The Covid-19 pandemic has profoundly affected nearly every aspect of life worldwide. In response to the crisis, the Ministry of Education and Culture issued Circular Letter Number 4 of 2020, outlining the implementation of education during the Covid-19 emergency. This directive, effective from March 2020, mandated a transition to online learning to mitigate the spread of the virus. While this shift was necessary, it has presented numerous challenges. Technical difficulties, such as network issues and lack of devices, combined with physical exhaustion and psychological stress, have been significant hurdles.
Initial Studies and Findings
An initial study by the mental health research group at the Faculty of Psychology, Universitas Airlangga, revealed that the uncertainty surrounding the end of the pandemic and the flood of information about Covid-19 have heightened anxiety among teachers and parents. Another study indicated that children and adolescents exhibited signs of stress during online learning, including fatigue, diminished motivation, and social withdrawal.
These findings underscore the importance of addressing the mental health of children and adolescents, who are psychologically impacted by the pandemic. Teachers, as the primary facilitators of education, need to enhance their skills in identifying and intervening early in the psychological issues faced by students.
Training for Teachers
On October 23-24, 2020, the Faculty of Psychology at Universitas Airlangga organized a training program for middle and high school teachers, focusing on mental health care for children and adolescents. This initiative was part of the university’s community service efforts.
The online training session attracted 36 teachers from various regions. The speakers included Atika Dian Ariana, S.Psi., M.Sc., Endah Mastuti, S.Psi., M.Sc., Dewi Syaridah, M.Psi., and Dian Kartika Amelia Arbi, M.Psi. The ultimate goal is to enhance teachers’ ability to identify and intervene early in psychological issues, and to implement the training’s concepts within their educational environments.
Teachers’ Engagement and Feedback
The training sessions were marked by active participation, with teachers engaging in numerous discussions. Participants expressed a desire for ongoing training with more hands-on activities. Pre- and post-test analyses showed a significant increase in the participants’ knowledge and skills regarding child and adolescent mental health.
Each participant also developed a follow-up plan (RTL) to be submitted two weeks post-training. These plans outlined strategies for assessing students’ psychological conditions and provided interventions and recommendations.
Future Directions and Recommendations
Looking forward, it is crucial to sustain the momentum generated by this training. Continuous professional development for teachers in the area of mental health should be prioritized. Schools can consider integrating regular mental health workshops and support groups to foster a more supportive learning environment.
Additionally, collaboration with mental health professionals can provide teachers with the necessary resources and expertise to handle complex psychological issues. Establishing a robust support system within schools, involving counselors and psychologists, can significantly enhance the overall well-being of students.