Location
PARB 128 (First Floor)
Proposal Track
Research Project
Session Format
Presentation
Abstract
The COVID-19 pandemic has imposed a vast amount of unprecedented challenges, many of which appear to be disproportionately affecting the mental health and well-being of young adults. While there is research to suggest university students experience high rates of mental health disorders, less is known about the specific impacts of the COVID-19 pandemic on student mental health and how they are coping with this stress (Prowse et al., 2021). This study involved Elementary Education professors purposefully embedding mental health days in certain education courses throughout the 2021-2022 school year. This study was conducted with undergraduate students at an all women's liberal arts college. Results from this study involved students providing feedback on this practice and how it impacted their motivation and ability to remain engaged in the content for the full term.
Keywords
mental health day, pandemic, stress
Professional Bio
Dr. LaTeshia Warren is an Associate Professor in the Education Department at Wesleyan College. This fall marks her 8th year in the field of Higher Education. Her previous experiences include teaching in the K-12 sector for ten years, serving as an instructional reading coach, facilitating professional development sessions and learning seminars with elementary teachers. She received her bachelor’s degree in Middle Childhood Education from Georgia State University in 2004, master’s degree in Post-Secondary Education from Troy University in 2007 and her doctoral degree in Curriculum and Instruction from Mercer University in 2013. Her areas of interest include literacy education, culturally relevant teaching practices and clinical experiences. Dr. Warren is also a wife and mother of three precious children. Virginia B. Wilcox, Associate Professor of Education, Education Department Chair. PhD (Elementary Curriculum) Auburn University 2005; M.Ed (Elementary Education) Auburn University 1993; B.S. (Early Childhood Education) Wesleyan College 1990. My primary interests include uncovering previously constructed misconceptions in math and science content in order to teach more conceptually and increase retention and application of concepts within young children. The outcomes of embedding elements of play, creativity, and design thinking into content areas. The impact of math anxiety on classroom teachers and their students.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Warren, LaTeshia and Wilcox, Virginia, "Let’s Normalize Mental Health Days" (2022). Georgia Educational Research Association Conference. 37.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/37
Let’s Normalize Mental Health Days
PARB 128 (First Floor)
The COVID-19 pandemic has imposed a vast amount of unprecedented challenges, many of which appear to be disproportionately affecting the mental health and well-being of young adults. While there is research to suggest university students experience high rates of mental health disorders, less is known about the specific impacts of the COVID-19 pandemic on student mental health and how they are coping with this stress (Prowse et al., 2021). This study involved Elementary Education professors purposefully embedding mental health days in certain education courses throughout the 2021-2022 school year. This study was conducted with undergraduate students at an all women's liberal arts college. Results from this study involved students providing feedback on this practice and how it impacted their motivation and ability to remain engaged in the content for the full term.
