Abstract
PurposeThe COVID-19 pandemic has impacted the functioning of education systems in a multitude of ways. In Ireland schools closed on March 12th and remained closed for the remainder of the academic year. During this time educators engaged with students, families and colleagues in new and diverse ways. The purpose of this study was to explore educators' experiences during the closures, particularly regarding the impact of the pandemic on the wellbeing of students, school staff and wider school communities.Design/methodology/approachA series of one-to-one interviews, lasting approximately one hour, were conducted in July 2020 with 15 education professionals online via Zoom or Microsoft Teams. Participants occupied various roles (classroom teacher, school leader, special educational needs coordinator, etc.) and worked in a diverse range of communities in Ireland. Qualitative data from interviews were transcribed and emergent themes identified through an inductive followed by deductive analytic approach.FindingsThe interviews highlighted the central role that schools play in supporting their local communities and the value teachers place on their relationships with students and families. Many teachers and school leaders found themselves grappling with new identities and professional boundaries as they worked to support, care for and connect with the students and families they serve. There was considerable concern expressed regarding the plight of vulnerable or marginalised students for whom the school ordinarily offered a place of safety and security.Originality/valueThe findings reveal how COVID-19 has exacerbated pre-existing inequalities and the central role of schools in promoting the health and wellbeing of all its members.
Highlights
The emergence of coronavirus disease 2019 (COVID-19) has had a sudden and profound effect on schools and communities globally
We round off the discussion of findings by considering the lessons learnt in terms of school development
Rising to the challenge: young people taking up new roles and responsibilities Participants in the study expressed admiration for how children and young people were responding to the pandemic
Summary
The emergence of coronavirus disease 2019 (COVID-19) has had a sudden and profound effect on schools and communities globally. The public health measures designed to curb the spread of the virus resulted in abrupt closures of schools, childcare, workplaces and community sporting and cultural activities. These mitigation efforts have not been felt across the population, but have interacted with existing patterns of inequality across dimensions of income, age, gender and ethnicity (Bambra et al, 2020; Marmot et al, 2020). The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
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