Abstract:

Well-being of learners is one of the central concerns among the educators all over the world. Since the beginning of the coronavirus disease COVID-19 pandemic, pupils have been facing many challenges. The quarantine, remote learning, increased level of stress in families, and decreased physical exercise practices induced by COVID-19 have negatively impacted children and young people’s mental (emotional, psychological, and social well-being) and physical health provoking sleep disturbance, disengagement and many other problems. The closure of school and social isolation required from them not only new skills, but primarily flexibility and readjustment to the new situation. The research is aimed at the analysis of data obtained during focus-group interviews with teachers of comprehensive schools in Latvia on their perspective of pupils’ challenges, factors that influenced learners’ well-being and support that was provided to them. The study revealed that the success of adjustment to the new situation was determined by multiple factors: emotional support provided to pupils by family, responsive caregiving, access to digital learning resources, and positive and balanced learning environment at home. It also highlighted that a greater emotional assistance was necessary for children from vulnerable families and children with special needs. The obtained data allows concluding that schools need to strengthen cooperation with families to contribute to pupils’ quality education and mental health, whereas greater support from the state is required to families (including those at risk of poverty and single-parent families).

Keywords:

COVID-19, remote learning, pupils’ needs, emotional well-being, vulnerable families.