The global onset of the crisis, such as the COVID-19 pandemic, exacerbated preexisting
challenges within educational systems, highlighting substantial barriers to implementing inclusive education. Crises such as pandemics, natural disasters, and socio-political upheavals often disrupt educational processes, disproportionately affecting marginalised groups and those from low-income backgrounds. As educational institutions abruptly transitioned to online modalities, multiple logistical and emotional obstacles emerged. Furthermore, the mental health of both students and educators suffered due to heightened stress and anxiety, further complicating learning outcomes. This study explored these multifaceted complexities, providing an in-depth analysis of the lived experiences of Grade 10 English language teachers in Johannesburg, South
Africa, during the COVID-19 pandemic. It focused on teachers’ challenges in South Africa, where the educational landscape is divided into quintiles representing different socio-economic contexts. Through qualitative semi-structured interviews and thematic analysis, this research identified critical issues such as connectivity issues, inadequate access to technology and other educational resources; lack of proper educator training and increased workloads; unsupportive parenting, absenteeism and dealing with pregnant learners. It also proposes strategic recommendations to enhance the efficacy of inclusive education in crisis conditions, emphasising the importance of governmental support in providing ICT resources, incentivising parental involvement, revising teacher training curricula to include crisis management, and developing robust infrastructure in
under-resourced schools to bridge the educational inequality gap. 

Keywords: COVID-19 Pandemic, Crises, Educational Disruption, Inclusive Education, Teachers’

Experience