According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), school and
universities closures impacted over 90% of the world’s student population. In many countries,
governments have activated measures to maintain continuity of learning using different forms of distance
learning. For some months now, schools and universities have gradually begun to reopen in various
countries around the world in a climate of uncertainty and with the adoption of more or less rigid measures
to prevent and control infections. In this context, it is necessary to start a reflection on the reopening
of schools and universities and on the most appropriate measures to be adopted to prevent contagion as
well as on interventions to support situations of greater vulnerability.
The goal of this Research Topic is to produce an advancement of knowledge on this completely new theme.
Indeed, the event of the pandemic and the consequent lockdown in many countries of the world have
raised new issues and at the same time stimulated the debate on important aspects of educational
psychology that make a specific reference to COVD-19. For this reason, the Research
Topic aims to focus on the aspects of prevention and promotion of adequate risk management behaviors,
on support measures for the most vulnerable students such as those with special educational needs and
disabilities and on the psychosocial needs that a stressful event such as pandemic can result in students,
families and teachers.
This Research Topic aims to publish both original articles and comprehensive reviews about experiences
related to closure and reopening of school and universities during the COVID-19 pandemic. Potential
topics include but are not limited to the following:
• Health risk perception and prevention of the COVID-19 infection among students and teachers.
• Promotion of adequate risk management behaviors for students and teachers.
• Distance learning and special educational needs.
• Support measures for vulnerable students.
• Psychological needs and psychosocial interventions for students, families and teachers.
According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), school and
universities closures impacted over 90% of the world’s student population. In many countries,
governments have activated measures to maintain continuity of learning using different forms of distance
learning. For some months now, schools and universities have gradually begun to reopen in various
countries around the world in a climate of uncertainty and with the adoption of more or less rigid measures
to prevent and control infections. In this context, it is necessary to start a reflection on the reopening
of schools and universities and on the most appropriate measures to be adopted to prevent contagion as
well as on interventions to support situations of greater vulnerability.
The goal of this Research Topic is to produce an advancement of knowledge on this completely new theme.
Indeed, the event of the pandemic and the consequent lockdown in many countries of the world have
raised new issues and at the same time stimulated the debate on important aspects of educational
psychology that make a specific reference to COVD-19. For this reason, the Research
Topic aims to focus on the aspects of prevention and promotion of adequate risk management behaviors,
on support measures for the most vulnerable students such as those with special educational needs and
disabilities and on the psychosocial needs that a stressful event such as pandemic can result in students,
families and teachers.
This Research Topic aims to publish both original articles and comprehensive reviews about experiences
related to closure and reopening of school and universities during the COVID-19 pandemic. Potential
topics include but are not limited to the following:
• Health risk perception and prevention of the COVID-19 infection among students and teachers.
• Promotion of adequate risk management behaviors for students and teachers.
• Distance learning and special educational needs.
• Support measures for vulnerable students.
• Psychological needs and psychosocial interventions for students, families and teachers.