Abstract
Introduction
Studies have warned about the damages caused by COVID-19 on the lives of children and adolescents in terms of learning, social relationships, and mental health, as well as on their overall development.
Objectives
To understand the teachers’ perceptions of the implications of the COVID-19 pandemic on the mental health of children at an Early Childhood Education Unit.
Method
This is an exploratory, descriptive study with a qualitative approach. Six teachers from a public Early Childhood Education Unit participated in the study. Data were collected remotely using participant characterization forms and semi-structured interviews, and then characterized through thematic analysis and the theoretical-methodological framework of mental health and psychosocial care.
Results
The results showed an expanded understanding by teachers about mental health, involving aspects beyond the clinical condition and symptoms. In addition, from the teachers’ perceptions, the school can adopt strategies to promote the children’s mental health and support their families in a scenario full of adversities and difficulties, which have caused a series of damages to the mental health and development of this population.
Conclusion
It is expected that this study can contribute not only to the understanding of a new and emerging reality that is being reinvented day after day but also to new reflections and discussions about intervention strategies and public policies aimed at children's mental health.
Keywords:
Mental Health; Children; Education; COVID-19