The impact of COVID restrictions on inclusion and belonging in classroom communities ft. Gemma Porter

Gemma Porter (PhD) is a High School Humanities teacher (Indigenous Studies, History, English Language Arts) in Lloydminster, Alberta/Saskatchewan.

Gemma’s article in Our Schools/Our Selves, “Inclusion interrupted? The impact of COVID restrictions on inclusion and belonging in classroom communities” shines a bright light on the ways in which online learning has hindered educators and school support staff from maintaining the quality of relationships so necessary to our vision for inclusive education.

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