Reflecting on teaching in low SES areas during COVID-19: an Australian experience

Abstract

ABSTRACT School closures and the move to remote learning during the COVID-19 pandemic transformed teaching and learning in Australian schools. Educators experienced personal and professional challenges as they rapidly responded to the needs of their school communities and managed their own emotional reactions. Eleven educators at two Victorian schools in areas of low socioeconomic status discussed in focus groups the impact of school closures and explored their perceptions of responses from leaders and colleagues who supported their wellbeing. While naming the significance of uncertainty, constant change and increased workloads, these educators acted creatively to ensure their students had access to specifically developed learning materials to suit their needs. Educators demonstrated that they could use existing reflective structures that fostered mutual support to sustain their wellbeing and create supportive environments for themselves and their wider school communities in times of crisis, as well as remain open to sometimes-surprising learning opportunities.