Table 2 Sub-themes and quotes from Phase I and II surveys

As part of the curriculum (60 references):

Not part of the curriculum (19 references)

With 5th Year Biology, in teaching the Immune System, we discussed Coronavirus in light of how the immune system works as well as how vaccines work. (ST12S1)

No time when the curriculum is already difficult to cover under normal circumstances. (ST12S2)

Yes, in science and maths we researched and discussed before school closures in March, during school closures and since September. I made sure to cover microbiology and viruses with all students. Covered exponential growth and statistics in maths. We discussed it in SPHE [Social, Personal and Health Education]. (ST121S2)

I still stick to the course content - these are not in the learning outcomes. (ST164S1)

[I] Supported students to analyze the scientific aspect and concept of how COVID-19 is transmitted and its effect on human body for their English project. (ST102S1)

No, not appropriate to physics class. (ST166S1)

Project work and research (76 references):

Lack of F2F contact (7 references):

I have carried out something on immunity and viruses with all of my year groups. It usually involved research on the topic and the creation of PowerPoint slideshows or essays. (ST13S1)

We felt as a department it might be better when we are with them just in case they are affected in some way and we didn’t know. This is easier to gauge when you have eye contact/can notice reactions. Parents are also under pressure so we felt it might be seen in a negative light. We will be doing it on return [to F2F teaching]. (ST156S1)

Yes, students were asked to do a research piece on any historical pandemic or epidemic of plants or animals - origins, location, symptoms, transmission, treatment etc. and staying well. (ST50S1)

I didn’t discuss with students as I felt unable to assess how they were coping and if they had been directly affected. (ST95S1)

Yes, they have been assigned activities to look in to it more and explain what the virus is, how it spreads and why it affects different groups of people. Some are focusing on it for their SSI [assessment] and the vaccine. I have also got them to explain it as an assignment in TikTok type videos so they have to keep it brief on a time limit but also use diagrams and make it catchy so more people would pay attention to what they say instead of seeing as a long written assignment. (ST99S2)

Classroom discussion (41 references):

Too much focus on the COVID-19 crisis (10 references):

I discuss breakthroughs as they occur, e.g. the vaccine developments. I also pin up newspaper clippings of COVID articles which the students seem to find fascinating by virtue of the fact that they don’t read newspapers or be that familiar with the concept of them. (ST7S2)

I have not. I felt it was a topic that was heavily discussed at home, amongst peers and on all media platforms so personally I wanted to take students’ mind off the ongoing crisis during my lessons and give them a mental break by discussing and studying other aspects of science. (ST99S1)

We have discussed it in class on numerous occasions. It comes up a lot. As a science teacher, you are on a powerful stage. It is nice to see kids ask questions to get real answers from a science teacher. (ST95S2)

Give the students a break from all the talk about it. I was conscious the students were living in the lock down with it going on around them. (ST144S1)

In 3rd year science we discussed the impact on the environment of the world-wide shutdown, including the reduction in the levels of air travel, transport in general, production of materials etc. We tried t

o think of some positives that may arise due to the circumstances of the measures to try to control the pandemic. (ST155S1)

Discussion about their concerns (and often, fears) surrounding the pandemic, discussions around viruses and why they aren’t as easily treated as other pathogens, the effect of the pandemic on their social life. (ST15S2)

Health, wellbeing and hygiene (9 references):

Concerns over wellbeing and sensitivity of topic (16 references):

Yes. Proper handwashing procedures, how germs are spread, germ mutations, the importance of nutrition, exercise, fresh air and sunlight in staying healthy. (ST2S1)

I didn’t think it was appropriate. Some students had lost grandparents/family members to COVID-19 and others had parents/family members working in healthcare. I didn’t want to add to their anxiety. (ST135S1)

Yes, we looked at viruses and the immune system and examined the scientific basis for all the preventative measures such as social distancing and hand washing. (ST87S1)

I don’t want the students to focus on it too much. There is a lot of anxiety amongst students. (ST13S2)