Access to quality education, the promotion of educational success, and their impact on teachers' work are important themes in the post-pandemic context, especially concerning the need to enhance teaching and learning quality. The COVID-19 pandemic has intensified inequalities and exclusion (Flores et al., 2021; Peralta et al., 2021), significantly affecting teaching, learning, and assessment practices (Flores et al., 2021). The rapid shift to online learning during the pandemic not only highlighted but also intensified existing inequalities in access to technological and educational resources, disproportionately affecting students from low-income backgrounds (Erentaitė et al., 2023). This disruption deepened educational disparities, widening learning gaps between schools and students, especially among the most disadvantaged (Peralta et al., 2021; Spiteri et al., 2022; Betthäuser et al., 2023; Schuurman et al., 2023). Existing research highlights inequities in the capacity to address and mitigate learning losses triggered and exacerbated by school closures, with economically disadvantaged regions being particularly vulnerable (Lorente et al., 2020).

On a global scale, the COVID-19 pandemic has put education systems under an enormous pressure, requiring rapid and innovative responses in order to minimise their negative impacts. More specifically, teachers have faced significant challenges in developing innovative and suitable approaches to adapt to remote teaching. On the one hand, they had to maintain student engagement despite the lack of physical interaction, and, on the other hand, they had to address increased stress and anxiety experienced both by students and teachers (Flores et al. 2021, 2024; Tavares et al., 2024; Ensmann et al., 2021). 

Understanding teachers’ views on learning losses and the effectiveness of crisis management strategies in schools is essential for addressing the repercussions of the pandemic. This requires further research into how teachers in Portuguese Public schools navigate these challenges and develop and implement solutions.

Drawing on the work by Leithwood et al., (2006) and Day, Gu and Sammons (2016), this paper reports on findings from a 3-year research project aimed at investigating the impact of school leadership on teachers’ work and on pupils’ outcomes. It explores the experiences of Portuguese teachers during the pandemic, focusing on the perceptions of learning loss, mitigation strategies implemented, and recommendations for improving responses to future educational crises. The research questions are: What were the primary challenges faced by teachers during remote learning? How effective were the mitigation strategies employed? What policy recommendations emerge from teachers’ experiences?

Teachers’ adaptability and school leadership strategies are considered within broader societal and policy contexts to understand how education systems can build resilience while addressing inequalities.

This study is part of a wider research project funded by the Portuguese Foundation for Science and Technology entitled ‘IMPACT - Investigating the Impact of School leadership on Pupil Outcomes’ (PTDC/CED-EDG/28570/2017). Drawing on work by Leithwood et al. (2006) and Day, Gu and Sammons (2016), it aimed at examining leadership practices and their impact on teachers' work and on pupils’ academic outcomes. The research project was approved by the Committee of Ethics for Research in Social and Human Sciences and by the DGE/Ministry of Education. Data were collected according to three phases: i) exploratory interviews with 25 headteachers: ii) a national survey of headteachers (n=379) and key staff (n=875); iii) case studies (n=20). This paper reports on findings arising from the focus group (n=17) with teachers (n=97), from phase three with teachers and educators (preschool, primary and secondary education) from different school contexts. The teachers were selected and contacted by the headteachers and staff members of the schools or clusters that participated in the study. The age of the participating teachers ranged from 37 to 66 years old; 69 were female and 28 were male. The school or school cluster selection, across mainland Portugal, was based on factors such as size, location, student characteristics, and headteacher characteristics. Small focus groups, which ranged between 2 and 9 participants, were conducted, as they efficiently gathered diverse perspectives and fostered meaningful discussions, allowing for a deeper understanding of complex issues in a short amount of time. Content analysis was conducted using MAXQDA version 24 to identify recurring patterns and themes (Rädiker & Gizzi, 2024). The study used a thematic inductive approach to categorise the data in line with the "grounded theory" approach presented by Corbin and Strauss (1990). One researcher initially coded the excerpts from the FG discussions, and another researcher double-checked the codes for consistency. When inconsistencies arose, the researchers discussed the discrepancies with the research group to reach a consensus on the appropriate coding. This process helped ensure the reliability and validity of the data.

According to Portuguese teachers, learning losses during the COVID-19 pandemic were significantly driven by disparities in home learning conditions, which magnified pre-existing inequalities.While some students had access to quiet, well-equipped spaces, others faced distracting and overcrowded environments, making effective learning difficult. Teachers noted these inequities particularly affected students'engagement and academic progress, especially in practical subjects like physical education and visual arts, where resources and family support were often lacking. The inability to replicate in-person teaching dynamics–such as group work and individual supervision–further hindered learning.Additionally, many students disengaged due to distractions and the absence of the teacher-student connection, which relied heavily on body language and direct interaction. These challenges highlighted the urgent need for equitable home-learning policies, including resources for practical subjects and strategies to maintain engagement in remote settings.Addressing these disparities is critical for mitigating the long-term effects of learning losses. Systemic issues further exacerbated the challenges posed by remote learning during the pandemic.Teachers criticised delays in providing essential digital tools like computers and internet access, which deepened educational inequities.Many schools lacked autonomy to implement tailored responses suited to their local needs due to overly centralised decision-making.Teachers described frustration with bureaucratic barriers that hindered effective resource allocation and timely interventions.Additionally, the absence of structured strategies to address technological and logistical gaps forced teachers and students to improvise solutions, often at personal or institutional cost. These systemic shortcomings call for decentralised policies and more responsive frameworks that empower schools to adapt during crises.Effective resource distribution, streamlined processes, and improved digital preparedness are essential to strengthening educational systems’resilience. Reforms must ensure timely support, equitable access to technology, and the flexibility required to respond to future emergencies effectively. Findings point to the need to rethink teacher professional development policies and practices, regarding issues of collaboration, inclusion, social justice and the role of technology.

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