RESUMO
COVID-19 has globally impacted both physical and mental health. This study aimed to explore the impact of Second Chance Schools (SCS) and the COVID-19 pandemic on the mental health and self-image of Greek SCS students. A total of 251 SCS students from two consecutive study cycles participated, completing the research instruments at the beginning and end of their studies. Participants' anxiety, depressive symptomatology, well-being, self-esteem and self-efficacy were evaluated by means of the GAD-7, PHQ-8, WHO-5 Well-being Index, Rosenberg Self-Esteem Scale and Generalized Self-Efficacy Scale, respectively. The research spanned three years, including a year of universal lockdown, a year with protective measures and a year without anti-COVID-19 measures. Factor analysis, regression analyses and two two-way repeated measures ANOVAs were applied to the collected data. All five psychological dimensions measured by the study's instruments were grouped into two factors, namely mental health and self-image. Well-being positively influenced mental health, while anxiety and depression had a negative impact. On the other hand, self-efficacy and self-esteem positively contributed to self-image. Mental health and self-image were moderately correlated. Pre-SCS values of mental health and self-image predicted a higher percentage of variance in post-SCS values compared to anxiety, depression, well-being, self-efficacy and self-esteem. Moreover, mental health improved after the completion of SCS, but only for participants after the lifting of anti-COVID-19 measures. Conversely, self-image improved for all participants regardless of the presence of anti-COVID-19 measures. Overall, the SCS had a considerable impact on the participants' mental health and self-image, although the effect was influenced by COVID-19.
RESUMO
Resumen (analítico) El artículo busca comprender las percepciones que estudiantes, docentes y directivos tienen respecto de los aspectos que inciden en la retención de adolescentes atendidos en «escuelas de segunda oportunidad¼ en Santiago de Chile. La información proviene de 56 entrevistas semiestructuradas, aplicadas a tales actores en los Centros de Educación Integrada de Jóvenes y Adultos seleccionados. Las entrevistas fueron sometidas a un análisis narrativo etnográfico y, para su codificación, se utilizó el software Atlas.ti. Los actores identificaron como las condicionantes más importantes la contextualización en la exigencia académica y evaluativa, el acompañamiento afectivo a estudiantes y que la escuela sea acogedora. Finalmente, se vislumbra la necesidad de revisar los procesos de reinserción escolar para ungrupo no menor de niños y jóvenes que no se adaptan a condiciones «normales¼. Palabras clave: Chile, educación alternativa, educación compensatoria, joven sin escolaridad, retención, abandono escolar (Tesauro de Ciencias Sociales de la Unesco).
Abstract (analytical) The purpose of this article is to understand the perceptions that students, teachers and principals have regarding the aspects that affect the educational retention of adolescents who attend "second chance schools" in Santiago, Chile. The information collected for the study comes from 56 semi-structured interviews with students, teachers and principals in each of the selected Integrated Education Centers for Young People and Adults. The transcripts of the interviews were subject to an ethnographic narrative analysis and, for the codification and construction of categories the Atlas.ti software was used with all materials. The actors identified the most important determinants to promote educational retention and avoid students dropping out of school: the academic demands of students; affective accompaniment for students; and that the school is a welcoming. Place Finally, the authors identified the need to review the school reintegration processes for children and adolescents who do not adapt to "normal" conditions in the schools. Keywords: Chile, alternative education, compensatory education, youth not in school, retention, school drop-outs.
Resumo (analítico) O objetivo do artigo é compreender as percepções que os alunos, professores e diretores têm sobre os aspectos que afetam a retenção de adolescentes atendidos em "escolas de segunda oportunidade" em Santiago, no Chile. A informação vem de 56 entrevistas semi-estruturadas, aplicadas a estudantes, professores e representantes da equipe de gestão em cada um dos Centros de Educação Integrada para Jovens e Adultos selecionados. As entrevistas foram submetidas a uma análise narrativa etnográfica e, para a codificação e construção de categorias, utilizou-se o software Atlas TI. Os atores identificaram como as condições mais importantes para incentivar a retenção e evitar o abandono precoce: a exigência acadêmica e avaliativa, o acompanhamento afetivo aos alunos e o acolhimento da escola. Finalmente, é necessário rever os processos de reinserção escolar para um grupo de crianças e jovens que não se adaptam às condições "normais". Palavras-chave: Chile, educação alternativa, educação compensatória, jovens sem escolaridade, retenção, abandono escolar.
