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How did the early stages of the COVID-19 pandemic affect teacher wellbeing?

Author

Listed:
  • Rebecca Allen

    (Teacher Tapp)

  • John Jerrim

    (Social Research Institute, UCL Institute of Education, University College London)

  • Sam Sims

    (Centre for Education Policy and Equaliising Opportunities, UCL Institute of Education, University College London)

Abstract

The COVID-19 pandemic has radically disrupted schooling, placing additional demands on teachers. This paper uses unique longitudinal survey data to track changes in teacher wellbeing as the virus hit the UK. It documents sharp spikes in teachers' anxiety as schools were locked down and as announcements around reopening were made. Teachers in fee-paying schools displayed higher levels of anxiety during the summer term when schools were closed, most likely because they delivered more `live' online lessons than state school teachers. Head teachers experienced particularly large increases in anxiety and reported that they were more likely to leave the profession as a result of the experience.

Suggested Citation

  • Rebecca Allen & John Jerrim & Sam Sims, 2020. "How did the early stages of the COVID-19 pandemic affect teacher wellbeing?," CEPEO Working Paper Series 20-15, Centre for Education Policy and Equalising Opportunities, UCL Institute of Education, revised Sep 2020.
  • Handle: RePEc:ucl:cepeow:20-15
    as

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    File URL: https://repec-cepeo.ucl.ac.uk/cepeow/cepeowp20-15.pdf
    File Function: First version, 2020
    Download Restriction: no
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    More about this item

    Keywords

    teachers; wellbeing; mental health; COVID-19;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General

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