Abstract:
Although much is known about the effects of stress and trauma on learning, there is an urgent need to better understand the phenomenon of education recovery so that culturally responsive resources can be developed for educators and community workers in this important work. Systems responses to returning to education after disruption are researched (e.g. Harmey & Moss, 2021). Economic impacts of learning losses and inequities from disruption have also been investigated (e.g. Balsko et al., 2022; Hanushek & Woessmann, 2020). However, little is known about how people recover their education after significant disruption. There is an urgent need to better understand the lived experiences of disrupted learning and identify teaching strategies that are efficacious in education recovery.
This research was funded by the UniSC LAUNCH program, and conducted in partnership with the Salvation Army in South Africa with their education officers and social welfare units to identify practical strategies for education recovery after disruption.
Drawing from phenomenological theory and using mixed methods approach, through survey research and focus group interviews, this study sought to:
Demonstrate the relationship between education and recovery by mapping the variations of learning experiences of people who have lived through disruption and/or trauma.
Identify culturally adaptive and inclusive teaching strategies for learning in and after disruption and/or trauma.
The most common disruptions that hijacked and halted education were the pandemic (20%), death (14%) and civil unrest (10%). Poverty was also identified in the qualitative data as a common cause of disruption.
Disruptions most commonly affected science (76% agree), mathematics (68% agree) and research (67% agree) knowledge and skills. In personal attributes, disruption most commonly affected confidence (52% agree), followed by the “ability to focus and self-regulate” (49% agree).
The most efficacious strategies for education recovery were internet searches (81%; SD 0.55) and knowing the learning goals (80%; SD 0.40). Experiences that aided recovery included prayer, meditation, relaxation exercises (SD 0.46, 87% agree), storytelling (up to 73% agree) and mentoring (up to 61%).
Qualitative data revealed motivations for recovering education: realising goals (14 participants) and providing for family (seven participants). Additionally, the majority of participants saw education as helpful to recovery.
These findings give educators, not-for-profit community workers and governments practical strategies for responding to education needs in disruption-affected contexts. Rather than just becoming informed about the effects of disption, stress and trauma on learning, these findings equip educators with efficacious responses.
This research was funded by the UniSC LAUNCH program, and conducted in partnership with the Salvation Army in South Africa with their education officers and social welfare units to identify practical strategies for education recovery after disruption.
Drawing from phenomenological theory and using mixed methods approach, through survey research and focus group interviews, this study sought to:
Demonstrate the relationship between education and recovery by mapping the variations of learning experiences of people who have lived through disruption and/or trauma.
Identify culturally adaptive and inclusive teaching strategies for learning in and after disruption and/or trauma.
The most common disruptions that hijacked and halted education were the pandemic (20%), death (14%) and civil unrest (10%). Poverty was also identified in the qualitative data as a common cause of disruption.
Disruptions most commonly affected science (76% agree), mathematics (68% agree) and research (67% agree) knowledge and skills. In personal attributes, disruption most commonly affected confidence (52% agree), followed by the “ability to focus and self-regulate” (49% agree).
The most efficacious strategies for education recovery were internet searches (81%; SD 0.55) and knowing the learning goals (80%; SD 0.40). Experiences that aided recovery included prayer, meditation, relaxation exercises (SD 0.46, 87% agree), storytelling (up to 73% agree) and mentoring (up to 61%).
Qualitative data revealed motivations for recovering education: realising goals (14 participants) and providing for family (seven participants). Additionally, the majority of participants saw education as helpful to recovery.
These findings give educators, not-for-profit community workers and governments practical strategies for responding to education needs in disruption-affected contexts. Rather than just becoming informed about the effects of disption, stress and trauma on learning, these findings equip educators with efficacious responses.