The Need for Psychosocial Support among Teachers and Students in the

Expansion of Face-to-Face Classes

Over two years have passed since the COVID – 19 caught the world off guard.

Significant educational reforms have emerged from the COVID-19 pandemic. Because

learning often comes to a halt when a community is confronted with a crisis, such as

this pandemic, schools were shuttered, and the start of the new academic year was

postponed.

In fact, according to UNESCO, this pandemic has had a considerable influence

on the worldwide education system. More than 100 countries have enacted countrywide

closures, impacting around 90% of the world's student population and compromising

their educational possibilities in the future. The Philippines, like other countries

throughout the world, moved away from traditional face-to-face classrooms and toward

distance learning modalities.

However, following the government's success in containing the virus and

implementing a widespread immunization program, schooling is gradually returning to

normal. Through the president's support, the Department of Education (DepEd) has

been steadily expanding face-to-face classes in all public and private institutions.

Teachers and students who have been undertaking academic tasks at home will return

to the classroom for face-to-face instruction. However, teachers and students will face

new obstacles as a result of this transition.

 It is well acknowledged that a change in one's environment can exacerbate

existing problems such as anxiety, stress, and other psychological hurdles. Individuals'

reactions to conflict or tragedy are determined by their intrinsic adaptability, exposure to

unpleasant experiences, and the type of assistance they get thereafter. Psychosocial

assistance, on the other hand, maybe a huge aid in overcoming such challenges.

Psychosocial support is described as any non-therapeutic activity that assists a person

in adjusting to a new environment and scenario that may have created stress at home

or work.

The emotional impact that the COVID-19 pandemic has brought, along with the

lockdown period, has had on teachers and students must be recognized. As a result, it's

critical to promote knowledge of psychosocial requirements and the need for such

assistance for reintegration and instruction. In addition, teachers require direction and

help in managing their own psychosocial needs.

Teachers who have had a strong amount of vulnerability to the pandemic may

require more regular technical support and a compassionate atmosphere to recuperate.

Educational administrators should strive to offer a welcoming and supportive working

environment in which teachers feel comfortable. Through awareness lectures and focus

group discussions, teachers will also have a better understanding of their mental health

and techniques to cope with obstacles. Teachers must be physically and mentally

prepared to confront students for meaningful learning to take place in a face-to-face

classroom environment, as they will also be the first line of assistance for students'

psychosocial needs.
 They must realize that children are vulnerable during a crisis for a variety of

reasons, including the fact that they may have been relocated or lost family members

during the outbreak. Many people have been harmed directly, and they commonly face

day-to-day life with dread after witnessing the pandemic's devastating effects. There are

specific components of education that, when taken in conjunction, help to meet the

need for psychosocial support of learners, such as always creating a safe space,

engaging them in activities that will give them a sense of stability, which they may have

previously lacked due to the pandemic, and providing a nurturing learning environment.

Students must be taught as part of the psychological support that their situation

will improve with time and that most people will recover from the effects of the

pandemic. Giving them this sensible explanation will assist them in comprehending and

coping with their stress. The impact of the epidemic can be reduced by providing

children with "normalcy" in their life, such as attending school and engaging in other

social activities.

Change is indeed the only constant in the world, and the pandemic underlined

this notion even more owing to the unanticipated alterations teachers and students

encountered. Change does not have to be tough if people are given enough and

adequate help, one of which is psychosocial support.

 Psychosocial Support in the Academe: Initiatives to Support and Promote the

Learners’ Well Being

Unprecedented, vulnerable, emotional and social disorientation, and the

cacophony of thoughts reverberated in one’s mind… This has become a common

experience for many primarily because of the crises the pandemic has inflicted across

the land. Humanity is still grappling with the virus and although vaccines are already

available, it is not the total panacea So, everyone must still be cautious to take care of

their physical health and more importantly their psychological health.

The pandemic stroke the lives of the people and exacerbated the present

situation they painstakingly try to overcome. Children are the optimal concerns of

society today. The World Health Organization (WHO) decried that 10% to 20% of

children and adolescents are affected by various mental issues and this starts before

they reach the age of 14. Furthermore, the WHO’s Mental Health Action Plan

highlighted the need to foster and promote mental health awareness, especially during

the formative years of the life of a person. In consonance with the adherence of WHO,

the Association of South East Asian Nations (ASEAN), emphasized the fundamental

training for teachers that concentrate on the understanding of mental health concerns to

protect and foster the welfare and well-being of students in the school. Notwithstanding

these initiatives and statistics, access to medical and psychological support inside the

school remained parsimonious and the numbers are still underscored since social

stigma and taboo are still rampant and deemed as radical (Nishio, et.al., 2020), hence

leading to the interest in developing a setting that can promote students’ mental health.
 In the Philippines, children and adolescents with mental concerns have been

considered one of the fundamental problems of society (Cagande, 2013) and a critical

review of the country’s mental health system disclosed that there is a 16% of

prevalence among adolescents (WHO, 2020). Consequently, the most recent report of

the Global School-based Student Health Survey revealed that 16.8% of teenagers

between 13-17 years old are suicidal at least once in the 12 months prior to the survey’s

conduct. One of the most recent initiatives of the Department of Health to map the

landscape of mental health concerns is the current administration of a national mental

health survey. This is the first thorough baseline assessment of the prevalence of

mental disorders in the Philippines. The inquiry is still ongoing, and the results will be

released before the year is over.

In this regard, the Department of Education adheres to the initiative of the DOH

and it seeks to strengthen the welfare and well-being of every learner inside the school

premises. Students’ emotional support is paramount to support for building knowledge

and collective experiences. Hence, psychosocial assistance is given during the first

week of the school year. These support activities for students are imperative to every

educational institution to safeguard and prioritize the learners’ socio-emotional well-

being as the landscape goes back to full face-to-face classes. In addition, psychosocial

activities are facilitated by classroom advisers or designated teachers. This program for

all learners may be a huge aid in overcoming such challenges. Psychosocial support is

described as any non-therapeutic activity that assists a person in adjusting to a new

environment and scenario that may have created stress at home or work.
 Every learner must be given support to nurture their complete well-being and

bridge the distance between the learner and the people around them and solve

personal circumstances to alleviate stress and suffering. Interpersonal activities are

promoted in the school to strengthen their social relationship with other learners and

encourage their mutual understanding and respect. Collaborative learning is also

offered to let them open themselves to every learning opportunity inside the school.

Psychosocial activities promote understanding of oneself; it gives opportunities to

students to reassess and realize their full potential. Academic work and tasks may be

too overwhelming to learners, thus support must always be offered to them and

teachers must let students realize their responsibilities as students. With a strong

support system from the teachers around the learners, all things will be successfully

carried out.

Nevertheless, the overall well-being of all learners is the collective responsibility

of the home and school. They must work together to direct track and navigate the future

directions of all students.