Planning for Long‐Term Recovery: The Impact of COVID‐19 on Educators Working With Children From Seasonal and Migrant Farmworker Families

Abstract

BACKGROUNDEducation faced challenges during the COVID‐19 pandemic. Although the United States has declared an end to the public health emergency, schools continue to be impacted. While considerable research has focused on the impact of the pandemic on students, fewer studies have focused on educators, and even less on educators who specialize in working with marginalized student populations.METHODSThis study measured the impact of the pandemic impact on educators working with students from seasonal and migrant farmworker families to understand what supports educators need as schools plan for long‐term recovery. A total of 1024 educators including early childhood education and K‐12 teachers, as well as administrators, completed a COVID‐19 questionnaire between October 2020 and January 2021, measuring their experiences as well as personal and work‐related stressors during the pandemic.RESULTSEducators underwent difficult COVID‐19 experiences and faced several factors contributing to personal and work‐related stress. Personal stress factors included concerns about they themselves, or family members, becoming ill, concerns about the emotional/mental health of their family, and fear of loss/reduction in employment. Work‐related stress factors included concerns about the emotional and mental health of co‐workers.CONCLUSIONEducators working with migrant children need additional supports—including support from administrators, psychological services, and opportunities to give/receive colleague/peer support.