Program

Areas of tension, problems and possible solutions for dealing with uncertainty, ambiguity and high levels of stress in post-pandemic times

The coronavirus years 2020 to 2022 and the protective and restrictive measures taken, such as school closures, have had and continue to have far-reaching consequences for schools and education. Current studies show, for example, learning deficits and psychosocial problems among children and young people and a continued high workload for school staff at particularly affected schools. In addition, there are further challenges for schools and education – such as staff shortages, slow progress in digitalization at schools and increasing heterogeneity in classrooms.

We ask: Which groups are particularly affected by educational disadvantage? Which problems are particularly challenging? How can they be tackled effectively and sustainably? Are there ways out of these stressful situations? Do we need a paradigm shift – away from pessimism and towards an optimistic spirit of optimism – without falling into naivety? How can we strengthen our resilience? Is decluttering our day-to-day work, eliminating time-consuming and unproductive tasks, a viable approach? Do additional resources alone help us to overcome stress?

Together with educational researchers from Germany, Austria and Switzerland, who have joined forces in the “COVID-19 Education Research” research network (CovER network, www.CovER.Education), and other experts from school and educational practice, educational science, educational policy, educational administration, support systems with advice, further education and other services as well as foundations, companies and associations, we want to discuss current areas of tension, problems and possible solutions.

Further information on the WELSfocus 2023 program on the topic of areas of tension, problems and possible solutions in dealing with uncertainty, ambiguity and high levels of stress in post-pandemic times will follow shortly.