Efficacious learning strategies and experiences for education recovery after disruption

Alison Willis, Aruna Devi and Haley Whitfield

International Journal of Educational Development, 2025, vol. 113, issue C

Abstract: Although much is known about the effects of stress and trauma on learning, there is an urgent need to better understand the phenomenon of education recovery after disruption so that educators and community workers are equipped with efficacious learning strategies and educational experiences for recovery. This project investigated the experiences of people who have suffered learning opportunity loss. Using a phenomenological theoretical perspective, in-depth interviews and a pilot survey were used to identify efficacious strategies and experiences for recovery. The University of the Sunshine Coast partnered with the Salvation Army in South Africa to conduct research with their education officers and social welfare units to identify practical strategies for responding to stress- and trauma-affected people. The most effective strategies for education recovery were internet searches and knowing the learning goals. Experiences that aided recovery included: prayer, meditation, relaxation exercises; storytelling; peer learning; and mentoring. These findings are useful for identifying antecedent structures and essential practices in education recovery and provide governments and systems administrators with research evidence for policy and processes around education recovery efforts. These findings also give educators and not-for-profit community workers practical strategies for responding to education needs in disruption-affected contexts. Rather than merely becoming informed about the effects of disruption, stress and trauma on learning, these findings equip educators with responses.

Keywords: Education recovery; Learning strategies; Technology resources; Education disruption (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:113:y:2025:i:c:s0738059324002256

DOI: 10.1016/j.ijedudev.2024.103198

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