Editorial: Transitioning into calm after the COVID-19 storm: promoting holistic support to achieve positive developmental outcomes for learners in schools

Macalane Junel Malindi; Johnnie Hay

doi:10.15700/saje.v43ns1editorial

Editorial: Transitioning into calm after the COVID-19 storm: promoting holistic support to achieve positive developmental outcomes for learners in schools

Educational Psychology

Research output: Contribution to journal › Editorial

Original language	English
Pages (from-to)	S1
Journal	South African Journal of Education
Volume	43
DOIs	https://doi.org/10.15700/saje.v43ns1editorial
Publication status	Published - Dec 2023

ASJC Scopus subject areas

Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.15700/saje.v43ns1editorial

Cite this

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title = "Editorial: Transitioning into calm after the COVID-19 storm: promoting holistic support to achieve positive developmental outcomes for learners in schools",

author = "Malindi, \{Macalane Junel\} and Johnnie Hay",

year = "2023",

month = dec,

doi = "10.15700/saje.v43ns1editorial",

language = "English",

volume = "43",

pages = "S1",

journal = "South African Journal of Education",

issn = "0256-0100",

publisher = "Foundation for Education Science and Technology",

}

TY - JOUR

T1 - Editorial

T2 - Transitioning into calm after the COVID-19 storm: promoting holistic support to achieve positive developmental outcomes for learners in schools

AU - Malindi, Macalane Junel

AU - Hay, Johnnie

PY - 2023/12

Y1 - 2023/12

UR - https://www.scopus.com/pages/publications/85186172188

U2 - 10.15700/saje.v43ns1editorial

DO - 10.15700/saje.v43ns1editorial

M3 - Editorial

AN - SCOPUS:85186172188

SN - 0256-0100

VL - 43

SP - S1

JO - South African Journal of Education

JF - South African Journal of Education

ER -

Editorial: Transitioning into calm after the COVID-19 storm: promoting holistic support to achieve positive developmental outcomes for learners in schools

ASJC Scopus subject areas

UN SDGs

Access to Document

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