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COVID-19 pandemic implications for education and reflections for school psychology

The COVID-19 pandemic required non-pharmacological control measures, including schools shutting down and the implementation of remote education. This study aimed to review students’ and education professionals’ experiences during the pandemic and reflect on the school and educational psychology. It is a scoping review covering six databases, and 15 articles composed the corpus. There was a concern with higher education training and emerging demands for teachers and students who were required to adhere to different teaching-learning tools. Teachers’ and students’ evaluations are positive, considering that remote activities ensure flexibility and creativity. On the other hand, there is substantial concern about exclusion due to non-access or limited access to the internet or computers. The impact of this remote education experience will be evaluated in the future, but it is already possible to point out implications for psychology in the face of the “new normal.”