Socioemotional life skills needed for high school learners back to school after COVID-19 lockdown
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Authors
Lubemba, Bujitu
Issue Date
2024-11-15
Type
Dissertation
Language
en
Keywords
Socio-emotional life skills , COVID-19 new normal , Schools , Learners , Student Support and Co-Curricular activities , SDG 3 Good Health and Well-being
Alternative Title
Abstract
The COVID-19 pandemic has not been eliminated, but changes over time into different variants such as omicron which is just an indication that COVID-19 is still with us. In South Africa, after learners resumed the face-to-face learning in schools, the Department of Health stated that the coronavirus situation decreased in terms of admitted people, quotidian victims and mortality. Therefore, the wearing of masks for people in public spaces including learners in schools was lifted. This can increase the risk of learners getting infected by the virus. The aim of this study was to discover learners‟ challenges in applying the socio-emotional life skills to deal effectively with the COVID-19 new normal. This study utilised a case study qualitative research approach within the interpretive paradigm. It used purposeful sampling including 42 participants selected within three high schools. Data was gathered through semi-structured individual and focus group interviews and then, thematic analysis was used for data analysis. The findings showed that learners lost interpersonal skills talking to someone face-to-face. They may not be used to changes that were implemented during the COVID-19 lockdown such as keeping social distancing. Some learners do not attend classes which make it difficult for teachers to provide them with support. Furthermore, many learners do not realise the trauma that they went through during COVID-19 lockdown. Therefore, this study emphasised the importance of a School-Based Support Team in a school. The School-Based Support Team identifies and assesses learning barriers and then plans for addressing those barriers for learners to manage the new normal of COVID-19. This study recommends parental involvement to assist teachers to improve support for learners to control the COVID-19 new normal. The CAPS for life orientation would insert a provision for COVID-19 in its curriculum and separate the physical education as a stand-alone school subject. The researcher would recommend that a longer period with more participants would shed more light for this research. The researcher also would recommend this study to address other future pandemics of the same nature.