Affective Experiences of Educators of Students With Learning Differences During the COVID-19 Pandemic

• In Event: How Did Social and Emotional Learning Support Educators of Students With Learning Differences During the 2020–2021 School Year?

Abstract

Background. Research conducted in Summer 2020 revealed that educators of students with learning differences (sLD) were feeling a continuum of emotions early in the COVID-19 pandemic and the shift to distance learning. Educators described how their relationships with colleagues, students and families had transformed (Authors, 2021). Objectives. Through the creation of monthly professional learning communities, we set out to explore the affective experiences of educators who work with sLD throughout the 20/21 school year. Methods. We created three monthly professional learning communities with 17 educators from across the country who work with sLD. Each focus group session began with a check-in using a Mood Meter tool where educators were asked to plot one emotion to describe how they were currently feeling, with a subsequent discussion to further understand the sources of their affective experiences. Optional surveys sent out to participants throughout the school year also collected data on how their schools were serving their students each month, as well as items from the Educator Health Survey which gathered further data on their emotional experiences and their use of social-emotional regulation strategies. Initial Findings. A first look at the data from focus group transcripts and survey items revealed that educators of sLD have been feeling a wide range of emotions throughout this school year, with many unpleasant feelings being attributed to lack of planning for educators and their sLD, as well as stressors related to both health concerns and distance learning. Educators also shared many positive emotions, with these pleasant feelings often relating to connection with their colleagues and students. Data Analysis Plan. This study employed a convergent parallel (QUAN+QUAL) mixed methods research design. A thematic analysis is currently underway of focus group transcripts and open-ended survey questions to identify the main themes, particularly in relation to both positive and negative emotional experiences. Exploratory analyses will be run to look at how the mode that educators were serving their students each month and their personal experiences with COVID-19 were associated with their emotional experiences. Significance. Educators of sLD are one group in the school environment that have been left out of many plans to return to the school buildings this past year. Prior to the pandemic, educators of students with learning differences were more likely to leave their profession and most likely to leave it sooner than their peers. The current study captures the affective experiences of this group of educators through building a community throughout the school year and examining their affective experiences and the sources of these during this time. Findings can inform additional support provisions and training schools can offer to support educators to thrive.

Authors

• Abigail Eveleigh, The Urban Assembly

• Christina Cipriano, Yale University

• Lauren Hunter Naples, Yale University