How Do Parents and Teachers Perceive Psychological Well-Being and Social Identity in Association With Students’ Emergency E-learning?

Exposure to emergency e-learning has affected the psychological well-being of educational stockholders while also changing the view of people toward the identity of those involved in education. The present qualitative study aimed to investigate how teachers and parents perceived their psychological well-being after the students had to learn through online platforms. Accordingly, 21 participants were interviewed in 3 focus groups. The obtained data were analyzed by means of reflexive thematic analysis (Braun & Clarke, 2006; Braun, Clarke, Hayfield, & Terry, 2019). The results revealed four themes of _psychological impact, teacher realization, digital literacy, _and_ learners’ online behavior_. The findings also reflected the amount of stress and negative impact of the online courses on both teachers’ and parents’ feelings. The current study has some implications for educational policy-makers.