ABSTRACT
In the wake of the COVID-19 pandemic, which emerged in 2019 in China, countries worldwide have been grappling with the numerous challenges required of them to protect their citizens and respond to the consequences of multiple lockdowns on the global economy and their education systems. The devastating socio-economic impact is apparent worldwide, but Small Island Developing States (SIDS) have been identified as some of the most vulnerable contexts. In this paper, we build on the international literature and discourse on SIDS, giving special consideration to the context of the Maldives. We highlight the challenges to providing education in this Indian Ocean nation and the disproportionately negative impact of lockdown conditions on students’ learning. In the light of original field research carried out with school principals, teachers, students, and parents, we identify and discuss how learners and schools coped with a rapid change to online schooling. In doing so, we highlight what has been achieved and how the pandemic has contributed to the widening disparity between urban and rural schools. Our findings point to the importance of SIDS governments having contingency plans in place to manage education in socially just and equitable ways during emergencies. © This work is licensed under the Creative Commons Attribution-NoDerivatives 4.0 International License. To view a copy of this license