SUPPORTING DISADVANTAGED AND VULNERABLE STUDENTS DURING EMERGENCY REMOTE TEACHING: EDUCATION STAKEHOLDERS’ ACTIONS TOWARDS EQUITY AND IMPLICATIONS FOR THE FUTURE

The COVID-19 pandemic came as a catalyst, altering the everyday life of people worldwide. The shift to Emergency Remote Teaching (ERT) during the pandemic exposed and exacerbated existing educational inequalities, disproportionately affecting disadvantaged and vulnerable students. These students encountered various obstacles to participating in ERT, and despite targeted interventions and support from schools, NGOs and government agencies, a large proportion of these students remained disengaged due to systemic shortcomings and the absence of a holistic, inclusive strategy. This paper summarizes empirical findings from 39 school counselors, 129 school principals and 221 primary school teachers in Greece, to highlight the structural limitations of current educational systems in responding to crises, and proposes a set of actionable recommendations. These include ensuring universal access to technology and internet connectivity, enhancing digital skills training, providing tailored support for linguistic and learning needs, strengthening psychosocial support systems, and fostering collaboration between schools and homes. The findings emphasize the necessity of multidimensional, equity-driven policies and crisis preparedness plans in order to ensure inclusive and effective distance education in future emergencies.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0188/a.php" alt="Hit counter" /></p>