Artykuł przedstawia podstawowe zasady udzielania pomocy psychologiczno-pedagogicznej w szkole. Autor przywołuje raporty z badań nad uczniami o specjalnych potrzebach edukacyjnych. Analizuje zmiany w udzielaniu wsparcia uczniom oraz przeszkody, które pojawiły się po wybuchu pandemii COVID-19. Prezentuje konsekwencje dla edukacji i zdrowia psychicznego dzieci po przejściu placówek oświatowych w tryb nauki zdalnej. Szuka rozwiązań z rekomendacji konkretnych działań edukacyjnych, wychowawczych i profilaktycznych. Odwołuje się do najnowszego programu Ministerstwa Edukacji i Nauki o wsparciu psychologiczno-pedagogicznym dla uczniów i nauczycieli.

Universities around the world have overwhelmingly switched to online teaching and e-learning, necessitated by social distancing measures due to the COVID-19 pandemic. In order to provide education as eff ectively as possible and achieve the required educational objectives, people involved in the teaching process at the university have taken a number of steps to give students access to materials necessary to obtain the intended learning outcomes in a particular subject. In this article, we present the results of empirical research on remote classes at Polish universities during the COVID-19 pandemic. Th e research focused on methods and forms of distance learning.

The study aimed to analyse changes in school belonging in higher education students during online instruction and to verify its cross-sectional and longitudinal relationships with academic adjustment in the first and higher years of study. The research sample consisted of 169 higher education students (90.5% women, M = 21.71; SD = 2.63) in the first measurement (end of the winter term), and 77 respondents (96% women, M = 21.38; SD = 2.03) in the second measurement (end of the summer term). Self-report methods were used. Results showed a decline in school belonging among first-year students. School belonging significantly predicted academic adjustment, and the relationship with internal motivation persisted even four months later. The findings support the key role and need for facilitating school belonging in higher education students in the online environment.

Polish Adaptation of the Online Test Anxiety Inventory (OTAI-PL)

Test anxiety is an obstacle that may influence education and professional life. Currently, the remote form of learning is widespread. Thus, a need for measuring test anxiety in an online setting appeared. The paper describes a validation process of a Polish adaptation of the Online Test Anxiety Inventory (OTAI). Three hundred thirty-nine students participated in the study. The confirmatory factor analysis showed a similar structure to the original study (Alibak et al., 2019). The inventory consists of three scales: psychological, physiological, and online. Results of a study indicated the validity of the Polish version of OTAI: we found gender differences and statistically significant correlations with self-esteem as well as with math anxiety. Moreover, we observed high internal consistency of scales and their high test-retest reliability. Based on these results, we argue that OTAI-PL can be considered a valid and reliable inventory, which allows online test anxiety measurement and can be particularly useful in times of pandemic and the pressure on the online form of education.

The study examined Ukrainian students’ learning motivation amid the fullscale Russian invasion. A survey gauged the impact of current conditions on their emotional state and learning motivation. The results revealed a statistically significant decrease in motivation among students since February 24, 2022. The list of factors that influence the current situation in Ukraine, which, according to the interviewed youth, have the greatest influence on their learning, has been determined.