Supporting Learners

FitzGerald, C., MacCormack, J., & Sider, S. (2023). Perspectives of school leaders on supporting learners with special education needs during the COVID-19 pandemic: An ethic of care analysis. Journal of School Leadership, 33(4), 409–427. https://journals.sagepub.com/doi/pdf/10.1177/10526846221133997

The study conducted interviews with principals and vice-principals from four provinces regarding the impact of the COVID-19 pandemic on students with special education needs. The research applied an ethic of care framework to understand the challenges faced by school leaders in supporting these students during the disruptions caused by the pandemic. Here are the key findings:

1. Disruption to Special Education Services: The pandemic resulted in significant disruptions to special education services, with students facing challenges in accessing teachers, support personnel, and necessary resources such as computer programs and tablet applications. Teachers experienced stress and heavy workloads due to managing difficult student behaviors and navigating unfamiliar teaching conditions with minimal training.

2. Elements of Caring School Leadership: The study identified three main elements of caring school leadership within the ethic of care framework: leader caring, cultivating caring communities, and developing caring beyond the school. Caring relationships were characterized by attentiveness, motivational displacement, situationality, and authenticity, emphasizing the importance of understanding the needs of others and prioritizing their well-being.

3. Main Findings:

   • Identification of Needs: Principals expressed concerns about the emotional well-being of students, staff, and families, noting the challenges of online learning and the lack of social supports. Teachers and staff also coped with their own emotional responses to the pandemic.

   • Response to Needs: Principals took actions to address the identified needs, including providing access to course materials for low-income families and facilitating communication and support through relationships.

   • Emotional Toll: Principals experienced strain and frustration due to the inability to effectively connect with students, staff, and families. Despite the challenges, they prioritized the well-being of others over their own needs, reflecting the principle of motivational displacement in caring relationships.

4. Importance of Personal Needs: The study highlighted the importance of addressing the personal needs of school leaders, as neglecting their own well-being can impact their effectiveness in supporting students and staff. School boards and districts were encouraged to prioritize initiatives that support the mental health and well-being of principals and educators, such as providing training, resources, and policies that prioritize social and emotional needs.

In conclusion, while the ethic of care framework offers valuable insights into the challenges faced by school leaders during the pandemic, it is essential for principals to prioritize their own well-being to effectively support students and staff. Initiatives to support the mental health of school leaders should be prioritized to ensure they can continue to provide effective care and leadership within their schools.