Teachers' Perceptions of Racial Inequality and Mental Health in Two Small-City Districts During COVID-19

• In Event: Teachers' Identities and Pedagogies During the COVID-19 Pandemic

Abstract

This study explores changes in teacher’s perceptions of social justice issues and student mental health between 2019 and 2021 in two small-city school districts. A pilot project working with untenured teachers and their mentors around social justice issues in education included administration of school climate surveys in partner districts in March 2019 and two years later in March 2021. Results indicate overall greater sensitivity, particularly among untenured teachers, to multicultural issues during COVID than before. In addition, untenured teachers and their mentors tended to express awareness of racial inequalities and concerns about student mental health during COVID-19 than other tenured teachers. Implications for mentoring and other programs for early career educators are discussed.

Authors

• Kathryn S. Schiller, University at Albany - SUNY

• Beth Anne Horning, University at Albany - SUNY