Purpose: Framed within the bioecological model, this autoethnographic case study explores the author's experiences as a working mother of two children with disability prior to, during and after emerging from compulsory remote learning arrangements in Victoria, Australia due to the COVID-19 pandemic. The purpose of this paper is to address this issue. The intention of this paper is to share the author's experiences. Design/methodology/approach: Bronfenbrenner's bioecological model was overlaid on the author's experiences to explore direct and indirect impacts on her agency, educational priorities and personal values through each level of the model. Findings: This research presents a new perspective for examining how the global COVID-19 pandemic has disrupted the equilibrium typically experienced by individuals across the education system. Originality/value: This research presents a new perspective for examining how the global COVID-19 pandemic has disrupted the equilibrium typically experienced by individuals across the education system.