Accompaniment of Primary Groups in the Teaching-Learning Process During the COVID-19 Pandemic

Abstract

The study describes the accompaniment provided by primary groups in the teaching-learning process of students at the Catholic University of El Salvador during the first year of the COVID-19 pandemic. A survey was administered to students from the four faculties at the Santa Ana campus, and interviews were conducted with psychology professionals from the Salvadoran Institute of Vocational Training (INSAFORP) and the Psychological and Educational Counseling Office of the university.

It was found that the support provided by families to students was comprehensive, as it included economic, emotional, technical, and time-related support. In the case of classmates, relationships weakened due to the suspension of face-to-face classes, since interaction is not the same as in in-person settings. The least relevant social group for students during the first year of the pandemic was neighbors, as all families were confined to their homes and interaction could not take place.

It is necessary that, given the uncertain scenario regarding the end of the COVID-19 pandemic, a psychological support plan for students be established so that the teaching-learning process can be carried out in the best possible way, ultimately achieving one of the most expected outcomes: graduating well-rounded professionals.