Editorial: Transitioning into calm after the COVID-19 storm: promoting holistic support to achieve positive developmental outcomes for learners in schools
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Publisher
Education Association of South Africa
Reference10 articles.
1. Konyana BD & Matheolane R 2023. Against the tide: Provision of psycho-social support to orphans in a rural primary school in Lesotho [Special issue]. South African Journal of Education, 43(Suppl. 1):Art. #2382, 11 pages. https://doi.org/10.15700/saje.v43ns1a2382
2. Makhalemele T & Jama PP 2023. COVID-19 impact on support services in South African full-service schools: Views of support structures [Special issue]. South African Journal of Education, 43(Suppl. 1):Art. #2383, 12 pages. https://doi.org/10.15700/saje.v43ns1a2383
3. Malindi MJ & Hay J 2023. A worldwide review of the impact of COVID-19 disruptions on learner development and resilience [Special issue]. South African Journal of Education, 43(Suppl. 1):Art. #2424, 12 pages. https://doi.org/10.15700/saje.v43ns1a2424
4. Masten AS 2014. Global perspectives on resilience in children and youth. Child Development, 85(1):6–20. https://doi.org/10.1111/cdev.12205
5. Masten AS & Osofsky JD 2010. Disasters and their impact on child development: Introduction to the special section. Child Development, 81(4):1029–1039. https://doi.org/10.1111/j.1467-8624.2010.01452.x
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