AMBIENTUM BIOETHICA BIOLOGIA CHEMIA DIGITALIA DRAMATICA EDUCATIO ARTIS GYMNAST. ENGINEERING EPHEMERIDES EUROPAEA GEOGRAPHIA GEOLOGIA HISTORIA HISTORIA ARTIUM INFORMATICA IURISPRUDENTIA MATHEMATICA MUSICA NEGOTIA OECONOMICA PHILOLOGIA PHILOSOPHIA PHYSICA POLITICA PSYCHOLOGIA-PAEDAGOGIA SOCIOLOGIA THEOLOGIA CATHOLICA THEOLOGIA CATHOLICA LATIN THEOLOGIA GR.-CATH. VARAD THEOLOGIA ORTHODOXA THEOLOGIA REF. TRANSYLVAN
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Authors: KIRALY DALIT.
DOI: 10.24193/subbeph.2021.2.02
Published Online: 2021-12-30
Published Print: 2021-12-30
pp. 33-48
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Abstract: I will discuss in this article the COVID-19 implications on school communication with stakeholders in the inner and outer circles. This article’s starting point is that especially in crisis times, school communication is the key to development, maintenance and preservation. The article will refer to the school climate in crisis and teacher-student-parent communication. The first part will deal with crisis implications on school communication, harming communication processes and its new characteristics, as a transition from face-to-face communication to online communication and its implications. The second part will deal with the school climate in crisis and how this climate changes communication. Research shows that the stress resulting from crisis causes many hardships in the school climate and influences the welfare and resilience of those who are involved in the school communication process: students, teaching staff and parents. The third and last part will present communication models taken by schools in crisis and demonstrate the technological and social characteristics and patterns of its implementation, which repeats for schools in crisis. The summary will present general recommendations for effective school communication in crisis when it is recommended to adjust each communicational action plan to the school’s unique characteristics.
Keywords: crisis, school communication, online communication, parent-school, communication in crisis.
