Giulia Ito Silva, Gabriela Diniz, Patrícia Abreu Pinheiro Crenitte, Aline Roberta Aceituno da Costa
Online procedure to encourage reading in children with school difficulties and their guardians, during the COVID-19 pandemic
CoDAS
considerable number children exposed extreme stressors sudden loss loved one serious traffic accidents violence disaster order facilitate school psychologists assistance teachers working traumatized children study aimed explore elementary school teachers perspectives using qualitative design study explored perspectives purposively varied sample 21 elementary school teachers ages 2255 years 0530 years teaching experience 5 men teachers participated semistructured interviews transcribed analyzed line method summative analysis f rapport even though teachers expressed confidence working children traumatic exposure many referred supportive atmosphere within school prominent themes participants narratives reflected uncertainty struggle providing optimal support children searched clear role definition well good balance answering conflicting needs exposed children classmates wished better knowledge skills experienced difficulties related emotional burden work findings suggest need research understudied topic addition identified themes used school psychologists systematically explore individual teachers strengths difficulties provide tailored advice training