Strike action works partly because it interrupts normal routines. Yet for many teachers, that time off results in a scramble to get back on track in the classroom and a heavier workload upon returning. Bouncing back from disruptions of any kind can be tough, creating a learning lag that lasts, but what can teachers do about it?
Teachers’ strikes have defined the education sector’s year. After months of stalled negotiations over pay and workload, teachers warned that the workforce was at breaking point. In August, the PPTA walked out of classrooms after a week of bargaining. The Government expressed their disappointment.
“This action is unduly disruptive to student learning, especially those preparing for important assessments and exams. It also places significant pressure on parents and caregivers, who must make alternative arrangements when their children are unable to attend school,” Education Minister Erica Stanford then said.
In October, an estimated 60,000 teachers joined an estimated 50,000 nurses and public sector staff to call on the government to better fund and resource public services in one of the nation’s largest-ever strikes. Unions emphasised that without substantial investment in education, teacher burnout would worsen and staff shortages would continue to rise.
While the scale of disruption depends on the length and timing of a strike, studies on post-pandemic and post-quake teaching show that even brief learning breaks can impact student confidence and progress. The Education Review Office has noted that a predictable routine is crucial for student engagement and that after any interruption, it takes several weeks for attendance, participation and classroom rhythm to stabilise again.
Acknowledging that recovery takes time really matters. The reset won’t happen overnight and both students and staff need space to reset. Although catching up with an intense week or two of learning might be tempting, re-establishing a routine should be gradual and consistent. Student performance may fluctuate in the weeks following a strike, and assessments may need to be adjusted to reflect this.
Supporting emotional wellbeing is just as important as getting back on academic track. Post-COVID research from the Ministry of Education found that students who could reflect on and name their experiences re-engaged more quickly and showed greater resilience. This means it might be worthwhile to encourage open, empathetic conversations about how the strike period or other disruptions affected students, their routines, families and sense of stability. Whether or not those conversations can happen will depend on each school’s culture and comfort level. Still, it’s a real-world experience that everyone can learn from.
Strong communication with families can make the transition smoother. Keeping parents informed about classroom priorities and progress helps them support routines at home. Encouraging dialogue also reveals where students might be struggling, academically or emotionally. Parents and caregivers have likely faced their own challenges during the strike.
In the classroom, focus on engagement and momentum. Prioritise must-have learning outcomes first before revisiting other lessons that may have been missed, and take the time you do have to count through hands-on projects, discussions and active learning. NZCER studies show that interactive learning after disruptions not only boosts motivation but also helps rebuild the sense of belonging core to academic achievement.
Recovery is a team effort, and no teacher should feel they have to carry it alone. Do lean on your school’s support network, such as counsellors, wellbeing coordinators, and learning support staff, particularly for those finding the transition hard. Participating in industrial action is a complex and personal decision that ultimately shows care for both the career and the long-term learning conditions of students. There’s no shame in standing up for that.
