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COVID-19 and K–12 Teachers' Well-Being and Mental Health
Thu, April 13, 8:00 to 9:30am CDT (8:00 to 9:30am CDT), Swissôtel Chicago, Floor: Lucerne Level, Alpine ISession Type: Paper Session
Abstract
Five papers - from five different research studies - looking how teaching during COVID-19 affected teacher well-being and mental health.
Sub Unit
Chair
Papers
"We Were Kept in the Dark": Teacher Perspectives on Return to Learning Plans - Tim Pressley, Christopher Newport University; Mathew Kidd; Sarah Wheatley
Elementary Teacher Morale and Mental Health Following the COVID-19 Pandemic - David T. Marshall, Auburn University; Tim Pressley, Christopher Newport University; Natalie M. Neugebauer, Auburn University; Deja' Lynn Trammell, Auburn University
Moral Injury and Moral Traps in Teaching: Learning From the Pandemic - Dana Cohen Lissman, University of Oregon; MaryJohn R. Adkins-Cartee, University of Oregon; Jerry L. Rosiek, University of Oregon; Shareen Springer, University of Oregon
The Status of Teacher and Staff Well-Being During the COVID-19 Pandemic - Benjamin C. Ingman, University of Denver; Elizabeth Anderson, Embraced Wisdom Resource Group; Sandra Bertram Grant Solis, University of Denver; Elaine Belansky, University of Denver
The Road Back to Normal? A Longitudinal Qualitative Investigation of Teacher Experiences Through COVID-19 - Jeffrey Keese, Mercer University; Karen E. McIntush, University of Houston