Teaching in conflict-affected settings during the COVID-19 pandemic in Kenya.

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Some communities experience multiple & overlapping disasters that continue to aggravate an already complicated situation. 

This paper examines the intersections and impact of violent conflict and the COVID-19 health pandemic on teachers and teaching in Kenya. The qualitative case study utilises interview data from 15 practising teachers and 8 teacher-trainees to assess their perceptions and experiences of teaching in crisis- and pandemic-affected settings and the impact on teaching and learning. Teaching in settings of violent conflict is stressful, and COVID-19 further compounded the challenges teachers and learners were already experiencing. The findings show that many practising teachers would either prefer to transfer from conflict-affected regions to more ‘stable settings’, where, like other teachers, they would face the singular challenge caused by the COVID-19 pandemic, or to leave the teaching profession entirely. Teacher-trainees felt that they had more time and better options to choose and secure teaching opportunities in their preferred geographic locations. Keywords: violent conflict, pastoralist communities, teacher retention, teacher well-being

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