The corona pandemic and participatory governance: Responding to the vulnerabilities of secondary school students in Europe.

Autor: Janssen C; Faculty of Social Science, Department of Organization Sciences, VU University, Amsterdam, the Netherlands., Kover I; Faculty of Social Science, Department of Organization Sciences, VU University, Amsterdam, the Netherlands., Kyratsis Y; Faculty of Social Science, Department of Organization Sciences, VU University, Amsterdam, the Netherlands., Kop M; Faculty of Social Science, Department of Organization Sciences, VU University, Amsterdam, the Netherlands., Boland M; National Health Protection Service, Dublin, Ireland., Boersma FK; Faculty of Social Science, Department of Organization Sciences, VU University, Amsterdam, the Netherlands., Cremers AL; Faculty of Social Science, Department of Organization Sciences, VU University, Amsterdam, the Netherlands.
Jazyk: angličtina
Zdroj: International journal of disaster risk reduction : IJDRR [Int J Disaster Risk Reduct] 2023 Apr 01; Vol. 88, pp. 103608. Date of Electronic Publication: 2023 Mar 10.
DOI: 10.1016/j.ijdrr.2023.103608
Abstrakt: Adolescents in secondary schools have limited susceptibility to the SARS-COV-2 virus, but paradoxically are considered to be carrying the highest psychosocial burden during this pandemic. The aim of our European multi-country qualitative research was to investigate the COVID-19 crisis response in secondary schools and the role of national, regional, and local stakeholders in contributing to a participatory governance approach. We carried out 11 months of qualitative fieldwork, which included 90 respondents from the Netherlands, Ireland, and Finland for in-depth interviews and/or group discussions. Participant observation was conducted in four secondary schools to explore the interplay of day-to-day formal and informal practices of crisis governance. Our findings contribute to a better understanding of what efforts were made to facilitate participatory governance and where a bottom-up approach would have served useful in successfully implementing the COVID-19 mitigation strategies. Moreover, we show how these mitigation strategies have led to unintended consequences, such as students' difficulties with isolation and associated mental health problems, and the struggles of socialization when returning to a physical school environment. Our findings highlight the importance of the school environment in the socio-emotional developments of adolescents. We introduce the TAPIC-R model to analyze good governance, advancing the existing TAPIC model with an emphasis on the role of resilience in shaping participatory governance. We argue this is urgently needed during crises to strengthen engagement of the community, including vulnerable groups and achieve positive outcomes within and across policy structures and action domains.
Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
(© 2023 Published by Elsevier Ltd.)
Databáze: MEDLINE
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