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

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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Stephen Hurley

Chief Catalyst voicEd Radio Canada

Stephen Hurley has spent nearly 40 years as an educator. He has experience as a classroom teacher, a curriculum consultant, a teacher educator and a policy observer. As the founder and chief catalyst at voicEd Radio, Hurley is passionate about nurturing stronger relationships between education research, practice and policy.