Purpose: The COVID-19 pandemic has impacted the functioning of education systems in a multitude of ways. In Ireland schools closed on March 12th 2020 and remained closed for all students until the end of the academic year. They re-opened in September, but subsequently closed for all students in January 2021. As in other jurisdictions, the pandemic is exacerbating the trauma and adversity impacting on the wellbeing of students in Ireland and it has imposed additional emotional and financial strain on many families (Downes & Murray, 2020). During school closures, educators have been engaging with students, families, and colleagues in new and diverse ways, yet despite their best efforts, accessing education has been difficult/impossible for some (Doyle, 2020; Mohan, McCoy, Carroll, et al, 2020). The purpose of this study was to explore educators’ experiences during the first school lockdown (March-June), particularly regarding the impact of the pandemic on the wellbeing of students, school staff and wider school communities. Methodology: A series of one-to-one interviews, lasting approximately one hour, were conducted in July 2020 with 15 education professionals online via Zoom or Microsoft Teams. Participants occupied various roles (classroom teacher, school leader, special educational needs co-ordinator etc) and worked in a diverse range of communities in Ireland. Qualitative data from interviews were transcribed and emergent themes identified through a deductive and followed by inductive analytic approach (Braun & Clarke, 2005). Findings: The interviews provide a portrait of the impact of school closures in Ireland, focused on personal and collective wellbeing. Similar to other studies (Jones & Harris, 2020; Kim & Abrey, 2020), this research highlighted the central role that schools play in supporting their local communities and the value teachers place on their relationships with students and families. Many teachers and school leaders found themselves grappling with new identities and professional boundaries as they worked to support, care for and connect with the students and families they serve. There was considerable concern expressed regarding the plight of vulnerable or marginalised students for whom the school ordinarily offered a place of safety and security. There was also heightened sense of frustration in relation to supports (or lack thereof) from government and dismay in relation to communication and decision-making processes. Findings are discussed in relation to how the pandemic has exacerbated pre-existing inequalities and what it reveals about the role of schools in promoting the health and wellbeing of all its members.

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