Schools closed as a result of the COVID-19 pandemic with the expectation that learning continue from home. This presented a unique challenge for parents of children with special educational needs as during this time levels of stress were high and access to supports were low. The purpose of this mixed methods study was to explore and describe parents of children with SEN's experiences with at-home learning as it relates to their learning-specific parental self-efficacy, perceived stress and perceived support from their child’s school. Quantitative analysis revealed that learning-specific PSE was significantly and negatively related to perceived stress. Parents did not differ in their perception of school supports. While qualitative analysis revealed many similarities between groups, it also revealed nuanced differences that show that parents of high and low PSE experienced the school closures differently. Overall, the findings of this study provide evidence that parents with high and low parental self-efficacy differ in their experiences of supporting the learning of their children with SEN. This study serves to add to the limited body of literature on learning-specific PSE, as well as inform the efforts of schools and other professionals in supporting the parents of children with SEN and their families.

In this study, we have delved deeply into the European food industry's response to the altered reality during the Covid-19 pandemic. Through qualitative interviews with six business leaders from different parts of the sector, combined with a comprehensive literature review, we have strived to enhance the understanding of the organizational changes and strategic solutions that the industry has employed to navigate the crisis. The challenges we observed included disruptions in the supplychain, stress among employees due to illness and work-related pressure, as well as shifting sales and market patterns. Despite these difficulties, the companies managed to adapt by restructuring their organizations and leadership styles, which mitigated the negative impact of the pandemic. Some of the most significant lessons included the importance of having a flexible and adaptable organizational structure, and the necessity to develop effective communication strategies and leadership methods during uncertain times. The results of our study also point out that there is a need to integrate social aspects into food production and distribution. This would increase companies' resilience and ability to maintain operations in an increasingly uncertain global context. We found that the pandemic has contributed to increasing the importance of local production and consumption, strengthening the role of digital technology in streamlining communication and workflows, and focusing more on companies' sustainability initiatives and responsibilities. To further utilize these insights, we propose future research focusing on tracking companies' adaptations over time, comparing different industries and regions, and examining how the implementation of changes is related to the achievement of sustainability goals. We also underscore that both quantitative and qualitative research methods should be used to gain adeeper understanding of the processes driven by crises like the pandemic. In summary, our study shows that, despite the challenges that the Covid-19 pandemic has brought, food producers in Europe have demonstrated a remarkable ability to adapt and reshape their organizations and business models. The main lesson is that flexibility, communication, and rapid adaptation are crucial in handling crises and ensuring a sustainable and resilient food industry. This insight can assist policymakers and industry leaders in formulating more effective strategies and guidelines to promote a more sustainable and resilient organization.

The COVID-19 pandemic left no one unaffected as it spread across the world and changed the lives of billions of people. The pandemic has not only resulted in physical sickness and death, but also increased mental health issues due to fear, uncertainty, and social isolation. This review aimed to investigate whether mindfulness interventions can decrease symptoms of mental illness, such as depression, anxiety, stress, and burnout, and increase symptoms of mental well-being, such as psychological well-being, during the pandemic. All studies included in this thesis used different mindfulness interventions and different self-report measures to evaluate various mental health aspects, such as psychological flexibility, tolerance of uncertainty, empathy, self-compassion, and more. Statistically significant improvements in mental health were observed across all studies and is further supported by existing literature on mental health and mindfulness meditation and interventions.

