‘Reaching and Teaching’: Understanding the Supercomplexity of Primary Teachers’ Work in an Area of High Social Deprivation During the COVID-19 Pandemic

Abstract This chapter explores the supercomplexity of primary teachers’ work in four northern English schools serving communities of high social deprivation during the COVID-19 pandemic. Based on a multiple case study, it shows how teachers’ safeguarding, pastoral and welfare roles expanded during the pandemic, requiring sustained family engagement amid overlapping social, economic and digital disadvantage and in response to shifting policy guidance. Framed by Barnett’s (2000a) notion of supercomplexity, the analysis identifies five overlapping themes: evolving definitions of vulnerability, mediating learning through homes, the emotional labour of care, rapid pedagogical and organisational adaptation and re-evaluation of educational aims beyond high-stakes accountability. While teachers demonstrated remarkable adaptability; developing hybrid provision, restructuring Early Years pedagogy and prioritising wellbeing, the moral weight of this labour remained largely unrecognised in policy. This chapter argues for teacher education and system design that centre adaptability, relational care and professional judgement, positioning teachers as co-constructors of educational meaning and essential agents in building resilience for future crises.