The impact of the Covid-19 school closures on children and young people has been significant, with research suggesting that it has disproportionately negatively affected students from areas of socio-economic disadvantage. With the move to remote schooling, the focus on ensuring classes continued to ‘cover the curriculum’ left little space for considering how students were engaging with learning, or the factors that influenced their engagement. This paper aims to examine the extent to which student-teacher relationships, and modes of online teaching and learning, impacted on student engagement during Covid-19 school closures in Irish second-level schools. Using data from two research studies, this paper provides insights into the teacher experience of school closures and a more focused view of the experiences of second-level students attending schools in areas of socio-economic disadvantage. The findings highlight two things: firstly, that meaningful connection between teachers and students matters for student engagement in remote learning, particularly for students at risk of educational disadvantage. Secondly, where teachers use innovative teaching and learning methods and encourage the development of students’ key skills there is increased student engagement. This paper acts as a timely reminder of the importance of relationships in student engagement especially during periods of crisis.

Covid-19 学校停课对儿童和年轻人的影响是巨大的，研究表明，它对来自社会经济劣势地区的学生产生了不成比例的负面影响。随着向远程教育的转变，重点是确保课程继续“涵盖课程”，几乎没有空间考虑学生如何参与学习，或影响他们参与的因素。本文旨在研究在爱尔兰二级学校 Covid-19 学校停课期间，师生关系以及在线教学和学习模式对学生参与度的影响。使用来自两项研究的数据，本文提供了对学校停课教师经历的见解，并更集中地看待在社会经济劣势地区上学的二年级学生的经历。研究结果强调了两件事：首先，师生之间有意义的联系对学生参与远程学习很重要，特别是对于处于教育劣势风险的学生。其次，当教师使用创新的教学方法并鼓励学生发展关键技能时，学生的参与度就会提高。本文及时提醒了学生参与中关系的重要性，尤其是在危机时期。师生之间有意义的联系对于学生参与远程学习很重要，特别是对于处于教育劣势风险的学生。其次，当教师使用创新的教学方法并鼓励学生发展关键技能时，学生的参与度就会提高。本文及时提醒了学生参与中关系的重要性，尤其是在危机时期。师生之间有意义的联系对于学生参与远程学习很重要，特别是对于处于教育劣势风险的学生。其次，当教师使用创新的教学方法并鼓励学生发展关键技能时，学生的参与度就会提高。本文及时提醒了学生参与中关系的重要性，尤其是在危机时期。