Richard G. Shrubb^1,, Lorraine A. Jacques²

The purpose of this study is to research how K-12 teachers are using social media for advice, teaching activities, and support. Researchers reviewed the disaster-response plans of four of America’s largest school districts for background, then after receiving IRB approval and permission from the group administer, researchers reviewed posts from the public Facebook group, “K12 Learning Possibilities in Pandemic Times,” with dates spanning March 14 through April 13, 2020. Posts were hand-copied from the platform and entered into an Excel worksheet, totaling 738 posts. Descriptive coding was then applied to the sharing and requesting posts to identify and assess the topic each post addressed. Conclusions are that K-12 districts could add links to disaster plans providing teachers with social-media encouragement, activities, and strategies that are practical and sustainable during protracted stay-at-home formats. Strategies and protocols for school counselors and related support personnel could also include social media for implementing and receiving peer-to-peer strategies and emotional support. Districts that plan to employ online learning could include social media resources to provide teachers and students in need with peer-to-peer interaction. Also, disaster planning should specify social-media strategies to mitigate the stress-effects of extended isolation.

Facebook, COVID-19, K-12 teacher support, evolutionary mismatch, disaster-response plans, distance education