The COVID-19 pandemic prompted many Swedish businesses to reconsider their survival techniques and the support they offer to societies in which they operate. The purpose of this study is to examine the COVID -19 responses practiced by four Swedish Companies (Essity, Volvo Group, ICA Gruppen, and Autoliv) to see what entrepreneurs can learn in the event of another pandemic. Furthermore, the study explores the different ways in which CSV and competitive advantage may be attained using the lessons learned from the COVID-19 pandemic. A qualitative study based on secondary data analyzing information from company homepages, and annual and sustainability reports for the years 2020 and 2021 are the only ones used to provide systematic and comprehensive insights. The theoretical framework includes Archie Carroll’s pyramid which includes the legal, ethical, economic, and philanthropic responsibilities of the organization towards society, the stakeholder theory as well as the concept of creating Value Creation. The results show that Essity, Volvo Group, ICA Gruppen, and Autoliv responded differently to COVID-19 through philanthropic activities, commitment to ethical goals, upholding legal requirements, and maintaining business operations. And the ways in which they can contribute to value creation through these responses include enhanced employee relations, customer relations, innovation, collaborations, and government regulatory compliance. The study revealed that solving societal challenges is integral to guaranteeing that the organization can obtain an economic benefit for a long-term sustainability. When dealing with society in times of uncertainty, entrepreneurial innovations can be a source of future competitive advantage.

The purpose of the study was to identify assistant principals' perceptions of their roles in school leadership, their experiences with student discipline in the public school setting pre- and post-COVID-19, and the professional learning they were provided to navigate the student discipline process. The basic qualitative study addressed two research questions: What were high school assistant principals' perceptions of leadership related to student discipline in public schools pre- and post-COVID pandemic? Furthermore, what professional development would support assistant principals with the student discipline process post-COVID-19? Using a standard interview protocol, the researcher interviewed eight high school assistant principals in one southeastern Virginia school division. The interview questions were organized into themes in response to the research questions based on the respondents' shared perceptions of their roles, student discipline experiences pre- and post-COVID-19 pandemic, including professional development needs. This study revealed that assistant principals perceived changes in their leadership capacity due to declining student behavior, and the frequency of student discipline referrals "increased dramatically" post-COVID-19 pandemic. Whereas high school assistant principals prioritized instructional leadership before the pandemic, in the post-COVID-19 pandemic, negative student behavior caused school leaders to focus on processing school discipline over instructional leadership. This research found that student behaviors changed the educational landscape post-COVID-19, highlighting areas of concern for student well-being, such as physical aggression, substance abuse, lack of school attendance, and mental health concerns. The study also found that high school assistant principals reflected positive outcomes post-COVID-19 pandemic as they adjusted their professional practice as empathetic leaders fostering positive relationships with school stakeholders. Finally, the researcher sought to examine the high school assistant principals' experiences with professional development opportunities when learning the student discipline process. The study found that assistant principals wanted actionable, collaborative, and interactive learning opportunities, including authentic mentorships, hands-on learning experiences, and guidance to communicate with stakeholders during the student discipline process. Implications from this study include calling on the Department of Education, school divisions, and school principals to identify, plan, and support high school assistant principals as they navigate the role of school leaders post-COVID-19 pandemic. / Doctor of Education / The COVID-19 pandemic created a catalyst for change in an uncertain educational environment for school leaders. As the "boots on the ground," high school assistant principals became the front-line offense for school divisions and principals in navigating students' return to face-to-face instruction post-COVID-19 pandemic. This research interviewed eight high school assistant principals for their perceptions, interactions, and experiences as administrators, especially with the school discipline process before and after the COVID-19 pandemic. The study also examined the professional development assistant principals perceived they needed to navigate the post-pandemic student discipline process. This study revealed that assistant principals perceived changes in their leadership capacity due to declining student behavior, and the frequency of student discipline referrals "increased dramatically" post-COVID-19 pandemic. Student behaviors changed the educational landscape post-COVID-19, highlighting areas of concern for student well-being, such as physical aggression, substance abuse, lack of school attendance, and mental health concerns. Although pre-COVID-19 pandemic high school assistant principals prioritized instructional leadership, in the post-COVID-19 pandemic school setting, the study found that negative student behavior shifted the school leaders' priority to processing school discipline over instructional leadership. In addition, the administrators in this study expressed the need for professional development focused on the school discipline process that is actionable, collaborative, and involves interactive learning opportunities. Authentic mentorships, hands-on learning experiences, and communication guidance during traumatic events are suggested. The study closed by calling on the Departments of Education, school divisions, and school principals to identify and plan for support of high school assistant principals' need to navigate the role of school leaders post-COVID-19 pandemic.

