Mitigating the adverse physical health risks associated with COVID-19 has been a priority of public health incentives. Less attention has been placed on understanding the psychological factors related to the global pandemic, especially among vulnerable populations. This qualitative study sought to understand the experiences of children and adolescents during COVID-19. This study interviewed 48 families during the COVID-19 pandemic restrictions, and a national lockdown, to understand its impacts. The study used an Interpretative Phenomenological Analysis (IPA) methodology. Parents and children discussed the negative impact of the restrictions on young people’s wellbeing. Children and adolescents experienced adverse mental health effects, including feelings of social isolation, depression, anxiety, and increases in maladaptive behaviour. Families with children with Autism Spectrum Disorders reported increased mental health difficulties during this period mostly due to changes to routine. The findings highlight the impact of severe restrictions on vulnerable populations’ wellbeing and mental health outcomes, including children, adolescents, and those with Autism spectrum disorder (ASD).

The novel coronavirus was declared a global pandemic in March 2020. Unlike previous highly contagious diseases that brought the threat of global instability this century such as SARS-CoV, Zika virus (ZIKV), Swine flu (H1N1), and the Avian flu (H5N1), COVID-19 was unable to be contained. Global restrictions were implemented to curb the spread of the virus, which included but were not limited to the closure of all educational institutions and the advice to engage in remote working. This study aims to understand the experience of working mothers who managed work and home duties during the COVID-19 pandemic in Ireland. Thirty working mothers were interviewed in this study, and qualitative analyses were conducted to gain insight into their work and family life during the restrictions. The findings of the analysis indicate that working mothers have been negatively impacted by COVID-19 in relation to their psychological well-being, experiences of negative emotions, and the redefinition of family dynamics, in which working mothers have adopted additional and disproportionate care burden. These findings are consistent with the current research arguing that COVID-19 has highlighted an increase in the gender gap

The term STEM, used to describe science, technology, engineering, and mathematics, has come to prominence in Canada over the last decade, raising questions about its meaning. Here we examine its history in the United States and the sociopolitical commitments that have, in parallel, guided science education in Canada. The divergent nature of these histories suggests that STEM may be best viewed as a boundary object, highlighting its value as a collaboration gathering point. This can allow science educators to engage with STEM in ways that are meaningful without necessarily accepting associated definitions and priorities. RÉSUMÉL'acronyme STEM, pour parler des sciences, technologies, ingénierie et mathématiques, est devenu populaire au Canada au cours de la dernière décennie, et a soulevé des questions quant à son véritable sens. Nous analysons ici son histoire aux États-Unis, ainsi que les engagements sociopolitiques qui ont parallèlement influencé l'enseignement des sciences au Canada. La nature divergente de ces deux parcours suggère qu'il vaut mieux voir le mot STEM comme un objet limite, et souligner sa valeur comme point de rencontre et de collaboration. Ainsi, les enseignants des sciences pourront participer de façon significative aux disciplines STEM sans nécessairement accepter toutes les défini-tions et priorités.

This article contributes to the body of research addressing the challenges of expatriate teaching appointments. It is written in the form of a critical incident analysis. Rather than focus the lens of concern on the preparedness, adaptability, and potential culture shock of the teacher who travels into an unfamiliar work context, postcolonial theory is used to focus on the knowledge-power dynamics that come into play when Western teachers take up positions in once-colonised countries of lower economic status than the teacher’s home country.

The last decade has seen a slow but steady increase in the number of postdoctoral scholars employed in faculties of education. In this article, seven postdoctoral scholars who worked in the same Canadian faculty of education explore their past positionings within the postdoctoral space. We share personal narratives related to issues of agency and identity in our relatively ill-defined positions. Similar to other early career academics, our reflections expose key concerns surrounding clarity of expectations, workload and work/life balance, and issues related to community and collegiality. In addition, we identify institutional or structural constraints that need to be reconciled in order to support postdoctoral scholars in their aspirations for success on personal and institutional levels. We provide recommendations and invite dialogue with regard to this emerging role in faculties of education.