This exploratory study aimed to identify the ways psychologists working in schools supported students' mental health during school closures related to the COVID-19 pandemic. An online survey was developed to determine (a) how psychologists working in schools across the United States, Canada, Germany, and Australia supported students' mental health during COVID-19, (b) how their services changed during COVID-19, and (c) potential differences between countries concerning difficulties supporting students' mental health during this time. The survey was based on previous research and was subsequently piloted. Using convenience and snowball sampling, 938 participants (U.S. n = 665; Canada n = 48; Germany n = 140; Australia n = 85) completed the online survey. Overall, school psychology services across these four countries pivoted from psychoeducational assessments to virtual counseling, consultation, and the development/posting of online support directly to children or parents to use with their children. There was some variation between countries; during the pandemic, significantly more psychologists in Germany and Australia provided telehealth/telecounseling than those in the United States and Canada, and psychologists in Germany provided significantly more hardcopy material to support children than psychologists in other countries. There is a need to ensure psychologists have the appropriate technological skills to support school communities during periods of school closure, including, but not limited to, virtual counseling and the administration of psychoeducational assessments. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Despite a strong body of evidence demonstrating the importance of school belonging across multiple measures of wellbeing and academic outcomes, many students still do not feel a sense of belonging to their school. Moreover, school closures caused by COVID-19 lockdowns have exacerbated challenges for developing a student’s sense of school belonging. The current study used closed- and open-ended survey questions to explore student perspectives of practices influencing belonging in a sample of 184 Australian secondary school students. Thematic analysis of student responses to open-ended survey questions yielded four themes related to teacher-level practices influencing student belonging: emotional support, support for learning, social connection, and respect, inclusion and diversity. The implications of these findings are discussed, and strategies are suggested for implementing these student-identified practices.

Previous research has identified the importance of teacher attitudes and self-efficacy in supporting inclusive education. This study involved a multi-national exploration of a further dimension of inclusive education, collective efficacy, through the testing of a new tool, the Teacher Efficacy for Inclusive Practice-Collective (TEIP-C) Scale. The study also aimed to investigate whether teacher attitudes, self-efficacy, collective efficacy and intention to teach in inclusive classrooms differ across countries. Participants included 1,523 teachers from Canada, Greece, Italy and Switzerland. Results suggested a two-factor structure for the TEIP-C, Engagement, and Inclusive Pedagogies, with strong internal consistency for the scale. Several differences across countries were identified, with teachers from Italy reporting more positive attitudes towards inclusion and a greater intention to teach in inclusive classrooms. Implications of the study in terms of further strengthening inclusive practice are discussed.

The aim of this study was to investigate the factors that supported Australian teachers to meet the needs of all learners during COVID-19 lockdowns. A qualitative design was used, and interviews were conducted with teachers who were purposely identified. The participants (n = 5) worked across different educational contexts ranging from primary to secondary school settings. The interview data were analysed using thematic analysis. Five themes were identified related to teachers’ intrinsic strengths: passion and commitment, a proactive and organised approach, enhanced flexibility, building relationships and access to online technology. A further three extrinsic supporting factors were identified: supportive school teams, supportive school leadership (empowerment, autonomy and time) and supportive school systems and structures. The implications of these findings are discussed and the need for sharing and applying learnings across the profession are emphasised as an opportunity to further improve the access of every learner to a high quality and inclusive education.

Young people have emerged as one of the most impacted groups from the COVID-19 pandemic and related restrictions to daily activities, with disruptions to schooling, social interactions, and connections. Simultaneously, students’ access to school mental health professionals were restricted or modified. The aim of this paper was to identify how school mental health professionals supported and addressed the mental health needs of young people during COVID-19 restrictions in Australia. School mental health professionals were surveyed during the 2020 lockdowns using a questionnaire designed by researchers in the United States of America. The innovations school mental health staff adopted to support students during lockdowns and remote learning were presented, including telehealth services, digital resources, and the online training and support they received/provided. The barriers and facilitators to providing counselling and assessment services during lockdowns were identified, including issues with providing psychometric assessments during remote learning, and ethical concerns when delivering remote counselling to students. Recommendations have been included, which address how school mental health professionals could be supported to assess and treat young people during future pandemics and school restrictions.