A virtual safe zone: Teachers supporting teenage student resilience through social media in times of war

Hananel Rosenberg; Yaakov Ophir; Christa S.C. Asterhan

doi:10.1016/j.tate.2018.03.011

A virtual safe zone: Teachers supporting teenage student resilience through social media in times of war

Hananel Rosenberg^*, Yaakov Ophir, Christa S.C. Asterhan

^*Corresponding author for this work

Department of Education

Research output: Contribution to journal › Article › peer-review

24 Scopus citations

Abstract

We examine how teacher-student communication through social network technologies may support student resilience during an ongoing war (i.e., the 2014 Israel-Gaza war). Based on student responses from open-ended surveys (N = 68), five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The mere existence of continuous online contact with teachers also contributed to resilience perceptions. Interviews with 11 secondary school teachers revealed three main purposes for this communication: (a) delivering emotional support to students, (b) monitoring their distress; and (c) maintaining civilized norms of discourse. Practical implications and theoretical contributions are discussed.

Original language	English
Pages (from-to)	35-42
Number of pages	8
Journal	Teaching and Teacher Education
Volume	73
DOIs	https://doi.org/10.1016/j.tate.2018.03.011
State	Published - Jul 2018

Bibliographical note

Publisher Copyright:
© 2018

Keywords

Emotional support
Resilience
Social network technology (SNT)
Teachers
Teenagers

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.tate.2018.03.011

Cite this

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title = "A virtual safe zone: Teachers supporting teenage student resilience through social media in times of war",

abstract = "We examine how teacher-student communication through social network technologies may support student resilience during an ongoing war (i.e., the 2014 Israel-Gaza war). Based on student responses from open-ended surveys (N = 68), five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The mere existence of continuous online contact with teachers also contributed to resilience perceptions. Interviews with 11 secondary school teachers revealed three main purposes for this communication: (a) delivering emotional support to students, (b) monitoring their distress; and (c) maintaining civilized norms of discourse. Practical implications and theoretical contributions are discussed.",

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AB - We examine how teacher-student communication through social network technologies may support student resilience during an ongoing war (i.e., the 2014 Israel-Gaza war). Based on student responses from open-ended surveys (N = 68), five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The mere existence of continuous online contact with teachers also contributed to resilience perceptions. Interviews with 11 secondary school teachers revealed three main purposes for this communication: (a) delivering emotional support to students, (b) monitoring their distress; and (c) maintaining civilized norms of discourse. Practical implications and theoretical contributions are discussed.

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A virtual safe zone: Teachers supporting teenage student resilience through social media in times of war

Abstract

Bibliographical note

Keywords

UN SDGs

Access to Document

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