Sweden was one of the few countries that did not close down their schools during

the Covid-19 pandemic. Different hybrid teaching methods were adopted, some of

which are here to stay. This qualitative study explores the challenges that Swedish

mathematics teachers had transitioning from face-to-face to hybrid teaching and the

coping strategies that they adopted to reduce the effect of these challenges on their

practices, well-being and students’ learning experiences. The results from the study

were gathered from some 51 primary and secondary mathematics teachers in Stockholm

using a semi-structured questionnaire. The data were analysed with cognisance

of Lazarus and Folkman’s coping theory and Simonson’s equivalence theory. The

results revealed that hybrid teaching had some negative impact on teaching quality,

student achievement, student health, teacher workload, and teacher-student dialogue,

which underpins the Swedish school curriculum. This lack of dialogue and highquality

interaction undermines the equivalency theory principle, which suggests that

the format of instruction should not influence the quality of students’ learning experiences.

Also, the results revealed that majority of the teachers ascribed positively to

problem-based coping strategies as compared to the emotion-based coping strategy

as they worked hard to provide students with good learning opportunities.