocating at regional level. Outcomes were: enhanced capability of school staff; greater school-community engagement; student belonging and engagement; a voice for advocacy; and continuity of SUN's momentum. Conclusions: The resilience approach (rather than specific strategies) was critical for building schools' capabilities for promoting students and staff wellbeing and provides an exemplar for remote schools globally. |
format |
Article in Journal/Newspaper |
author |
McCalman, Janya Caelli, Nicole Travers, Helen Graham, Veronica Hunter, Ernest |
author_facet |
McCalman, Janya Caelli, Nicole Travers, Helen Graham, Veronica Hunter, Ernest |
author_sort |
McCalman, Janya |
title |
Towards best practice during COVID-19: A responsive and relational program with remote schools to enhance the wellbeing of Aboriginal and Torres Strait Islander students. |
title_short |
Towards best practice during COVID-19: A responsive and relational program with remote schools to enhance the wellbeing of Aboriginal and Torres Strait Islander students. |
title_full |
Towards best practice during COVID-19: A responsive and relational program with remote schools to enhance the wellbeing of Aboriginal and Torres Strait Islander students. |
title_fullStr |
Towards best practice during COVID-19: A responsive and relational program with remote schools to enhance the wellbeing of Aboriginal and Torres Strait Islander students. |
title_full_unstemmed |
Towards best practice during COVID-19: A responsive and relational program with remote schools to enhance the wellbeing of Aboriginal and Torres Strait Islander students. |
title_sort |
towards best practice during covid-19: a responsive and relational program with remote schools to enhance the wellbeing of aboriginal and torres strait islander students. |
publishDate |
2023 |
url |
https://doi.org/10.1177/01430343221137717 https://pubmed.ncbi.nlm.nih.gov/38603315 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9816620/ |
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First Nations |
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First Nations |
op_source |
Sch Psychol Int ISSN:0143-0343 Volume:44 Issue:2 |
op_relation |
https://doi.org/10.1177/01430343221137717 https://pubmed.ncbi.nlm.nih.gov/38603315 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9816620/ |
op_rights |
© The Author(s) 2022. |
op_doi |
https://doi.org/10.1177/01430343221137717 |
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School Psychology International |
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44 |
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2 |
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214 |
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235 |
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1798845889085702144 |