The covid-19 pandemic plunged the world into an experiment in work-from-home without any collective experience in how to manage this situation. During a crisis characterised by social distancing and blurring lines between home and work, providing support to employees is important. Middle managers, being in-between upper management and subordinates, were in a special situation of having to balance new demands from both sides. In light of this, the purpose of our study was to investigate how middle managers handled the challenge of supporting their subordinates during the pandemic. To achieve the purpose of this study, a qualitative research methodology was applied. We investigated middle managers experiences of supporting their subordinates during the pandemic. The data was collected through 8 semi-structured interviews with middle managers working in Sweden. Our results show that during the pandemic middle managers had to adopt empathic behaviour as leaders and adapt their way of leading to each subordinates needs.

The COVID-19 pandemic was an unprecedented event in world history with a global impact. In the United States, emergency remote teaching (ERT) was utilized due to significant changes in the educational system, including temporary closures, shifts to remote and hybrid learning, and the addition of various infection control measures such as the wearing of masks, social distancing, and quarantine guidelines to reduce the community spread of COVID-19. These changes impacted those working and learning during the COVID-19 pandemic. This qualitative multiple-case study sought to describe and compare the professional experiences of four high school physical science teachers in the United States during the pandemic. Data was collected using surveys, participant artifacts, interviews, and focus groups between the spring of 2020 and the spring of 2022. The data were analyzed inductively using holistic and descriptive coding as well as inductively through a cross-case analysis by utilizing social reproduction theory (SRT) and teacher self-efficacy (TSE) theoretical frameworks. Four individual participant case descriptions and a cross-case analysis are reported. The findings indicate that teachers experienced significant changes to their schedules, technology use, instruction, and assessment. Teachers’ ability to communicate professionally was impacted, as was teacher professional development (PD) and evaluation. These changes resulted in learning gaps, which were more significant for struggling and marginalized students. The results demonstrate that the teachers and their students experienced the pandemic differently depending on various factors, such as resource access and school type. The findings indicate that the teachers’ students with more economic, social, and cultural capital were best positioned to access remote learning, which generated social reproduction and exacerbated inequalities. TSE decreased due to a lack of mastery and vicarious experiences, negative social and verbal persuasion, and the teachers’ adverse physiological and emotional states. TSE was also reduced due to ecological factors such as increased uncertainty and role demands, powerlessness, and isolation. The pandemic displayed how inequities across our educational system must be addressed and how the educational system must better prepare and support teachers and students during educational disruptions. The teachers gained a greater appreciation for in-person instruction, became more confident in their use and implementation of classroom technology and remote teaching, and became more aware of inequities among students.

