View in EDS

Strengthening Culturally Responsive Mental Health Supports for Crises Preparedness: Lessons from Indigenous Educator's Experiences during COVID-19 Pandemic

Saved in:
Bibliographic Details
Title: Strengthening Culturally Responsive Mental Health Supports for Crises Preparedness: Lessons from Indigenous Educator's Experiences during COVID-19 Pandemic
Language: English
Authors: Prasanna Kannan, Jasmin Bhawra, Tarun Reddy Katapally (ORCID 0000-0001-5765-1435)
Source: Journal of School Health. 2026 96(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: COVID-19, Pandemics, Mental Health, Indigenous Populations, School Closing, Distance Education, Minority Group Teachers, Canada Natives, Barriers, Resilience (Psychology), Adjustment (to Environment), Coping, Well Being, Technology Uses in Education, Foreign Countries
Geographic Terms: Canada
DOI: 10.1111/josh.70130
ISSN: 0022-4391
1746-1561
Abstract: Background: The COVID-19 pandemic intensified existing systemic inequities in educator mental health, particularly in rural and remote Indigenous communities. Educators faced sudden shifts to remote learning, limited access to technology, and challenges supporting students' well-being while adapting pedagogical practices. Methods: This qualitative longitudinal, citizen science study explored culturally grounded digital engagement tools to support Indigenous educators' mental health during the pandemic in a prairie province of Canada. Eighteen educators from an on-reserve school participated in baseline focus groups in 2020 (n = 18) and follow-up discussions in 2021 (n = 6). Digital tools, including virtual focus groups and a custom mobile application, enabled inclusive participation despite geographic and pandemic-related barriers. Results: Thematic analysis using NVivo 12 revealed six baseline themes--emotional toll of lockdown, teaching challenges, student concerns, community support, school reopening barriers, and resilience strategies. Three follow-up themes emerged: sustained mental health impacts, adaptation to online teaching, and evolving coping strategies. Across both phases, 'Two-Eyed Seeing', integrating Indigenous and Western knowledge, supported mental well-being, culturally grounded teaching, and community resilience. Implications for School Health Policy, Practice, and Equity: Findings highlight the need to strengthen digital access, provide culturally informed mental health supports, and deepen collaboration with Indigenous communities to better protect educator well-being during crises. Conclusion: Culturally responsive and technology-enabled approaches are both feasible and meaningful for supporting Indigenous educators' mental health, thereby enabling more inclusive and resilient school health systems.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501324
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1501324
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Strengthening Culturally Responsive Mental Health Supports for Crises Preparedness: Lessons from Indigenous Educator's Experiences during COVID-19 Pandemic
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Prasanna+Kannan%22">Prasanna Kannan</searchLink><br /><searchLink fieldCode="AR" term="%22Jasmin+Bhawra%22">Jasmin Bhawra</searchLink><br /><searchLink fieldCode="AR" term="%22Tarun+Reddy+Katapally%22">Tarun Reddy Katapally</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5765-1435">0000-0001-5765-1435</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Health%22"><i>Journal of School Health</i></searchLink>. 2026 96(4).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Canada+Natives%22">Canada Natives</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/josh.70130
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-4391<br />1746-1561
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: The COVID-19 pandemic intensified existing systemic inequities in educator mental health, particularly in rural and remote Indigenous communities. Educators faced sudden shifts to remote learning, limited access to technology, and challenges supporting students' well-being while adapting pedagogical practices. Methods: This qualitative longitudinal, citizen science study explored culturally grounded digital engagement tools to support Indigenous educators' mental health during the pandemic in a prairie province of Canada. Eighteen educators from an on-reserve school participated in baseline focus groups in 2020 (n = 18) and follow-up discussions in 2021 (n = 6). Digital tools, including virtual focus groups and a custom mobile application, enabled inclusive participation despite geographic and pandemic-related barriers. Results: Thematic analysis using NVivo 12 revealed six baseline themes--emotional toll of lockdown, teaching challenges, student concerns, community support, school reopening barriers, and resilience strategies. Three follow-up themes emerged: sustained mental health impacts, adaptation to online teaching, and evolving coping strategies. Across both phases, 'Two-Eyed Seeing', integrating Indigenous and Western knowledge, supported mental well-being, culturally grounded teaching, and community resilience. Implications for School Health Policy, Practice, and Equity: Findings highlight the need to strengthen digital access, provide culturally informed mental health supports, and deepen collaboration with Indigenous communities to better protect educator well-being during crises. Conclusion: Culturally responsive and technology-enabled approaches are both feasible and meaningful for supporting Indigenous educators' mental health, thereby enabling more inclusive and resilient school health systems.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1501324
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1501324
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/josh.70130
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Minority Group Teachers
        Type: general
      – SubjectFull: Canada Natives
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Adjustment (to Environment)
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Strengthening Culturally Responsive Mental Health Supports for Crises Preparedness: Lessons from Indigenous Educator's Experiences during COVID-19 Pandemic
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Prasanna Kannan
      – PersonEntity:
          Name:
            NameFull: Jasmin Bhawra
      – PersonEntity:
          Name:
            NameFull: Tarun Reddy Katapally
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0022-4391
            – Type: issn-electronic
              Value: 1746-1561
          Numbering:
            – Type: volume
              Value: 96
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of School Health
              Type: main
ResultId 1