How did the early stages of the COVID-19 pandemic affect teacher wellbeing?
Rebecca Allen (),
John Jerrim () and
Sam Sims ()
Additional contact information
John Jerrim: Social Research Institute, UCL Institute of Education, University College London
Sam Sims: Centre for Education Policy and Equaliising Opportunities, UCL Institute of Education, University College London
No 20-15, CEPEO Working Paper Series from Centre for Education Policy and Equalising Opportunities, UCL Institute of Education
The COVID-19 pandemic has radically disrupted schooling, placing additional demands on teachers. This paper uses unique longitudinal survey data to track changes in teacher wellbeing as the virus hit the UK. It documents sharp spikes in teachers' anxiety as schools were locked down and as announcements around reopening were made. Teachers in fee-paying schools displayed higher levels of anxiety during the summer term when schools were closed, most likely because they delivered more `live' online lessons than state school teachers. Head teachers experienced particularly large increases in anxiety and reported that they were more likely to leave the profession as a result of the experience.
Keywords: teachers; wellbeing; mental health; COVID-19 (search for similar items in EconPapers)
JEL-codes: I20 (search for similar items in EconPapers)
Pages: 19 pages
Date: 2020-09, Revised 2020-09
New Economics Papers: this item is included in nep-hap, nep-hea, nep-isf and nep-ure
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https://repec-cepeo.ucl.ac.uk/cepeow/cepeowp20-15.pdf First version, 2020 (application/pdf)
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Persistent link: https://EconPapers.repec.org/RePEc:ucl:cepeow:20-15
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