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Delayed educational services during Covid‐19 and their relationships with the mental health of individuals with disabilities
Author(s) -
Sakız Halis
Publication year - 2022
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/jcop.22676
Subject(s) - mental health , socialization , closure (psychology) , psychology , feeling , covid-19 , perception , pandemic , isolation (microbiology) , clinical psychology , medicine , psychiatry , developmental psychology , disease , social psychology , market economy , pathology , neuroscience , infectious disease (medical specialty) , microbiology and biotechnology , economics , biology
During the coronavirus disease 2019 (Covid‐19) pandemic, individuals with disabilities (IWD), like many others, have not been able to benefit effectively from educational and school‐based mental health services, which are vital to achieving mental good health. This study aimed to collect views of IWD about how their mental health was affected by the school closure during Covid‐19. Thirty‐one IWD were interviewed and data were analyzed thematically. Findings indicated that the educational delay, combined with the pressure of the preventive measures against Covid‐19 was associated with (i) difficulties in emotional well‐being, structured routines, learning, and socialization, (ii) enhanced feelings of isolation and pain, and (iii) negative perceptions of academic‐self‐efficacy and therapy‐related outcomes. The findings of the study highlight the importance of urgent short‐term and long‐term measures to provide safe and individually oriented educational services to compensate for the consequences of the pandemic.