Covid-19, community psychology and some thoughts on teaching and learning

Student ability to succeed in education depends a large degree on personal security and stability. 2020 and the Covid-19 pandemic have taught us not to take these core aspects of student resilience and well-being for granted. It has, therefore, become critical for institutions of Higher Education to pay far closer attention to the resilience and well-being of their student, to help them cope with prolonged stress and support those with colliding work and personal lives, particularly as Higher Education becomes increasingly digital. This autoethnographic paper, while in no way underestimating the significance of cognitive and technical skills in academic success, will focus on the author’s personal and social experience to emphasise how psychological and social factors play a critical role as well (Kappe & Van der Flier, 2012; Parker et al., 2006). Understanding the nature of student resilience and well-being, and how we as educators can encourage and cultivate these qualities in our students, can result in a more holistic approach to education, better student engagement, greater student satisfaction, and ultimately, better academic results. ‘Covid-19, Community Psychology and Some Thoughts on Teaching and Learning’ provides a framework for understanding and working with these issues.