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Primary school staff perspectives of school closures due to COVID-19, experiences of schools reopening and recommendations for the future: A qualitative survey in Wales

Emily Marchant Orcid Logo, Charlotte Todd Orcid Logo, Michaela James Orcid Logo, Tom Crick Orcid Logo, Russell Dwyer, Sinead Brophy Orcid Logo

PLOS ONE, Volume: 16, Issue: 12, Start page: e0260396

Swansea University Authors: Emily Marchant Orcid Logo, Charlotte Todd Orcid Logo, Michaela James Orcid Logo, Tom Crick Orcid Logo, Sinead Brophy Orcid Logo

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DOI (Published version): 10.1371/journal.pone.0260396

Abstract

School closures due to the COVID-19 global pandemic are likely to have a range of negative consequences spanning the domains of child development, education and health, in addition to the widening of inequalities and inequities. Research is required to improve understanding of the impact of school c...

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Published in: PLOS ONE
ISSN: 1932-6203
Published: Public Library of Science (PLoS) 2021
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URI: https://cronfa.swan.ac.uk/Record/cronfa56635
first_indexed 2021-04-07T15:47:07Z
last_indexed 2023-01-11T14:35:59Z
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Research is required to improve understanding of the impact of school closures on the education, health and wellbeing of pupils and school staff, the challenges posed during face-to-face reopening and importantly to identify how the impacts of these challenges can be addressed going forward to inform emerging policy and practice. This qualitative study aimed to reflect on the perspectives and experiences of primary school staff (pupils aged 3&#x2013;11) in Wales regarding school closures and the initial face-to-face reopening of schools and to identify recommendations for the future. A total of 208 school staff completed a national online survey through the HAPPEN primary school network, consisting of questions about school closures (March to June 2020), the phased face-to-face reopening of schools (June to July 2020) and a return to face-to-face education. Thematic analysis of survey responses highlighted that primary school staff perceive that gaps in learning, health and wellbeing have increased and inequalities have widened during school closures. Findings from this study identified five recommendations; (i) prioritise the health and wellbeing of pupils and staff; (ii) focus on enabling parental engagement and support; (iii) improve digital competence amongst pupils, teachers and parents; (iv) consider opportunities for smaller class sizes and additional staffing; and (v) improve the mechanism of communication between schools and families, and between government and schools.</abstract><type>Journal Article</type><journal>PLOS ONE</journal><volume>16</volume><journalNumber>12</journalNumber><paginationStart>e0260396</paginationStart><paginationEnd/><publisher>Public Library of Science (PLoS)</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic>1932-6203</issnElectronic><keywords/><publishedDay>2</publishedDay><publishedMonth>12</publishedMonth><publishedYear>2021</publishedYear><publishedDate>2021-12-02</publishedDate><doi>10.1371/journal.pone.0260396</doi><url/><notes/><college>COLLEGE NANME</college><department>Social Sciences School</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>SOSS</DepartmentCode><institution>Swansea University</institution><apcterm>SU Library paid the OA fee (TA Institutional Deal)</apcterm><funders>NationalCentre for Population Health and Wellbeing Research (https://ncphwr.org.uk/); The Economic and Social Research Council (ESRC) funded the development of the HAPPEN network (grant number: ES/J500197/1</funders><lastEdited>2022-07-13T11:16:01.8155753</lastEdited><Created>2021-04-07T16:44:10.9341669</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Social Sciences - Education and Childhood Studies</level></path><authors><author><firstname>Emily</firstname><surname>Marchant</surname><orcid>0000-0002-9701-5991</orcid><order>1</order></author><author><firstname>Charlotte</firstname><surname>Todd</surname><orcid>0000-0002-3183-2403</orcid><order>2</order></author><author><firstname>Michaela</firstname><surname>James</surname><orcid>0000-0001-7047-0049</orcid><order>3</order></author><author><firstname>Tom</firstname><surname>Crick</surname><orcid>0000-0001-5196-9389</orcid><order>4</order></author><author><firstname>Russell</firstname><surname>Dwyer</surname><order>5</order></author><author><firstname>Sinead</firstname><surname>Brophy</surname><orcid>0000-0001-7417-2858</orcid><order>6</order></author></authors><documents><document><filename>56635__21887__b7106315d11b4c1c9a219dcf499c57e2.pdf</filename><originalFilename>56635.pdf</originalFilename><uploaded>2021-12-14T16:42:55.2639556</uploaded><type>Output</type><contentLength>548951</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>&#xA9; 2021 Marchant et al. 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spelling 2022-07-13T11:16:01.8155753 v2 56635 2021-04-07 Primary school staff perspectives of school closures due to COVID-19, experiences of schools reopening and recommendations for the future: A qualitative survey in Wales d68adb6744707b3bd75e07bd334d0516 0000-0002-9701-5991 Emily Marchant Emily Marchant true false 74c92c91e05d8cb8de38e27de34c9194 0000-0002-3183-2403 Charlotte Todd Charlotte Todd true false 9a717d184fb8f768e462d95b91e63e23 0000-0001-7047-0049 Michaela James Michaela James true false 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 84f5661b35a729f55047f9e793d8798b 0000-0001-7417-2858 Sinead Brophy Sinead Brophy true false 2021-04-07 SOSS School closures due to the COVID-19 global pandemic are likely to have a range of negative consequences spanning the domains of child development, education and health, in addition to the widening of inequalities and inequities. Research is required to improve understanding of the impact of school closures on the education, health and wellbeing of pupils and school staff, the challenges posed during face-to-face reopening and importantly to identify how the impacts of these challenges can be addressed going forward to inform emerging