Student resilience to COVID-19-related school disruptions: The value of historic school engagement

TY - JOUR

T1 - Student resilience to COVID-19-related school disruptions

T2 - The value of historic school engagement

AU - Theron, Linda

AU - Ungar, Michael

AU - Höltge, Jan

N1 - Funding Information: The RYSE study is funded by the Canadian Institutes of Health Research (CIHR; grant: IP2- 150708). CIHR is gratefully acknowledged but not held responsible for the results reported in this paper. J.H. position was funded by the Swiss National Science Foundation (P400PS_194538). Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Canadian Institutes of Health Research, Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung, (grant number IP2- 150708, P400PS_194538). Publisher Copyright: © The Author(s) 2022.

PY - 2023/4

Y1 - 2023/4

UR - http://www.scopus.com/inward/record.url?scp=85144459278&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85144459278&partnerID=8YFLogxK

U2 - 10.1177/01430343221138785

DO - 10.1177/01430343221138785

M3 - Article

AN - SCOPUS:85144459278

SN - 0143-0343

VL - 44

SP - 190

EP - 213

JO - School Psychology International

JF - School Psychology International

IS - 2

ER -