Abstract

This two-year study involved two graduate student participants enrolled in an online masters’ program. The two participants were enrolled in classes while also teaching full time in public school classrooms during the onset of the COVID-19 crisis as well as throughout the following academic year. Adopting a qualitative framework, the narrative study traveled the journey of the two participants as they navigated, adapted, and survived the US public school classroom during the pandemic. Specifically, the study attempted to delve into the lived reality of teaching during a pandemic and to create meaning, share insights, and offer suggestions through the expression of “pandemic stories.” The study examined specific themes that were organized chronologically and further emerged as the two-year research period progressed. This article details the narrative story of how each participant coped, struggled, and succeeded as they navigated the challenges of teaching during a pandemic while dealing with health issues, lack of resources and training, student issues, and overall lessons learned in order to offer insight that may assist colleagues and fellow school personnel.