COPING STRATEGIES AS A CRITICAL CONCERN OF POST-COVID MENTAL HEALTH AMONG STUDENTS, PARENTS AND TEACHING/NON-TEACHING STAFF: AN EXPLORATORY STUDY

Abstract

The COVID-19 pandemic has produced unprecedented disruptions in educational systems being practised across the world. Beyond the immediate health crisis, the pandemic generated short-term and long-term psychological consequences among students, parents, teachers, and non-teaching staff. School closures, social isolation, economic uncertainty, online learning, increased care giving responsibilities, and occupational stress contributed significantly to mental health challenges. New and unfamiliar teaching learning methodologies added further to the burden. While the acute phase of the pandemic subsided in about two years, the post-COVID mental health concerns continue to persist. This exploratory study examines coping strategies adopted by educational stakeholders and evaluates their effectiveness in promoting resilience and psychological well-being. Drawing upon contemporary literature, the paper explores stress, anxiety, depression, burnout, and emotional exhaustion among students, parents, teaching staff, and administrative personnel. Findings indicate that adaptive coping mechanisms such as social support, mindfulness, physical activity, resilience training, counselling, and institutional support significantly enhance recovery and mental well-being. Conversely, maladaptive coping strategies including avoidance, excessive screen time, substance abuse, and social withdrawal exacerbate mental distress. The study highlights the necessity of comprehensive mental health frameworks within educational institutions and recommends multi-level interventions involving policymakers, educators, families, and healthcare professionals.