ABSTRACT
Using a community-partnered research framework, the goal of this study was to rapidly assess coronavirus disease (COVID-19) impact on teachers, students, and families and guidance received to navigate distance learning. Participants were teachers (N = 430) working in elementary schools (n = 301), middle schools (n = 56), high schools (n = 60), and other schools (n = 13) in two large urban school districts heavily impacted by COVID-19. Results indicated teacher concerns regarding student instructional loss and exposure to direct and indirect COVID-related trauma. There were mean differences in teacher concern by school level (p = .001, η² = .033) with elementary teachers reporting the greatest concerns regarding instructional loss. Over 40% of teachers reported that more than 20% of their students had a family member infected with COVID-19 or employed as a frontline healthcare worker. Approximately 99% of teachers reported a significant gap in student access to the internet and distance learning devices. Teachers reported receiving more school than district guidance regarding distance learning, student engagement, and using social emotional learning (SEL) programs. Results informed professional development priorities for educators and immediate supports needed for students and families. Study limitations and future directions for research and practice are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).