Impact of COVID-19 Public Health Protocols on Teachers Instructing Children and Adolescents During an In-Person Simulation

• Published in: Journal of the Canadian Academy of Child and Adolescent Psychiatry Vol. 31; no. 2; pp. 52 - 63
• Main Authors: Lin, Jia, Pol, Sarah J, Korczak, Daphne J, Coelho, Sophie, Segovia, Alicia, Matava, Clyde T, Parekh, Rulan S, Science, Michelle, Caldeira-Kulbakas, Monica, Crosbie, Jennifer, Carroll, Stacie, Greenwood, Jodi L, Panzera, Giovanna, Imgrund, Ryan, Anthony, Samantha J
• Format: Journal Article
• Language: English
• Published: Canada Canadian Academy of Child and Adolescent Psychiatry 01-05-2022
• Subjects: COVID-19; professeurs; schools; écoles; recherche qualitative; teachers; infectious diseases; maladies infectieuses; qualitative research; public health; santé publique
• ISSN: 1719-8429; 2293-6122

As a result of the COVID-19 pandemic, public health agencies and school boards across Canada enacted new protocols, including face masks, physical distancing and enhanced hygiene, to support the safe reopening of in-person school. This study explored the experiences and perceptions of teachers instructing children and adolescents in person during a two-day school simulation.
This study was part of a large school simulation exercise conducted in Toronto, Ontario. Kindergarten to grade 12 teachers taught in classrooms with either masked students, or students who were un-masked or only masked when physical distancing was not possible. A qualitative descriptive phenomenology approach was utilized, and data were collected via virtual focus groups. Qualitative data analysis involved multiple rounds of inductive coding to generate themes.
The sample included 14 teachers (92.9% female; 85.7% White), with a median of 9.5 years teaching experience. Three primary themes emerged: 1)
, 2
and 3)
. The majority of teachers reported that mask-wearing and physical distancing impacted their classroom teaching, communication and connection with students.
As schools transition to in-person instruction, teachers will be required to play dual roles in education and public health, with implications on safety, teaching and professional identity. Public health agencies and school boards are encouraged to engage teachers in ongoing conversations regarding in-person school planning and operations. Furthermore, evidence-based interventions, including increased teaching development programs, are recommended to support teachers during the COVID-19 pandemic.