Crises manifest in diverse ways and among the various effects that ensue, educational provisioning is impacted. Crises may result in significant shifts in how education figures in the policy imaginary. The COVID-19 crisis marks one such moment that decisively shaped the education policy imaginary. EdTech came to be seen as a global solution…

In March 2020, the higher-education community faced one of its largest disruptions to date with the COVID-19 pandemic forcing campuses to close their doors to thousands of students. The university-wide closures prompted a collaboration between researchers and college administrators to assess the impact of COVID-19 on First-Generation College…

At the American Educational Research Association meeting in April 2022, Vasti Torres, the vice president of Division J (higher education), convened a session to reflect on the pandemic and what it means for campuses going forward, especially as it relates to issues of equity. Dr. Torres' premise was that campuses have been responding to the…

The coronavirus (COVID-19) outbreak mandated a rapid transition to online classes with little warning. Previous literature studying the effects of this sudden shift demonstrated enormous impacts on instructors and students. However, the details concerning science instructor assessment choices during this time are less clear. We asked biology…

In the face of COVID-19, our educational institutions shuttered their doors, moved curricula online, loosened regulations, and reimagined student engagement. Almost as quickly, society reverted to an eagerness for normality as we devolved into anti-Critical Race Theory rallies, anti-mask board meetings, and protests. In this essay, we situate…

In returning to the classroom, schools are at a crossroads and uniquely positioned to recreate and reinvent themselves. The current issues of equity, social-emotional sensitivity, curriculum reform, civic involvement, public health policy and environmental infrastructure are opportunities to build more responsive schools with students better…

The challenges of teaching during the COVID-19 pandemic were multiple and accompanied by dramatic changes in the experiences of students, faculty, and administration. However, this year also offered us an opportunity to be creative and generate new ideas to solve problems we knew about but often did not have enough of a reason to make significant…

The global pandemic that began in 2020 amplified the chasm between higher education's stated goals to advance diversity, equity, and inclusion (DEI) and the systemic realities that many students, instructors, and staff grapple with on a daily basis. We contend that attenuating the barriers to DEI outcomes means first acknowledging that DEI is a…

What does it mean to be a SCHOOL psychologist? Since the 1980s, multiple school psychology authors have recommended turning from the traditional individual assessment role, emphasizing student deficits, to a focus on enhancing school systems and supporting the adults who work with students. A realignment of training and practice is made more…

The worldwide health epidemic has glinted serious challenges on the vulnerabilities. However, on the other hand it has given a glimpse of existing disparities and a wakening call on what mitigations are needed to be considered. At the top-most is the need to address the education of over one point five billion learners whose education has been…

This Viewpoint argues that the COVID-19 crisis offers a unique chance to imagine more equitable societies and education systems. It is also a call to action, to take meaningful action to bring about that desired future.

Prior to 2020, schools across the nation undertook school discipline reform. Then, the COVID-19 pandemic struck. Unknown is whether schools remained steadfast in their commitment to restorative practice (RP). The current case study examined student (n = 53-86) and staff surveys (n = 49-62) before and during the pandemic. It also examined the…

As schools shift towards online and hybrid educational models, they increasingly rely on existing and emerging technologies to facilitate their operations. The COVID-19 pandemic required elementary schools to shift to online and virtual instruction. Current literature frequently has examined these issues from a technical perspective and at the…

The way individuals interpret and reinterpret their experience is central to meaning-making and impacts teaching and learning. Grounded in Mezirow's transformative learning theory, this research explores whether pandemic-related emergency remote teaching manifested as a "disorienting dilemma" for technology educators. Teachers negotiated…

This edited volume offers new analytical and methodological approaches to the study of education in the post-pandemic educational context, through case studies from countries in South Asia such as Bhutan, India, Nepal, Pakistan and Sri Lanka. Crossing disciplinary and national boundaries to advance collaborative knowledge production in South Asian…