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A case study of a small-group, teacher-led and timetabled post-Covid-19 wellbeing intervention for six Grade 9 students in a Hong Kong secondary school
Webber, Nicholas Peter
Webber, Nicholas Peter
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Authors
Editors
Date
2023
Educational Level
ISCED Level 2 Lower Secondary Education
Curriculum Area
Geographical Setting
Hong Kong SAR
Abstract
The intervention assessed through this case study looks to address specific social and learning needs of Hong Kong secondary school students, with a focus on reintegrating students into an on-campus setting, and aimed at improving communication and socialisation among peers, providing time away from devices and screens, and improving focus and concentration in lessons. The question that this case study seeks to answer is: can a small-group, teacher-led and timetabled post-Covid-19 wellbeing intervention for six Grade 9 students in a Hong Kong secondary school help to improve the social and academic integration back into normal school routines? The findings of the case study, based upon both quantitative and qualitative data, are that whilst the intervention showed strong efficacy in promoting socialisation and time away from screens, it was less effective in improving focus in lessons. From triangulating the data and discussing it in relation to the literature, it is concluded that the focus of the intervention was perhaps too narrow, and that the programme could be improved through augmenting the timetable with further academic and pastoral support (e.g. counselling, discussion circles, study skills). These augmentations could provide a more holistic approach to reintegration back into school, and might prove especially useful for students with additional learning needs, who are likely to have been more severely affected by Covid-related school closures — as well as changes to learning environments, lack of agency and control, and more limited 1-1 support — than other students in the school.