Educators and relief workers: teachers during an emergency

Based on semi-structured interviews with two teachers in India, this study explores the dual roles of teachers as educators and relief workers during the Covid-19 pandemic. Employing a phenomenological approach, the research uncovers the complexities of balancing pedagogical responsibilities with the additional demands of providing social and logistical support in emergency contexts. Framed within the job demand-resource model and principles of social pedagogy, the study highlights significant gaps in systemic support for teachers and underscores the need for grassroots policies, customised professional development programmes and enhanced psychosocial care. The findings reveal how the challenges faced by teachers directly impact on their professional well-being, emphasising the importance of a social pedagogical lens in understanding these experiences. The article concludes with practical recommendations, including comparative analyses of similar situations to strengthen teacher preparedness and resilience. By underscoring teachers’ critical role in sustaining education during crises, this research contributes to the broader discourse on education in emergencies and advocates for the integration of teacher well-being and social pedagogy into policy frameworks to achieve the United Nations’ Sustainable Development Goal 4.