Criteria table
| Criteria | Rationale | Examples of evidence | |
|---|---|---|---|
| Core criteria | Interviewee meets each of these criteria | ||
| C1 | Working in the School as a Teacher or Principal OR affiliated with the school through an appointed or volunteer role | Participants who work as primary education practitioners in the case study area are enabled to provide first-hand data regarding children | Participants have been shown their qualifications for teaching and organizing related programs/projects during the pandemics |
| C2 | Working/worked (formally or informally) with children in the case study area, for more than 3 years (preceding C19) | Participants who have sufficient working experience with children | Participants have been shown their working evidence/contract for over 3 years with the relevant organizations |
| C3 | Mastering relative knowledge in the fields of children's well-being | Participants who possess high-degree certificates and relevant teaching awards to prove their educational professions | Participants have been shown their publications, certificates and awards to prove their wide knowledge and in-depth experience with children |
| Desirable criteria | Interviewee meets one or more of these criteria | ||
| D1 | Diversity | Participants who can represent a perspective and/or experience that contributes to a diversity of viewpoints regarding the topic area. This includes gender, location and cultural background | Women in leadership roles; involvement in cultural organizations to achieve an outcome |
| D2 | Expertise in children's physical well-being, practically and theoretically, including daily behaviour patterns and commuting mobility | Participants who can be outdoor activities organizers who conduct after-school and before-school care activities AND extra-curricular local school activities etc. | Participants conducted relevant outdoor physical activities for children (i.e. local bush care, spring outings etc.) |
| D3 | Expertise in children's mental well-being, practically and theoretically, including mental status during the pandemic | Participants who can be activity organizers who provide mental assistance to children etc. | Participants conducted children’s psychological well-being focused programs/agenda/guidelines/services (i.e. school planting programs and homeschooling projects, any published agenda, strategic) |
| D4 | Working in partnership with local families and having familiarity with local parenting culture | Chairs/representatives of the school parents' commission; Officers/researchers of local parent support services organizations | Participants provided related reports/services/programs to assist local families in protecting children |
| D5 | Focusing on connections between children’s holistic development AND outdoor space (playground; green infrastructure; outdoor play etc) | Officers/researchers of local children's rights organizations/institutions/departments | Participants conducted/advocated children's outdoor programs (i.e. Out-of-Home needs) |
| D6 | Familiar with children's holistic development AND trauma recovery | Officers/researchers of local organizations/institutions/departments focusing on children's safety, mental health and recovery from trauma | Relative training programs/events to assist children in recovering from COVID-19 |
| Criteria | Rationale | Examples of evidence | |
|---|---|---|---|
| C1 | Working in the School as a Teacher or Principal OR affiliated with the school through an appointed or volunteer role | Participants who work as primary education practitioners in the case study area are enabled to provide first-hand data regarding children | Participants have been shown their qualifications for teaching and organizing related programs/projects during the pandemics |
| C2 | Working/worked (formally or informally) with children in the case study area, for more than 3 years (preceding C19) | Participants who have sufficient working experience with children | Participants have been shown their working evidence/contract for over 3 years with the relevant organizations |
| C3 | Mastering relative knowledge in the fields of children's well-being | Participants who possess high-degree certificates and relevant teaching awards to prove their educational professions | Participants have been shown their publications, certificates and awards to prove their wide knowledge and in-depth experience with children |
| D1 | Diversity | Participants who can represent a perspective and/or experience that contributes to a diversity of viewpoints regarding the topic area. This includes gender, location and cultural background | Women in leadership roles; involvement in cultural organizations to achieve an outcome |
| D2 | Expertise in children's physical well-being, practically and theoretically, including daily behaviour patterns and commuting mobility | Participants who can be outdoor activities organizers who conduct after-school and before-school care activities AND extra-curricular local school activities etc. | Participants conducted relevant outdoor physical activities for children (i.e. local bush care, spring outings etc.) |
| D3 | Expertise in children's mental well-being, practically and theoretically, including mental status during the pandemic | Participants who can be activity organizers who provide mental assistance to children etc. | Participants conducted children’s psychological well-being focused programs/agenda/guidelines/services (i.e. school planting programs and homeschooling projects, any published agenda, strategic) |
| D4 | Working in partnership with local families and having familiarity with local parenting culture | Chairs/representatives of the school parents' commission; Officers/researchers of local parent support services organizations | Participants provided related reports/services/programs to assist local families in protecting children |
| D5 | Focusing on connections between children’s holistic development AND outdoor space (playground; green infrastructure; outdoor play etc) | Officers/researchers of local children's rights organizations/institutions/departments | Participants conducted/advocated children's outdoor programs (i.e. Out-of-Home needs) |
| D6 | Familiar with children's holistic development AND trauma recovery | Officers/researchers of local organizations/institutions/departments focusing on children's safety, mental health and recovery from trauma | Relative training programs/events to assist children in recovering from COVID-19 |
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