Theoretical framework

For about two years of experience in the

pandemic, several insurgent scholars have studied the
challenges and possible rooms for improvement in
education. Tria (2020) highlighted in his study that
higher education should utilize its research and
development to find ways to improve school processes
and generate knowledge about the pandemic. This idea
of health integration and retrofitting in education and
the utilization of the academe in research was discussed
by Guingona et al., (2021) in their study on the
curriculum formulation, development, and
implementation which augment requirements for
effectively achieving Universal Health Care.
On the other hand, as online distance education
sets the norm, the Philippine setting proves to struggle
in the transition to the online learning space. This
transition to using digital space as a learning landscape
means that the educational system will rely on the
Information and Communication Technology (ICT) of the
country, which, at present, is described as “not yet
fittingly developed, though it is thriving” [37]. Mineo
(2021) also noted that not all learners were prepared for
the shift in learning modalities.

The COVID-19 pandemic has presented many

challenges to students, educators, and parents. Children
already coping with mental health conditions have been
especially vulnerable to the changes, and now we are
learning about the broad impacts on students as a result
of schools being closed, physically distancing guidelines
and isolation, and other unexpected changes to their
lives.

Developing the language of well-being literacy

in the students has enabled a strong transition out of
the recent pandemic, to ensure they have the best
opportunity to flourish. International research has
indicated an increase in mental health concerns,
including Post-Traumatic Stress Disorder (PSTD), among
young people as a consequence of the Pandemic (de
Miranda et al.,2020).

There is a significant rise in reports of mental

health concerns in young people, which can have a
direct impact on their learning and on longer term
mental health. While exacerbated by the pandemic ( Del
Duca, 2021), this rise in mental health concerns among
people such as anxiety and depression has been evident
for a number of years ( Blakemore, 2019; Lawrence,
2015). Newcastle Grammar School, which already
actions a robust, scientifically based approach to
student well being, is taking steps to strengthen their
programme to help the students in their care flourish.

Daniel (2020) argues the asynchronous learning,

particularly suitable in digital formats, provides both
teachers and students with flexibility and enables them
to achieve a better balance between work and study.
Moreover, online teaching also promotes flexibility
while reducing exepenses( Xhaferi and Xhaferi, 2020;
Weldon et.,al 202). In addition to flexibility researcher
argued that online platform and technology applications
provide students with additonal resources ( Pokhrel and
Chhetri, 2021; Sbaffi and hao, 2022) and enhance
student academic achievements ( Younas et al., 2022).

Similarly, Fatoni et al. (2020) found that students

can benefit from asynchronous materials (e.g., lecture
recordings) to enhance their knowledge. There has also
been an increase in the use of social media for sharing
learning resources with students (Nasution et al., 2022).
As Huang et al. (2021) point out, COVID-19 has created
opportunities for universities and brings out innovative
pedagogy and digital resources. However, it is uncertain
how sustainable these benefits could be when
universities start to transition back to ‘ordinariness’ and
offer only face-to-face courses to students (Daniel,
2020).