The stress of returning to school


secondary education, the Netherlands (students age 12-18)


After the lock down periods during the pandemic children appeared to experience school as a very overwhelming situation that confronts them with a lot of impressions and distractions they did not have while being at home. This affects their ability to concentrate and to feel at ease while being in school.

In what ways did you respond to this dilemma?

Helping students to get used again to the social processes the school requires, it was suggested to offer students training in social skills such as exchanging feedback and peer coaching. Also an additional mentor hour was established to help students overcome their social skills backlogs at school.

What are the implications for teaching and learning?

The consequences are that the development of social communicative skills has become an explicit aspect of teaching. Also explicit attention will be paid to informal social activities to re-establish the sense of being a school community, in which it is good to be, and good to learn

Keywords: Stress, social and communicative skills, community building

Erasmus+ Eotvos Lorand University Fontys University of Applied Sciences Katholiek Onderwijs Vlaanderen Leeds Becket University Plato Seminar Tubingen Zavod Republike Slovenije za solstvo University of Aberdeen Universidade Aberta