{"id":{"repo_id":"uwtsd","oai_identifier":"oai:repository.uwtsd.ac.uk:3048"},"canonical_url":"https://search.dev.ndltd.org/etd/uwtsd/oai:repository.uwtsd.ac.uk:3048","repository":{"repo_id":"uwtsd","name":"University of Wales Trinity Saint David","base_url":"https://repository.uwtsd.ac.uk/cgi/oai2"},"display":{"title":"How Does it Heal? Isolation and Re-engaging in Education the Role of Trauma Related Practice in a Post-Pandemic Britain","abstract":"The Covid-19 pandemic, its multiple lockdowns and restrictions have had a well documented and often discussed effect on the mental health and wellbeing on the whole of the UK and more particularly, on school children who have missed significant periods of schooling (BBC, 2020). Research suggests that, as well as the lack of formal education, the associated experiences gained from school life have also been lost (Ofsted 2020 and DofEd 2022). This literature review adopts a subjectivist approach to collate, examine and compare current and historical research on the impact of trauma, focussing particularly on the impact of childhood trauma on resilience and the ability to learn (McFarlane & Giralmo 1996). It looks at the implications for learning and future health outcomes for those who experienced the Covid-19 lockdowns and examines the evidence of response in terms of an effective response which supports learners and builds resilience with a view to building resilience which is a vital component of effective learning (Maddi, 1999). The dissertation finds that the impact of the Covid-19 pandemic and the restrictions placed on young people can be considered an example of childhood trauma and so a trauma informed response was needed to support children as they returned to schools and continues to be helpful as the long-term impact continues to be revealed (Poston, 2009; Maddi, 1999). The dissertation also finds that the children most impacted were often those who required the most support and suggests that increased funding is necessary to ensure that a whole school approach is employed and that resources are in place to bridge the widened gap between children from affluent and less well-off backgrounds (BBC, 2020; Ofsted 2022).","abstract_html":"The Covid-19 pandemic, its multiple lockdowns and restrictions have had a well documented and often discussed effect on the mental health and wellbeing on the whole of the UK and more particularly, on school children who have missed significant periods of schooling (BBC, 2020). Research suggests that, as well as the lack of formal education, the associated experiences gained from school life have also been lost (Ofsted 2020 and DofEd 2022). This literature review adopts a subjectivist approach to collate, examine and compare current and historical research on the impact of trauma, focussing particularly on the impact of childhood trauma on resilience and the ability to learn (McFarlane & Giralmo 1996). It looks at the implications for learning and future health outcomes for those who experienced the Covid-19 lockdowns and examines the evidence of response in terms of an effective response which supports learners and builds resilience with a view to building resilience which is a vital component of effective learning (Maddi, 1999). The dissertation finds that the impact of the Covid-19 pandemic and the restrictions placed on young people can be considered an example of childhood trauma and so a trauma informed response was needed to support children as they returned to schools and continues to be helpful as the long-term impact continues to be revealed (Poston, 2009; Maddi, 1999). The dissertation also finds that the children most impacted were often those who required the most support and suggests that increased funding is necessary to ensure that a whole school approach is employed and that resources are in place to bridge the widened gap between children from affluent and less well-off backgrounds (BBC, 2020; Ofsted 2022).","abstract_has_math":false,"creators":["Rowland, Melanie"],"institution":"University of Wales Trinity Saint David","degree_name":"ma","degree_level":"masters","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-06","date_published":"2024-06","updated_at":"2026-07-24T05:52:59Z","subjects":["HV Patholeg gymdeithasol. Lles cymdeithasol a chyhoeddus","L Addysg (Cyffredinol)"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.grantnumber","label":"Dc Identifier Grantnumber","values":["UWTSD"],"render_values":[{"text":"UWTSD","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.82227/repository.uwtsd.ac.uk.00003048","outbound_label":"DOI","outbound_source":"dc:identifier.doi"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.sponsor","label":"Sponsor","values":["University of Wales Trinity Saint David"]},{"key":"dc:creator","label":"Author","values":["Rowland, Melanie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-06-14"]},{"key":"dc:date.issued","label":"Date","values":["2024-06"]},{"key":"dc:publisher.commercial","label":"Dc Publisher Commercial","values":["University of Wales Trinity Saint David"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Traethodau Meistr","Institute of Education and Humanities: Humanities and Social Sciences"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Wales Trinity Saint David"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://repository.uwtsd.ac.uk/id/eprint/3048/"]},{"key":"dc:type","label":"Dc Type","values":["Gosodiad"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["ma"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["HV Patholeg gymdeithasol. 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Research suggests that, as well as the lack of formal education, the associated experiences gained from school life have also been lost (Ofsted 2020 and DofEd 2022). This literature review adopts a subjectivist approach to collate, examine and compare current and historical research on the impact of trauma, focussing particularly on the impact of childhood trauma on resilience and the ability to learn (McFarlane & Giralmo 1996). It looks at the implications for learning and future health outcomes for those who experienced the Covid-19 lockdowns and examines the evidence of response in terms of an effective response which supports learners and builds resilience with a view to building resilience which is a vital component of effective learning (Maddi, 1999). The dissertation finds that the impact of the Covid-19 pandemic and the restrictions placed on young people can be considered an example of childhood trauma and so a trauma informed response was needed to support children as they returned to schools and continues to be helpful as the long-term impact continues to be revealed (Poston, 2009; Maddi, 1999). The dissertation also finds that the children most impacted were often those who required the most support and suggests that increased funding is necessary to ensure that a whole school approach is employed and that resources are in place to bridge the widened gap between children from affluent and less well-off backgrounds (BBC, 2020; Ofsted 2022)."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["How Does it Heal? 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This literature review adopts a subjectivist approach to collate, examine and compare current and historical research on the impact of trauma, focussing particularly on the impact of childhood trauma on resilience and the ability to learn (McFarlane & Giralmo 1996). It looks at the implications for learning and future health outcomes for those who experienced the Covid-19 lockdowns and examines the evidence of response in terms of an effective response which supports learners and builds resilience with a view to building resilience which is a vital component of effective learning (Maddi, 1999). The dissertation finds that the impact of the Covid-19 pandemic and the restrictions placed on young people can be considered an example of childhood trauma and so a trauma informed response was needed to support children as they returned to schools and continues to be helpful as the long-term impact continues to be revealed (Poston, 2009; Maddi, 1999). 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