ABSTRACT
International debate on COVID-19 policy issues, notably negative social consequences, is vital when grappling with the pandemic legacy. Drawing from the second author's experiences in the Irish healthcare and higher education sectors, this commentary scrutinises measures that discriminated against students who declined novel COVID-19 pharmaceuticals. In so doing, it serves as a point of contrast to fear-based interventions. Connections are made with relevant literature when urging those in authority to ensure that policies intended to maximise vaccine coverage are seen to be fair and convincing. The commentary concludes with some reflections that could underpin more defensible policymaking and inform future research. [ FROM AUTHOR] Copyright of Critical Social Policy is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
Background: The teaching profession was dramatically affected by COVID-19 with school closures and ultimately the move to online learning. COVID-19 brought additional stress to an already demanding profession with the introduction of online teaching, teachers experiencing fear of infection and additional workloads accompanying the pandemic. Aim: To examine COVID-19 related occupational stress in teachers in Ireland through a qualitative study using a thematic analysis approach. Method: This study implemented two recruitment strategies for participants; email invitations to all members of ILSA and INTO, and email invitations with study information to school principals. A study specific questionnaire was devised with three questions offering free text responses. All responses were anonymous and analysed collectively. The Braun and Clarke thematic analysis method was employed to analyse participants' responses. Results: 224 participants responded to the survey, however not all participants completed all three questions. Initially 98 codes were generated from the data set, and subsequently reduced to 41 final codes. The codes were arranged into three final themes; Overburdened, Abandoned, and Consequences, representing occupational stress in teachers during COVID-19. Conclusion: In the form of the three themes identified, participants described issues such as large class sizes, high workload, and out of work hours contact, among others. These issues contributed negatively to participants' mental health and wellbeing with descriptions of being exhausted, isolated, stressed and experiencing burnout. Ensuring adequate awareness of, and paying attention to, teacher wellbeing is essential, such that optimisation of school environment can occur in light of additional burden associated with COVID-19.