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Using interpretive phenomenological analysis of oral history interviews, this study explored poetic experiences of nine US secondary English language arts teachers who participated in a month of online poetry writing during COVID-19. The manuscript explores how poetic relationality created space for these secondary English language arts teachers, mostly in rural school districts, to reflect on their realities during COVID-19. These teachers came to understand themselves not just as teachers but also as poets, an understanding that helped sustain them as they taught in digital contexts, during social distancing and school closures. [ABSTRACT FROM AUTHOR]