What are primary school teachers’ views on the effects of the COVID-19 pandemic on primary school children?

Abstract

This dissertation investigates primary school teachers' views on the effects of the COVID-19 pandemic on primary school children. The first point of research in this study is to highlight social and emotional issues in children, and how they can affect their day-to-day lives, particularly in the classroom. Following on from this, the correlation between a global pandemic and the prevalence of such issues is explored, focusing on the role of the COVID-19 pandemic. With an abundance of literature on children's well-being and its place in the primary school classroom, teachers' perspectives on this are explored. The final aim of this paper is to investigate the availability of various resources and supports in primary schools, and if present how they are used. Empirical research is used in this study in the exploration of these aims, with semi-structured interviews with primary school teachers. The research data finds that teachers see a distressing prevalence in social and emotional issues among children post-COVID-19. Teachers see a significant negative impact on children's standards of attainment, which has occurred hand-in-hand with children facing emotional issues. The paper also documents an internationally-reported phenomenon of extreme demotivation in children with regard to school. Overall, this research highlights some of the effects of the COVID-19 pandemic on primary school children and the unquestionable need for increased resources and support being made available in primary schools.