This study explores how early childhood educators experienced and responded to the challenges of pandemic recovery, particularly in relation to early literacy and social-emotional skill development. Drawing on qualitative interviews with teachers across public, private, and charter schools in Illinois and California, this research examines the conditions under which recovery strategies were implemented, and the challenges many educators face post-pandemic. The study asks: What strategies have effectively mitigated the academic and social-emotional impacts of the pandemic on early learners? And how can schools and families better support teachers in implementing these strategies? While the initial hypothesis anticipated that greater institutional support would ease the burden of recovery, findings revealed a deeper emphasis on the need for sustained family involvement, relevant professional development, and context-specific tools, particularly regarding technology. Teachers noted that they did not expect direct support from their schools, but instead called for families to take a more active and consistent role in student learning and emotional regulation. The analytic framework centers on two key areas: teacher burnout and relational trust between educators and families. Burnout provides insight into the emotional and professional strain teachers experienced during the pandemic, while trust highlights how varying levels of family engagement shaped their ability to support student learning and wellbeing. Both concepts emerged as central to how teachers interpreted their roles and needs in a time of prolonged crisis. By centering teacher perspectives, this study identifies educator-informed strategies for bridging the gap between policy and practice. The findings underscore the need for recovery efforts that reflect classroom realities, prioritize teacher wellbeing, and position families as essential partners in early education.
Anapaula Silva Mandujano (Fri,) studied this question.