Perceived functional resilience in schools according to key stakeholders

Area of Science:

• Education
• Psychology
• Sociology

Background:

• The COVID-19 pandemic necessitated a rapid transition to online learning globally.
• Schools faced unprecedented challenges adapting to remote education.

Purpose of the Study:

• To assess the perceived functional resilience of the Israeli school system.
• To identify challenges and successes in adapting to adversities like the COVID-19 outbreak.
• To inform strategies for enhancing future educational preparedness.

Main Methods:

• Cross-sectional study involving high school students, parents, teachers, and principals in Israel.
• Assessment of perceived functional resilience using a composite scale with 10 indexes.
• Analysis of factors including communication, stress, psychosocial aspects, digital literacy, pedagogic support, resources, infrastructure, and learning modes.

Main Results:

• Significant differences in perceived functional resilience were observed among stakeholder groups.
• Students reported the lowest resilience scores, while teachers reported the highest.
• Digital literacy, pedagogic support, perceived stress, and communication were common predictors of resilience across stakeholders.

Conclusions:

• The Israeli school system's resilience varied significantly by stakeholder group.
• Targeted interventions are needed to bolster resilience, particularly for students.
• Enhancing digital literacy, pedagogic support, and communication strategies are crucial for future educational continuity.