Providing emergency remote teaching:What are teachers’ needs and what could have helped them to deal with the impact of the COVID-19 pandemic?

When schools closed due to the COVID-19 pandemic in March 2020, teachers suddenly had to teach remotely. To better understand the possible impact of these measures on teachers' work functioning and well-being, this study examined teachers’ needs. Using a thematic analysis approach analyzing the 1,115 open-ended answers, three domains related to needs were identified: work-life balance and working from home, teaching and interaction with students and parents, and school management and colleagues. Findings are interpreted from existing frameworks (i.e., Jobs Demands-Resources (JD-R) model and Self-Determination Theory (SDT)). We also identified several unique needs, such as adjusting learning goals

Student Well-being in Times of COVID-19 in the Netherlands: Individual and Contextual Factors Throughout the Pandemic

Since March 2020, measures surrounding COVID-19 pandemic have resulted in emergency remote teaching with, among others, fewer opportunities for interpersonal contact (Burns et al., 2020). This has caused changes in the learning environment and students' functioning in the academic system, which may likely lead to changes within their well-being. The current study aims to map student well-being in times of COVID-19, identifying both individual factors and structural factors in the learning environment. Previous research has identified several individual factors that may influence student well-being in times of COVID-19. Amongst those are tolerance to uncertainty, resilience (growth), self-compassion, and attention regulation. In addition to these three individual factors, various factors within the learning environment may influence students' well-being. A sense of autonomy, competence and relatedness- as described within the Self-Determination Theory - play a central role in students' well-being. However, in times of social distancing and online education, it seems essential to investigate the potential of an adjusted learning environment to further fulfill students’ needs. That is why we are aiming to investigate these factors as potential predictors for student well-being, operationalised as positive and negative affect as well as life satisfaction