ABSTRACT
In this chapter, the authors will explore the effects of removing schooling from the lives of children with disabilities, and their parents, in Algeria during the COVID-19 pandemic. This removal of schooling had both positive and negative effects on children’s mental health and wellbeing, as we will explain further. Ultimately, what we have learned through our study, and will argue in this chapter, is that schooling can be a positive benefit for the mental health and wellbeing of all children if we embrace an inclusive, whole school approach that fosters the values of happiness, kindness, empathy, and other positive behaviors. To begin this chapter, we will provide a brief overview of the context of education in Algeria. Next, we will provide some context as to the effect of the COVID-19 pandemic, and other emergency situations, on mental health and wellbeing of children with disabilities.
