Canadian educators' post-pandemic recovery and students’ unmet needs: Who is left behind?

Laura Sokal; Umesh Sharma; Lesley EblieTrudel

doi:10.1016/j.tate.2024.104873

Canadian educators' post-pandemic recovery and students’ unmet needs: Who is left behind?

Laura Sokal, Umesh Sharma, Lesley EblieTrudel

Research output: Journal Publication › Article › peer-review

Abstract

We investigated post-pandemic recovery in education sector employees by role in 2024. The frameworks of the job demands-resources model and ecological systems theory were employed. Canadian educators (N = 243) completed surveys exploring their mental health (well-being, resilience, recovery), intention to leave their jobs, and their perceptions of students' current and post-pandemic needs. Quantitative findings revealed educators who intended to leave their jobs had poorer levels of mental health. Also, they were not meeting their students’ needs adequately. The qualitative data showed that students with complex needs were disproportionally under-served. Theoretical, practical, and policy implications on equitable education are discussed.

Original language	English
Article number	104873
Journal	Teaching and Teacher Education
Volume	154
DOIs	https://doi.org/10.1016/j.tate.2024.104873
Publication status	Published - Feb 2025
Externally published	Yes

Keywords

Educator mental health
Inclusive education
Pandemic
School recovery
Student needs

ASJC Scopus subject areas

Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.tate.2024.104873

Cite this

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title = "Canadian educators' post-pandemic recovery and students{\textquoteright} unmet needs: Who is left behind?",

abstract = "We investigated post-pandemic recovery in education sector employees by role in 2024. The frameworks of the job demands-resources model and ecological systems theory were employed. Canadian educators (N = 243) completed surveys exploring their mental health (well-being, resilience, recovery), intention to leave their jobs, and their perceptions of students' current and post-pandemic needs. Quantitative findings revealed educators who intended to leave their jobs had poorer levels of mental health. Also, they were not meeting their students{\textquoteright} needs adequately. The qualitative data showed that students with complex needs were disproportionally under-served. Theoretical, practical, and policy implications on equitable education are discussed.",

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language = "English",

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AB - We investigated post-pandemic recovery in education sector employees by role in 2024. The frameworks of the job demands-resources model and ecological systems theory were employed. Canadian educators (N = 243) completed surveys exploring their mental health (well-being, resilience, recovery), intention to leave their jobs, and their perceptions of students' current and post-pandemic needs. Quantitative findings revealed educators who intended to leave their jobs had poorer levels of mental health. Also, they were not meeting their students’ needs adequately. The qualitative data showed that students with complex needs were disproportionally under-served. Theoretical, practical, and policy implications on equitable education are discussed.

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Canadian educators' post-pandemic recovery and students’ unmet needs: Who is left behind?

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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