ABSTRACT
The COVID-19 pandemic has resulted in a worldwide disruption of education service systems. A significant gap has emerged in understanding the impact of these changes to both educational services and child development. The current qualitative study presents interviews with early childhood educators and parents to capture their experiences with educational service delivery for young children with disabilities during the pandemic. The study included nine early childhood educators and nine parents with children between the ages of 3 and 6 who received preschool special education services during the pandemic. Themes that emerged from the interviews include changes to the modality and intensity of services, barriers and challenges related to service delivery, and benefits resulting from shifts to educational services. All findings will be discussed with an eye toward informing future practice related to family-centered services.
ABSTRACT
Educator experiences with violence and aggression have traditionally been overlooked. However, growing research has found these professionals are at risk of frequent victimization in the workplace. This chapter synthesizes literature from the past two decades to provide readers an overview of violence against educators, including prevalence and types of aggression, school climate, demographic, and other precipitating factors, as well as common outcomes. Since these aggressive incidents often do not involve the criminal justice system, the potential applicability of restorative justice practices is discussed. An overview of a new APA task force to study into this phenomenon will be provided, along with a discussion of the perceived impacts of COVID-19 on teacher safety. Theory, research, practice, and policy implications for further understanding teacher experiences, reducing risk of aggression, and ensuring safe school environments are outlined. (PsycInfo Database Record (c) 2022 APA, all rights reserved)