Abstract
ABSTRACT Attention to children’s emotional health and wellbeing (EHWB) has increased over the last decade due to a decline in children and young people’s mental health. COVID-19 escalated this need globally as children were subjected to immediate and drastic changes to their education and daily lives. This paper reports on a UK qualitative study exploring the perceptions of teachers working in primary schools and the level of support they require for children’s EHWB. Semi-structured online interviews were conducted with teachers during COVID-19. The findings highlighted four themes of professional support that were required: 1) funding support 2) support with pedagogical responsibilities, 3) external support and 4) home and parental support. Overall, teachers considered there was a lack of provision for their role, with additional pressures placed on them to support children’s EHWB. The paper concludes that more resources are required long term to support teachers in a post-COVID-19 education system.
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