Towards a holistic approach to support learners at risk of interrupted development: Midst- and post-COVID-19 interventions is an open-access book published by AOSIS.

The COVID-19 pandemic and the restrictions that came with it led to unprecedented disruptions in learner development and put them at risk of poor developmental outcomes. It is thus important that the extent of the disruption on their development and the support needs of learners be investigated. Researching the impact of the disruption should focus on holistic development. In this book, the authors use multiple research approaches and methods of gathering data in their respective fields to examine the impact of the disruption and determine the support needs of learners. Data gathered through the different methods are processed, and findings are presented. The findings have implications for both practice and future research in the fields of inclusive education, learner support, educational psychology, movement education, Life Orientation and curriculum development.

Copyright (c) 2023 Macalane J Malindi, Johnnie Hay, Thabo Makhalemele (Volume editor)

This scholarly book remarkably explores the profound impact of the COVID-19 pandemic on learners’ holistic development and the crucial support they require. This publication offers a deeply insightful and culturally sensitive analysis by integrating diverse theories, including Afrocentric perspectives, through an ubuntu lens. The book stands out for its pioneering focus on the multifaceted effects of COVID-19 on learners’ development and the indispensable support systems needed. The inclusion of lesser-known theories, such as Nsamenang’s social ontogenesis theory, elevates the discourse, making it an exceptionally compelling and intellectually stimulating read. Moreover, the meticulously structured framework and thoughtfully curated chapters provide a panoramic view of the subject matter, leaving no aspect unexplored. Through scientifically substantiated research and meticulous methodological explanations, this publication delivers invaluable insights into the impact of COVID-19 on learners’ development. It serves as an indispensable resource for researchers and scholars, empowering them with essential knowledge to effectively navigate the challenges faced by learners during and beyond the COVID-19 pandemic. The editors deserve to be commended for their judicious timing in publishing this important work and for assembling a team of interdisciplinary researchers and authors of the highest calibre. Their deliberate emphasis on an African-centred approach fills a significant void in the field and highlights the importance of adopting an interdisciplinary lens. The exceptional standard of scholarship exhibited in each chapter’s research projects, coupled with the comprehensive introduction and concluding summary chapter, further solidifies the book’s impact. In conclusion, this book makes a resounding contribution to our understanding of the profound impact of COVID-19 on learners’ development and the indispensable support they require. This book is an indispensable resource for scholars in education, psychology, and related fields due to its integration of diverse theories and meticulously constructed framework. Through the editors’ unwavering dedication and the book’s comprehensive nature, this publication lays the foundation for further ground-breaking research and transformative interventions, fostering holistic learner development in the face of future challenges.

Dr Michelle Finestone, Department of Educational Psychology,
Faculty of Education, University of Pretoria, Pretoria, South Africa