Abstract
This study examined elementary school teachers’ experience of pandemic preparedness efforts by provincial and local agencies in Nova Scotia, Canada during the 2009 H1N1 flu pandemic. Eleven (11) elementary teachers were surveyed and interviewed and their responses analyzed to determine themes that have pedagogical significance for both education and health promotion. Teachers surveyed experienced a profound sense of responsibility for the children for whom they act in loco parentis. Teachers perceived themselves to be infection control agents and acted on behalf of students to mitigate the spread of the disease. Due to the unique relationship between elementary teachers and children there were high levels of fear and anxiety experienced. Teachers felt fearful for their personal safety and for the health and well-being of their students and reported high levels of anxiety in children. Elementary teachers, who are on the front line of pandemic response, need to be central to administrative efforts to prepare, educate and provide training for those in contact with a high number of vulnerable populations. Further research is required on the experiences of middle school, secondary teachers and principals at all levels of schooling.
Highlights
Elementary school teachers play an important role in pandemic preparedness and response efforts in Canada
The research employed phenomenological methods to elicit the perceptions, attitudes, beliefs and experiences of eleven (11) elementary school teachers working during the H1N1 outbreak in fall 2009 in the Canadian province of Nova Scotia
Is it reasonable to assume that elementary classroom teachers, those who feel responsible for being infection control agents, educating children about the disease and its transmission, and who are feeling anxious and fearful may play a significant role in the development of children’s fear?
Summary
Elementary school teachers play an important role in pandemic preparedness and response efforts in Canada. This research project was designed to better understand how government health departments and school district initiatives, created to prevent the spread of the H1N1 virus, were experienced by teachers in the elementary classroom. The paper examines the teachers’ experience of acting as health protective resources, infection control agents in the elementary school classroom during this particular H1N1 flu pandemic. The research employed phenomenological methods to elicit the perceptions, attitudes, beliefs and experiences of eleven (11) elementary school teachers working during the H1N1 outbreak in fall 2009 in the Canadian province of Nova Scotia. Thematic analysis of the interviews and surveys was conducted in order to gain phenomenological insights (van Manen, 1997) relevant to the experience of pandemic preparedness by teachers.
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