Teacher Concern During COVID-19: Associations With Classroom Climate

Abstract

In the fall of 2020, many students and educators returned to school in person, despite the threat of the COVID-19 virus. Though safety measures such as masks and social distancing were put in place, educators remained concerned for their students’ health, well-being, and academic attainment. The current study examined teacher concern for students’ well-being amidst the COVID-19 pandemic in relation to classroom climate. Data were collected from third- to fifth-grade students (N = 1,022) and teachers (N = 52) across 11 elementary schools in the Great Plains region. Students and teachers attended school in person during data collection in the fall of 2020, despite rising COVID-19 numbers in the area. Structural equation modeling was used to determine whether student emotional problems and well-being had indirect effects on the association between teacher concerns and classroom climate. Findings suggest significant indirect effects of teacher concerns and classroom climate through student emotional problems and well-being. The results are important in the context of COVID-19, because teacher concern for students may indicate the overall health of the classroom environment.

Impact Statement

The current study can assist school psychology practitioners in understanding the need to support teacher and student well-being in the context of the COVID-19 pandemic.

The findings emphasize the need for school policymakers and administrators to elevate teacher voices throughout the COVID-19 pandemic. Considering teacher concern for student well-being may assist in improving classroom climate and supporting students as the pandemic continues.