ABSTRACT
Students' well-being at school influences their motivation for learning and their learning outcomes. One of the challenges for teachers during the school closure due to the Covid-19 pandemic was therefore the school-related well-being of students. This mixed methods research describes the way teachers in Amsterdam, Zaandam and Almere organized their teaching during the (partial) school closure in the first lockdown (March 2020) and analyzed its influence on students' well-being at school. The study focused specifically on well-being of students in relation to their classmates and teacher. 534 students completed a questionnaire about their school related well-being, and 52 teachers were interviewed. On average, there was no difference in students' school related well-being before and after the period of school closure. The interviews revealed differences between teachers regarding the organization of their distance teaching which correlated to the well-being of students. The organization of contact between students, the extent to which students were reached and the nature of the lesson content offered (repetition and/or new material) correlated with students' well-being at school. The results of this research can support schools in organizing distance teaching.