The COVID-19 pandemic resulted in major upheavals in the school education sector, particularly during periods of "lockdown" and remote working. While the impact of these changes on pupils, parents and school staff, both nationally and internationally, has been well-documented, there has been scant consideration of the effects on disabled…

Teachers and teacher education are often presented as "problems" to be solved, with policy solutions that focus on ways to make teachers "better" and improve teacher "quality" by introducing prescriptive strategies. We investigate the ways COVID-19-related changes to university and school-based facets of Initial…

The world-wide COVID-19 pandemic significantly disrupted education, with school closures leading to a shift to remote learning. Existing and emerging research has shown that even a relatively short period of missed school has negative consequences for academic and social outcomes among children and young people, especially for those from more…

This study explores how early childhood teachers in a progressive private school in the Midwest adapted to changes resulting from the closing of schools due to the COVID-19 pandemic. Employing Bourdieu's notions of habitus, field, and illusio, we examine how educators in the school approached the move to distance learning during the early months…

The article presents the narratives of two academics with mobility impairments who work in the largest open distance learning higher education institution in South Africa. We share our experiences as we navigate through the COVID-19 pandemic and reflect on this phase. For many people, life will never be the same after this pandemic; people have…

Chile was one of the OECD member countries where schools stayed closed the longest during the COVID-19 pandemic. This study provides information about the type of relationship constructed between families and preschools and the conditions under which parental involvement occurred in distance learning experiences during the interruption of…

This paper explores teachers' anxiety about work at 75 timepoints between October 2019 and July 2022, covering the period before, during and towards the end of the COVID-19 pandemic in England. We find the work-related anxiety of headteachers increased substantially throughout the pandemic -much more so than amongst more junior staff. Female…

In this instrumental-comparative case study, we analysed how seven US teachers reported co-teaching experiences during the COVID-19 pandemic and resulting remote instruction. We sought to understand how co-teaching during the pandemic affected teachers' psychological needs of competence, autonomy, and relatedness. Data collection included: an…

This paper focuses on the epistemic inequality of international students as a "new" inequality that is under-represented in the current debates about decolonisation (albeit shaped by colonial discourses depicting international students as in deficit and incapable of meeting the standards of (colonial) universities). In this theoretical…

The COVID-19 lockdown in the UK during the spring of 2020 led to the closure of schools and school premises to most students, including complementary school pupils; yet while the lockdown in autumn 2020 allowed state schools to remain open, Polish complementary schools found themselves in an ambiguous position. This paper explores the experiences…