Uninsured and undocumented immigrants risk deportation as well as other social and financial consequences when accessing healthcare in the US. Facing these risks head-on, they do the work necessary to ensure their friends, families, and communities receive medical care. Research at the intersection of linguistic and medical anthropology understands that work to be “communicative care.” Communicative care includes any way that we use language to maintain ourselves. This dissertation utilizes a communicative care framework to demonstrate that immigrant patients are not passive recipients of whatever policymakers determine they deserve; instead, they are structurally competent experts who do communicative care at the institutional and community levels to make a more equitable, accessible, and affordable healthcare system for themselves, their communities, and all patients. The dissertation relies on ethnographic data collected during five years of Philadelphia-based research and fieldwork completed during two overlapping inflection points in the history of US healthcare and immigration – the Trump administration and the COVID-19 pandemic. Ethnographic data includes field notes from longitudinal participant observation, transcriptions of interviews and conversations with undocumented and uninsured Latinx immigrant patients and healthcare professionals, and a corpus of audio-visual materials and policy artifacts. Analysis of this qualitative data revealed that undocumented and uninsured immigrants complete various essential roles within the healthcare system beyond that of the patient. They learn through personal experience what the structural barriers to healthcare are as they navigate through Philadelphia’s patchwork of access points and build lived expertise of sociopolitically constructed inequities. Ultimately, they use this knowledge at the institutional and community level to facilitate access to healthcare in their community. Within the institutional level, they serve as educators and trainers of medical professionals who want to understand the policy-based limitations placed on different patient populations and the clinical strategies needed to improve patient services. At the community level, they serve as advocates who organize and participate in large-scale systems change and representatives for the full ratification of immigrant access to healthcare. This project contributes to anthropological research on two of the most defining sociopolitical issues of the 21st century - immigration and healthcare. Often portrayed as victims and undeserving of our charity, we have yet to fully consider the lived expertise of uninsured and undocumented immigrant patients as we draft responses and solutions to urgent and emerging problems like the simultaneous drop in US life expectancy and rise in healthcare spending. This dissertation recasts immigrant patients as experts who actively engage in healthcare reform through everyday responses to the structural barriers that subvert their access to healthcare and undercut healthcare professionals’ capacity to provide medicine. By illuminating the roles of undocumented and uninsured immigrant patients and the manifestation of their lived expertise across multiple levels of analytic granularity, this project offers new possibilities for future healthcare policies, politics, and practices in and beyond the US. / Anthropology

In the field of sociology there is an established idea that risk has importance for identity-building, and existing research shows that risk is a part of transitioning into adulthood. The Covid-19 pandemic has, on the one hand, introduced new risks for young people to consider, and on the other restrictions aiming to prevent the spread of infection. The restrictions have to a varying degree, limited us in everyday life, and constructed new norms which may have influenced youth’s identity-building. This qualitative study aims to examine young people's experience of risk and how those and other experiences during pandemic have affected their identity-building. The results show that youths' understanding of risk was informed by their unique context. Further, the study establishes that young people’s disciplinary attitudes and actions reflected those on the institutional level, whilst other risk behaviour was dependent on the context of the action. Young people have also revealed a level of flexibility and adaptation which enabled them to maintain social practices important for identity-building. Through the integration of feelings of loss and gratitude, establishment of a new everyday life, and wider perspectives on life, young people maintained the feeling of ontological security. Further research should examine how experiences of risk during the pandemic may have long term effects on identity-building, and the possible need for supportive interventions. / Betydelse av risk för identitetsskapande har under lång tid varit ett etablerat forskningsfält där tidigare studier fastslår att risk är en viktig del i ungas vuxenblivande. Coronapandemin introducerade dels en ny risk för unga att förhålla sig till, dels olika former av restriktioner för att minska smittspridning. Dessa begränsade oss i det vardagliga livet samt etablerade nya normer som möjligtvis påverkat människors identitetsskapande, inte minst de ungas. Syftet med denna kvalitativa studie var att genom semistrukturerade intervjuer undersöka ungas upplevelser i förhållande till risk och hur dessa och andra upplevelser under pandemin har påverkat ungas identitetsskapande. Resultatet visar att de ungas förhållande till risk präglades av deras unika situation och kontext. Disciplinering mot sig själv och andra speglade de institutionella riskuppfattningarna, däremot kunde riskbeteendet vara kontextdrivet. När det gäller ungas identitetsskapande visar resultatet på en anpassningsbarhet som till viss del möjliggjort för unga att fortsätta utöva för dem viktiga sociala praktiker. De skapade också ontologisk trygghet genom att integrera upplevelser av både förlust och tacksamhet, skapa en ny vardag och sätta in sin egen livsberättelse i ett större narrativ. Vidare forskning kan med fördel undersöka hur ungas upplevelser i förhållande till risk under pandemin har påverkat deras identitetsskapande på längre sikt för att upptäcka eventuella behov av stödinsatser.

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