The goal of this research is to know and compare the emotions and reactions to confinement due to the COVID-19 pandemic in children and adolescents with high abilities and community samples. This is a mixed study with an exploratory reach that is descriptive, and which combines survey and qualitative methodologies to examine the emotions and reactions to confinement experiences of children and adolescents aged between 5 and 14 years. An online poll was designed with 46 questions, grouped into three sections: (...) General Data, Reactions to the health contingencies of COVID-19, and Positive and negative emotions. This last section was included the Oros’ positive emotions questionnaire and the scales of the negative effect of the PANAS Schedule positive and negative affect on children and adolescents between 8 and 14 years old. Data were collected online with a convenience sample. Quantitative data were analyzed with the SPSS statistics program and qualitative data with Alceste software. Among the main findings is the fact that there are no significant differences between the groups by ability in terms of reactions and emotions; however, there are differences between age groups and sex. The study discusses the implications for educational intervention in situations like the current pandemic. (shrink)

The new developments in our social context, the recent pandemic outbreak, caused a series of changes in everyday practices. The student population represents a particular case, both their safety and future education were under duress during this period. However, their views over the situation have not been present in the scientific literature. The present qualitative research aimed to explore students' perceptions, attitudes, views, and representations on the Covid-19 pandemic. Three focus groups, each containing twelve participants, were organised to explore these (...) aspects and students’ particular experiences. Focus group sessions were audio-recorded and the transcripts were analysed. The results revealed four dimensions of the students' representations: change – as a constant of the present, prospective scenarios, the pulse of the moment, and surrounding risks. The limitations and the importance of the study are discussed. The consequences of these representations are particularly important due to the influence they can have on people’s practices during the crisis and the extent of measures’ acceptance. The results offer precious insights on why some communication strategies used by the authorities had a low compliance rate, what should be done differently, and what should be considered in order to promote adaptive health behaviors during the latter phases of the pandemic. (shrink)

Schools in Spain were closed in March 2020 to prevent the spread of COVID-19. In September 2020 most schools and universities in Spain reopened and teachers felt great uncertainty due to this unprecedented situation. Teachers have accumulated psychological symptoms since the beginning of the pandemic. During the lockdown they had to introduce online teaching and in view of the reopening of schools they have shown great concern for the new unprecedented teaching situation. The present study aims to measure the symptomatology (...) shown by teaching staff in the Basque Autonomous Community at the time when schools were reopened. To do this, we recruited a sample of 1,633 teachers who were given an online questionnaire which, in addition to collecting socio-demographic data, measured stress, anxiety and depression using the DASS-21scale. The results revealed that a high percentage of teachers showed anxiety, depression and stress symptoms. Furthermore, variables such as gender, age, job stability, the level of education at which they teach and parental status also influence this symptomatology. We argue for the need to safeguard the mental health of teachers in order to improve both the quality of teaching and the mental health of students. (shrink)