Renegotiating Borders Between Home and School During Pandemic Times: The Experiences of Rural Vermont Public Elementary Educators.

This exploratory study examines the experiences of public elementary school educators to understand the shifting educational priorities and renegotiation of borders between home and school during and since the COVID-19 pandemic. The research uses a case study approach through a critical inquiry process that centers the voices of those on the front lines of education. Derived from individual and focus group interviews, the findings illuminate educators' experiences during different phases of the pandemic, including: the growing scope of their responsibilities, challenges with staffing, and competing and conflicting demands on educators' time and attention. The study is limited by its geographical concentration and sole focus on the perspectives of school-based personnel. Future studies with larger samples may include educators and parents in various locations. Recommendations based on the findings include partnering with community-based organizations (CBOs) and creating a unifying vision that draws together school staff, families, and the wider community to re-envision the purpose of school in a post-pandemic context. [ABSTRACT FROM AUTHOR]

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