This essay aims to answer questions about teachers’ experiences of the phenomenon with Covid19 pandemic and its consequences for students’ ability to participate in and assimilate education through distance education during the times of school closing spring 2020 and forth. The essay focuses on examining the situation especially for students with any kind of special needs. Data was gathered through individual interviews with eight teachers who teach at upper secondary level in a small town somewhere in Sweden. All the informants were handpicked for reasons of a well-known reputation of being skilled and experienced teachers. The interviews were carried out in March and April or 2022. The central themes of concern identified among the teachers were: “How can we fulfill our task and make sure the students learn what they are supposed to learn?” , “How can we make sure that students’ work at all?”, “How can we maintain a social context where everyone is comfortable enough to participate and feel included?”. The essential aspects that were distinguished were: make sure to have regular meetings in Microsoft Teams; to modify their teaching material and their teaching methods in order to suit online education. The teachers also had a strong wish to try to maintain the same quality of education as in normal conditions and found that it was essential to make themselves available to a higher extent than what is the case during normal conditions. Students could reach them through chat messages on evenings and weekends and outside office hours. Finally, it was essential for the teachers to find measures and technical solutions to accomplish all of the above, although the solutions differed somewhat due to the teachers’ different teaching situations and student groups. One interesting find mentioned by some of the teachers was that students with special needs to a great extent were compensated for their difficulties with managing on their own through frequent and close contact one-to one with their teachers. Some of the teachers also noticed that students that normally do not have any difficulties, ran in to problems with stress and were lacking the ability to limit their working hours and assignments.