Same storm, different boats! The impact of COVID-19 on the wellbeing of school communities

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.

The Courage to Care: Teacher Compassion Predicts More Positive Attitudes Toward Trauma-Informed Practice

“…The results in relation to compassion satisfaction are generally positive and in line with previous findings demonstrating that an ethic of care and a desire to sustain positive interpersonal relationships are central drivers in teachers’ practices (O’Toole & Simovska, 2021 ). However, the ARTIC results recorded in this study were lower overall compared to those involving other research participants and in other jurisdictions, including frontline health and social care professionals in Ireland (O’Toole & Dobutowitsch, 2020 ), educators in the United States (Kim et al, 2021 ), residential care professionals in Australia (Galvin et al, 2020 ), and student teachers in Canada (Rodger et al, 2020 ).…”

“…For instance, during lockdowns, teachers were required to rapidly adapt their ways of working often without sufficient resources or training. Many teachers in Ireland and elsewhere felt a deep sense of frustration and anger at perceived lack of support from central educational authorities (Kim & Asbury, 2020 ; O’Toole & Simovska, 2021 ). The pandemic has also exposed children to unprecedented disruption, and whilst some children may have benefited from increased interactions with parents and siblings during periods of lockdown, many others have experience elevated emotional distress and are at heightened risk for experiencing domestic violence, emotional, physical, and sexual abuse, and economic hardship (Hamoda et al, 2021 ; Mahase, 2020 ; Marmot et al, 2020 ; United Nations, 2020).…”

“…With evidence of increased distress and trauma experienced by children during the pandemic, it is clear that a commitment to resourcing trauma-informed approaches in schools is needed now, more than ever. Furthermore, teachers were dealing with the professional and personal impact of the pandemic on their own lives, but also acutely aware of the inequalities and adversities faced by their students, with many remaining devoted to their students during periods of lockdown, sometimes with the cost of increased stress, vulnerability or concern for themselves or their own families (O’Toole & Simovska, 2021 ). Previous authors have argued that support for teachers is the “critical missing ingredient” from school trauma-informed efforts (Luthar & Mendes, 2020 , p. 153).…”

Parenting during the COVID-19 Lockdown in Portugal: Changes in Daily Routines, Co-Parenting Relationships, Emotional Experiences, and Support Networks

“…Socioeconomic status seems to determine how parents adjusted to professional demands and how they invested in their parental role. Therefore, considering that the well-being of families during this period could be better explained by considering their different adversities, traumas, stresses, as well as available resources and support is important [ 38 ]. Despite current national and international difficulties, research cannot stop, namely those related to the social implications of the COVID-19 pandemic on families.…”

Relationships between COVID-related health literacy, mental health and workload of school leaders

“…In addition to its enormous impact on countries, communities and individuals worldwide, the pandemic took its toll on children and young people's well-being, mental health and learning. It also posed challenges for teachers and school staff, in terms of both their own well-being and supporting their students (Lee, 2020;Marmot et al, 2021;O'Toole and Simovska, 2022).…”