Resilience, collaboration, and agency: Galapagos teachers confronting the disruption of COVID-19

“I couldn't do what I needed to do for my own family”: Teacher-parents during COVID-19 lockdowns

“…They reported building stronger relationships with their students' families, enhanced collegiality and collaboration within their teaching teams, and a focus on care and wellbeing for their students. These findings also resonate with the wider literature (see, Bubb & Jones, 2020 ; Education Review Office, 2021 ; Beltman et al, 2022 ; Gadermann et al, 2021 ; Hood, 2020 ; Kim & Asbury, 2020 ; Román et al, 2021 ; Soltero-Gonzalez & Gillanders, 2021 ; Torres et al, 2021 ). Recent research on secondary teachers' work life-balance ( Sharma, 2022 ) notes that teachers gain emotional and practical support from within their home domains – their spouses/partners, parents, children and wider family members, and within their work domains from close colleagues, teaching teams and leadership teams.…”

“…Factors that helped teachers cope were support from their leadership teams and their colleagues, resources that enabled them to teach well online, improving their online skills, and relationships that sustained them through the difficult times ( Beltman, Hascher, & Mansfield, 2022 ; Duraku & Hoxha, 2020 ; Education Review Office, 2021 ; Román et al, 2021 ; Sharma et al, 2022 ; Torres, Teixeira, Pais, Menezes, & Ferreira, 2021 ). On reflection, some teachers reported renewed energy and focus ( Allen et al, 2020 ) and improved confidence with online pedagogies and platforms ( Sharma et al, 2022 ; Torres et al, 2021 ; Truzoli et al, 2021 ).…”

COVID-19 and the desire of children to return to nature: Emotions in the face of environmental and intergenerational injustices

“…Although online education is a way for children and young people to maintain access to school during the pandemic, they feel isolated and long for movement, socialization, and contact with the physical world (Beery, 2020;Román et al, 2021). During lockdowns, schools with environmental and outdoor education emphases around the world saw their activities moved to the virtual world.…”

“…During lockdowns, schools with environmental and outdoor education emphases around the world saw their activities moved to the virtual world. Via online activities, it was possible to discuss environmental issues and virtually discover the nature of the (local) world, but teachers called into question the lack of experiences, access to education-due to technological reasons (see Román et al, 2021)-and lack of sensory and emotional connection with nature (Quay et al, 2020).…”

Psychological Distress in the Galapagos Islands During the COVID-19 Pandemic

“…During the first months of the pandemic, Galapagos only had the support from the local university and some of the local stakeholders that provided logistical support. After this, when the outbreak of the first wave was contained, the local government implemented additional testing capabilities, running free testing for every islander [ 28 , 29 ]. The first cases in Galapagos were reported on March 24th by the ministry of health, totaling four infections ( Table 1 ).…”