Wellbeing During COVID‐19 Pandemic and Beyond

<< Background >>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 isolation and the lack of a social safety net have disrupted structure, routines, and peer interactions and limited the mental health. Therefore, the project has addressed the following needs:a) Creating sustained support using effective methodology and online platforms to connect with young people.b) The project has created a number of online tools that can continue to be used as a means of providing information and care to students in need.c) The project has made it possible to provide resources to students so that they can use them to face difficult emotional experiences.d) Furthermore, importance has been given to encouraging interaction between school staff and psychologists by providing resources that can be shared and leveraged (shared and leveraged by students).e) Furthermore, the resources generated through the project are also useful for interested parents and caregivers and go a long way in supporting the students. Staff and school psychologists can also interact with families through Well-19 and utilize the resources offered.<< Objectives >>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.<< Implementation >>Throughout the project and according to the analysis of the partners' needs, different results have been realised with the aim to encourage the school education system to promote psychological support services for pupils and their families, as well as to promote psychological support services for pupils and teachers.The project includes 3 innovative intellectual products translated into 9 languages O1. Manual of Skills and Competences for School Teachers. A 202-page document designed to identify competencies, roles, responsibilities andresponsibility, and guidelines for the measurement of the psychological impact of the profession, explained according to ECVET terminology and the ECVET terminology and the EQF qualification.O2. Video Lectures for Teachers open educational resources. An online platform including 400 minutes of video lectures for the training of school psychologists and a network of school psychologists for the implementation of online psychological support projects and activities across Europe.O3. Policy recommendations for teachers. A 258-page document including policy recommendations and transnational analysis of existing policies for the inclusion of school psychologists in school and the implementation of supportive actionsfor pupils, families and teachers. Within the project, the efforts and tasks have been directed (in addition to obtaining the results mentioned above) at:[1] enhance protective factors and reduce individual factors that may put a student at educational risk;[2] engage resources and agencies to support student wellbeing;[3] ensure that teachers make adjustments and allocate supports to address the diverse needs of students at risk;[4] develop staff capacity through professional learning to identify and respond to students' needs, and to engage in planning for at-risk students.for students at risk.<< Results >>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 teachers2. the creation of a network of cooperating school psychologists3. definition of an EU model of competences of the psychologists4. increased awareness of policy makers about the psychological health issues for students and teachers5. reduced stigmatization of students with psychological problems6. promotion of a culture of psychological health in the school educational system7. increased employment of psychologists in the school education system8. Increased capacity of school teachers to correctly identify situations requiring a psychological support9. increased cooperation among schools and psychologists