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Abstract

In the midst of the COVID-19 pandemic, some teachers have been struggling to maintain their morale, passion, and love for their profession. They are juggling a myriad of tasks and expectations whilst simultaneously attempting to heal from an ongoing shared trauma. Additionally, the pressure to maintain the same level of rigor, eagerness, and success that existed before COVID-19 is immense, resulting in teachers feeling powerless, voiceless, and invisible. Not only has this pandemic forced teachers to place their own lives and health at risk, but in the rush to return to traditional schooling, it has pushed teachers to their limit—often ending in burn-out or resignation. Past shared traumas, such as 9/11/2001, warn us against rushing into a perfunctory type of therapy in which we rush for normalcy before addressing the issues that plagued us during the trauma itself. It is with this suggestion in mind that we look closely at the multitude of effects that COVID-19 has had on teaching; we must examine what lurks in the shadows of this pandemic and be wary of forcing a return to normalcy before we’ve properly appreciated the true enormity that is this trauma. Thus, as we consider how to collectively heal, we must first analyze the issues that have been neglected, or even disregarded, due to the prominent urgency that is COVID-19. then we must plan to move forward inclusively and with intent for change.

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