An invited presentation at the Open Innovation Team’s seminar series, organised by the Cabinet Office, with participation from Department for Education officials and civil servants from across Whitehall, on 30 September 2020.
Kim, L. E., Oxley, L., & Asbury, K. (2021). “My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and wellbeing during the COVID-19 pandemic in 2020. British Journal of Educational Psychology. 92(1), 299-318. http://dx.doi.org/10.1111/bjep.12450
Kim, L. E., Dundas, S., & Asbury, K. (2021). “I think it's been difficult for the ones that haven't got as many resources in their homes”: Teacher concerns about the impact of COVID-19 on pupil learning and wellbeing. Teachers and Teaching: Theory and Practice Advance online publication. https://doi.org/10.1080/13540602.2021.1982690
Kim, L. E. & Asbury, K. (2020) “Like a rug had been pulled from under you”: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90, 1062-1083. https://doi.org/10.1111/bjep.12381
Asbury, K., & Kim, L. E. (2020). “Lazy, lazy teachers”: Teachers’ perceptions of how their profession is valued by society, policymakers, and the media during COVID-19. PsyArXiv. https://doi.org/10.31234/osf.io/65k8q
Asbury, K., Fields, D., & Kim, L. E. (2021) ‘It feels like I’m back to being a teacher’: A longitudinal study of teachers’ high, low and turning points during the first eight months of COVID-19 in England. PsyArXiv. https://doi.org/10.31234/osf.io/6d7ae