Resilient School Communities: A Series of Qualitative Studies of Educator Challenges and Resources During COVID-19

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Learning From Teaching in the Pandemic and Its Effects (Table 33)

Abstract

The COVID-19 pandemic has brought about significant and unprecedented disruptions to many aspects of our lives. Teachers, in particular, experienced widespread burnout and a decline in their overall well-being during the pandemic (Zadok-Gurman et al., 2021). This series of qualitative studies explored teacher well-being through the construct of resilience, which Hascher, Beltman, & Mansfield (2021) conceptualize as the dynamic interplay between challenges and resources at the individual and environmental levels. Study 1, which generated localized definitions of resilience for two public elementary schools in the Midwest will be discussed. Study 2, which focused on the challenge-resource connection and the distinction between environmental and individual factors, will also be discussed.

Authors

• Maegan Barbara Arney, Washington University in St. Louis

• Maia Elkana, Washington University in St. Louis