Stress and Anxiety during the Covid-19 Pandemic: Experiences of Special Needs and Learning Support Educators
Mpho Mthembu 
& Michelle Finestone
Issue: Vol.5 No.14 Issue Article 7 pp.2534-2547
DOI: https://doi.org/10.38159/ehass.20245147 | Published online 28th November, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The purpose of this study was to investigate the factors that contributed to stress and anxiety in special needs and learning support educators during the COVID-19 pandemic. The study used qualitative methodology, incorporating semi-structured interviews, a qualitative questionnaire, and a focus group discussion for data collection. Ten special education and learning support teachers from special schools, and full-service schools in the Gauteng province, in South Africa were sampled for the study. Using interpretive phenomenology to analyse the data gathered for this study, it was discovered that special needs and learning support educators experienced stress and anxiety during the Covid-19 pandemic because of (a) an increase in workload; (b) adapting traditional face-to-face methods of teaching to online education; (c) teacher and parent collaboration, and (d) implementing COVID-19 regulations in a special needs classroom. The study proposes several recommendations, including the enhancement of teacher preparation for online pedagogical methods, the provision of psychological support services, the improvement of parental communication channels, and the promotion of curricular flexibility. Emphasis is placed on appropriate resource allocation, professional development workshops, and the implementation of online counseling services to identify challenges. This study contributes to the body of knowledge regarding the coping mechanisms employed by SETs and LSEs during crises such as the COVID-19 pandemic. Furthermore, it underscores the need for comprehensive support systems and adequate resource provision to enable educators to effectively perform their roles under adverse circumstances.
Keywords: Special Needs, Learning Support, Interpretive Phenomenology, COVID-19 Pandemic
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Dr. Mpho Mthembu is a junior lecturer in the Faculty of Education at the University of Pretoria, South Africa. Her current scholarly work encompasses researching critical challenges confronting special education teachers. She also has an interest in investigating the impact of neurodevelopmental disorders on learning processes and advancing inclusive educational methodologies. As a dedicated academic, Dr. Mthembu supervises Masters and PhD-level students and delivers lectures at both undergraduate and postgraduate levels. She is currently working on a collaborative project that examines the psychological well-being and professional development of South African PhD students. She holds a Masters and a PhD in Learning Support, Guidance and Counselling from the University of Pretoria.
Dr. Michelle Finestone is a senior lecturer in the Faculty of Education at the University of Pretoria, South Africa, with over 21 years of experience in higher education and as a registered educational psychologist. She oversees postgraduate research, supervises MEd trainees, and facilitates numerous workshops and training sessions. Dr. Finestone coordinated the NIH-funded Kgolo Mmogo Resilience Project, a collaboration between the University of Pretoria and Yale University, and was involved in the Tulane HIV/AIDS Parenting Project funded by USAID. She holds an MSc in Medical Applied Psychology, a Masters in Educational Psychology, and a PhD in Educational Psychology from the University of Pretoria. An active researcher and author, her work focuses on medical applied psychology, HIV/AIDS, child and adolescent psychotherapy, behavioural challenges, child development, and inclusive education.
Mthembu, Mpho & Michelle Finestone. “Stress and Anxiety during the Covid-19 Pandemic: Experiences of Special Needs and Learning Support Educators,” E-Journal of Humanities, Arts and Social Sciences 5, no.14 (2024):2534-2547. https://doi.org/10.38159/ehass.20245147
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
