Wellbeing During COVID‐19 Pandemic and Beyond

Given the important role that schools play in the safety and security of young people, the COVID-19 pandemic school closures have had a significant and adverse impact on mental health. Prolonged i...

Schools can play a vital role in the context of supporting students and fostering a climate in which students feel safe seeking support. This is especially necessary for students who are more vulnerable.1] In the project, a support network has been implemented using the online platform to connect with students. It can be used as a means to provide information and care to students in need and widespread provision of resources to cope with difficult emotional experiences.2] Additionally, provide school staff and psychologists with resources that they can share and draw upon, as well as facilitate interaction with families during difficult times by generating resources to share with parents and caregivers.3]train all school staff in the use of developed resources. Doing so ensures that all school staff are equipped to address and respond to COVID-19 issues, and highlights the priority of student mental health and well-being.4] Additionally, sharing resources focused on students and families on our project's online platform, school websites, social media platforms, and printed guides can go a long way toward ensuring these resources are easily accessible in times of need.

The target groups of our project were: school psychologists, teachers, pupils, head teachers and policy makers. The project has held: -- four transnational project meetings, -- 8 multiplier events; -- an impact study on the needs in the educational field involving a total of 240 participants, representatives of the school education system (psychologists, school teachers, headmasters, pupils, policy makers and authorities of the school education system, etc.) from 96 schools, divided into 12 schools and 30 representatives of school education per country: Russia, Romania, Slovenia, Bulgaria, Portugal, Turkey, Greece and Spain; --Participation in the O2 pilots out of a total of 236 where all the audiovisual material generated in R2 could be shown. -- Participation of 80 psychologists in the policy recommendations for school professionals in the framework of R3. -- A sustainability plan has been developed to ensure the maintenance of all project results and their exploitation after the end of the project. --Complete translation of all intellectual production in 9 languages (EN, GR, TK, RO, RU, ES, PT, BG, SL) -- 8 educational materials from the multiplier event --8 video clips of international multiplier events -- 1 presentation video to promote the project. -- 8 educational materials from outreach events -- 1 Impact Study -- 1 Management plan and related reporting templates -- 1 Dissemination plan and related report templates -- 1 Risk plan and related reporting templates -- 32 activity reports (4 per organization) -- 1 official project website (including more than 24 articles) -- 8 press releases -- 1 social media page of the project (including more than 24 posts) -- 1 e-mail communication The intangible results to be achieved during and after the project are: 1. increased psychological health of students and school teachers 2. the creation of a network of cooperating school psychologists 3. definition of an EU model of competences of the psychologists 4. increased awareness of policy makers about the psychological health issues for students and teachers 5. reduced stigmatization of students with psychological problems 6. promotion of a culture of psychological health in the school educational system 7. increased employment of psychologists in the school education system 8. Increased capacity of school teachers to correctly identify situations requiring a psychological support 9. increased cooperation among schools and psychologists