Nordic teacher reflections on school governance during Covid-19

Abstract

This article adds to the growing body of research on educational governance in times of crisis by examining primary and lower secondary teachers’ post-pandemic reflections across the five Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden). Unlike previous studies that focus on individual national responses or limited cross-country comparisons, this study offers an exploration of Nordic teachers’ experiences, emphasizing their reflections on trust, support, and uncertainty in relation to diverse government strategies and educational practices during the Covid-19 pandemic (2020–2022). Drawing on both survey data and qualitative insights, the article sheds light on teachers’ experiences of educational continuity and institutional support. The analysis is framed by the Nordic countries’ varied responses to the ‘wicked problem’ posed by children who, while typically exhibiting mild symptoms, represented a potential transmission risk due to high-density classroom environments. By highlighting how teachers in culturally and politically similar nations navigated a common crisis in distinct ways, the study offers a nuanced perspective that may inform future crisis-management strategies in education.