“It Also Opened My Eyes to a Lot of Things”: Kindergarten Teachers and Social Workers Reflect on the Impact of the Twin Pandemics on Educational Equity in an Immigrant Community

The twin pandemics of COVID-19 and persistent racial injustices exposed new inequities and illuminated existing systemic injustices that affect Latine and Chinese students’ learning opportunities. This qualitative study explores how 14 kindergarten teachers from five U.S. elementary schools) attended to, interpreted, and formulated responses to educational equity influences. Findings revealed that remote learning enhanced teachers’ awareness of students’ and families’ lived experiences. Kindergarten teachers identified supports essential to addressing systemic barriers, such as access to technology and culturally responsive practices, across home, school, and community settings, highlighting the need for equity-driven strategies to bolster educational opportunities.