Editorial: The March 2024 Issue: Insights for School-Associated COVID-19 Recovery
Author:
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s40688-024-00496-6.pdf
Reference9 articles.
1. Balkundi, S., & Fredrick, S. S. (2023). Students’ perceptions of COVID-19 stress and internalizing problems: Is social support a buffer? Contemporary School Psychology. https://doi.org/10.1007/s40688-023-00457-5
2. Bocanegra, J. O., Gallup, J., Hou, M., Gubi, A., Fan, C., Yang, N., & Perihan, C. (2023). COVID-19, mental health, technology use, and job satisfaction among school psychology trainers. Contemporary School Psychology. https://doi.org/10.1007/s40688-023-00449-5
3. Kiperman, S., Al-Tweej, S. & Fisher, E. (2024). Lessons learned from LGBTQ + youths’ experience in the COVID-19 pandemic: A qualitative phenomenological investigation. Contemporary School Psychology. https://doi.org/10.1007/s40688-024-00489-5
4. Kupzyk, S., Aberle, L., Juarez, M., & Schaller, M. (2023). Training teachers to provide opportunities for parents to support learning at home via remote distance technology. Contemporary School Psychology. https://doi.org/10.1007/s40688-023-00471-7
5. Metrailer, G. M., & Clark, K. N. (2022). Returning to school: Teachers’ occupational and COVID-19-related stress and their perceptions of school climate. Contemporary School Psychology. https://doi.org/10.1007/s40688-022-00428-2
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