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Moving Forward in the Wake of the Pandemic: Shifting from Schools Acting Alone to Engaged Partnerships with Families and Communities

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Title: Moving Forward in the Wake of the Pandemic: Shifting from Schools Acting Alone to Engaged Partnerships with Families and Communities
Language: English
Authors: Sheri S. Williams
Source: William & Mary Educational Review. 2024 9(1).
Availability: William & Mary School of Education. 200 Stadium Drive, Williamsburg, VA 23185. e-mail: wmedreview@wm.edu; Web site: https://scholarworks.wm.edu/wmer/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Descriptors: Partnerships in Education, School Community Relationship, Family School Relationship, Stress Variables, Shift Studies, COVID-19, Pandemics, Teacher Attitudes, Teacher Role, Cooperation
ISSN: 2330-7498
2330-748X
Abstract: Workplace shortages are a top concern for schools in times of calm and even more troubling in times of stress. Burnout is especially widespread in stressful situations of disrupted learning, trauma, and discord (e.g., Diliberti & Schwartz, 2022; Thomas et al., 2019). In the wake of the pandemic, educators struggled to deal with the stressors on their own (IES, 2022). It became clear that schools could no longer work in isolation. Moving forward in the wake of the pandemic required an intentional shift in purpose from isolated classrooms to interconnected partnerships with families and communities. In the path to recovery, educators rediscovered the value of shifting beyond the schoolhouse to engage in partnerships with the greater community. Lessons learned indicate that schools were more likely to make the shift to partnerships happen when they welcomed the wisdom of families, embraced external supports, and collaborated to expand local community resources for healing and recovery.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1441914
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Moving Forward in the Wake of the Pandemic: Shifting from Schools Acting Alone to Engaged Partnerships with Families and Communities
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  Data: William & Mary School of Education. 200 Stadium Drive, Williamsburg, VA 23185. e-mail: wmedreview@wm.edu; Web site: https://scholarworks.wm.edu/wmer/
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  Data: Workplace shortages are a top concern for schools in times of calm and even more troubling in times of stress. Burnout is especially widespread in stressful situations of disrupted learning, trauma, and discord (e.g., Diliberti & Schwartz, 2022; Thomas et al., 2019). In the wake of the pandemic, educators struggled to deal with the stressors on their own (IES, 2022). It became clear that schools could no longer work in isolation. Moving forward in the wake of the pandemic required an intentional shift in purpose from isolated classrooms to interconnected partnerships with families and communities. In the path to recovery, educators rediscovered the value of shifting beyond the schoolhouse to engage in partnerships with the greater community. Lessons learned indicate that schools were more likely to make the shift to partnerships happen when they welcomed the wisdom of families, embraced external supports, and collaborated to expand local community resources for healing and recovery.
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      – Text: English
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: School Community Relationship
        Type: general
      – SubjectFull: Family School Relationship
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      – SubjectFull: Stress Variables
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      – SubjectFull: Shift Studies
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teacher Role
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      – SubjectFull: Cooperation
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      – TitleFull: Moving Forward in the Wake of the Pandemic: Shifting from Schools Acting Alone to Engaged Partnerships with Families and Communities
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