policy and practice. This qualitative study aimed to reflect on the perspectives and experiences of primary school staff (pupils aged 3–11) in Wales regarding school closures and the initial face-to-face reopening of schools and to identify recommendations for the future. A total of 208 school staff completed a national online survey through the HAPPEN primary school network, consisting of questions about school closures (March to June 2020), the phased face-to-face reopening of schools (June to July 2020) and a return to face-to-face education. Thematic analysis of survey responses highlighted that primary school staff perceive that gaps in learning, health and wellbeing have increased and inequalities have widened during school closures. Findings from this study identified five recommendations; (i) prioritise the health and wellbeing of pupils and staff; (ii) focus on enabling parental engagement and support; (iii) improve digital competence amongst pupils, teachers and parents; (iv) consider opportunities for smaller class sizes and additional staffing; and (v) improve the mechanism of communication between schools and families, and between government and schools. Journal Article PLOS ONE 16 12 e0260396 Public Library of Science (PLoS) 1932-6203 2 12 2021 2021-12-02 10.1371/journal.pone.0260396 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University SU Library paid the OA fee (TA Institutional Deal) NationalCentre for Population Health and Wellbeing Research (https://ncphwr.org.uk/); The Economic and Social Research Council (ESRC) funded the development of the HAPPEN network (grant number: ES/J500197/1 2022-07-13T11:16:01.8155753 2021-04-07T16:44:10.9341669 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Emily Marchant 0000-0002-9701-5991 1 Charlotte Todd 0000-0002-3183-2403 2 Michaela James 0000-0001-7047-0049 3 Tom Crick 0000-0001-5196-9389 4 Russell Dwyer 5 Sinead Brophy 0000-0001-7417-2858 6 56635__21887__b7106315d11b4c1c9a219dcf499c57e2.pdf 56635.pdf 2021-12-14T16:42:55.2639556 Output 548951 application/pdf Version of Record true © 2021 Marchant et al. This is an open access article distributed under the terms of the Creative Commons Attribution License true eng http://creativecommons.org/licenses/by/4.0/
title Primary school staff perspectives of school closures due to COVID-19, experiences of schools reopening and recommendations for the future: A qualitative survey in Wales
spellingShingle Primary school staff perspectives of school closures due to COVID-19, experiences of schools reopening and recommendations for the future: A qualitative survey in Wales
Emily Marchant
Charlotte Todd
Michaela James
Tom Crick
Sinead Brophy
title_short Primary school staff perspectives of school closures due to COVID-19, experiences of schools reopening and recommendations for the future: A qualitative survey in Wales
title_full Primary school staff perspectives of school closures due to COVID-19, experiences of schools reopening and recommendations for the future: A qualitative survey in Wales
title_fullStr Primary school staff perspectives of school closures due to COVID-19, experiences of schools reopening and recommendations for the future: A qualitative survey in Wales
title_full_unstemmed Primary school staff perspectives of school closures due to COVID-19, experiences of schools reopening and recommendations for the future: A qualitative survey in Wales
title_sort Primary school staff perspectives of school closures due to COVID-19, experiences of schools reopening and recommendations for the future: A qualitative survey in Wales
author_id_str_mv d68adb6744707b3bd75e07bd334d0516
74c92c91e05d8cb8de38e27de34c9194
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author_id_fullname_str_mv d68adb6744707b3bd75e07bd334d0516_***_Emily Marchant
74c92c91e05d8cb8de38e27de34c9194_***_Charlotte Todd
9a717d184fb8f768e462d95b91e63e23_***_Michaela James
200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
84f5661b35a729f55047f9e793d8798b_***_Sinead Brophy
author Emily Marchant
Charlotte Todd
Michaela James
Tom Crick
Sinead Brophy
author2 Emily Marchant
Charlotte Todd
Michaela James
Tom Crick
Russell Dwyer
Sinead Brophy
format Journal article
container_title PLOS ONE
container_volume 16
container_issue 12
container_start_page e0260396
publishDate 2021
institution Swansea University
issn 1932-6203
doi_str_mv 10.1371/journal.pone.0260396
publisher Public Library of Science (PLoS)
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description School closures due to the COVID-19 global pandemic are likely to have a range of negative consequences spanning the domains of child development, education and health, in addition to the widening of inequalities and inequities. Research is required to improve understanding of the impact of school closures on the education, health and wellbeing of pupils and school staff, the challenges posed during face-to-face reopening and importantly to identify how the impacts of these challenges can be addressed going forward to inform emerging policy and practice. This qualitative study aimed to reflect on the perspectives and experiences of primary school staff (pupils aged 3–11) in Wales regarding school closures and the initial face-to-face reopening of schools and to identify recommendations for the future. A total of 208 school staff completed a national online survey through the HAPPEN primary school network, consisting of questions about school closures (March to June 2020), the phased face-to-face reopening of schools (June to July 2020) and a return to face-to-face education. Thematic analysis of survey responses highlighted that primary school staff perceive that gaps in learning, health and wellbeing have increased and inequalities have widened during school closures. Findings from this study identified five recommendations; (i) prioritise the health and wellbeing of pupils and staff; (ii) focus on enabling parental engagement and support; (iii) improve digital competence amongst pupils, teachers and parents; (iv) consider opportunities for smaller class sizes and additional staffing; and (v) improve the mechanism of communication between schools and families, and between government and schools.
published_date 2021-12-02T02:14:13Z
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