The Covid-19 pandemic was a transformative period for Sweden's upper secondary schools. During a period in social studies, teachers have not been allowed to talk about or reflect on these experiences. As future social studies teachers, we saw a need to investigate this issue. How a complex and vital subject like social studies, which is supposed to form democratic citizens, was affected by all the social changes that covid-19 contributed to in society. Therefore, we aimed to investigate how social studies teachers experienced the covid-19 pandemic, how their professional role, the relationship with the students, and the social studies subject was affected. We have used a qualitative methodological approach through a narrative interview method to interview social studies teachers at upper secondary schools in southern Sweden. The empirical work was analyzed using Pierre Bourdieu's capital- and field theory and Basil Bernstein's concepts of classification and framing. The study results show that social studies teachers' professional roles and relationships with students changed during the covid-19 pandemic. The teachers lost confidence, control and questioned their professional choice when the interaction between teachers and students deteriorated during distance learning. Consequently, the professional role changed, and the teachers have become more caring actors for the students. Social studies teaching was overcrowded and challenged by the social changes brought about by the covid-19 pandemic. The relevance of the social studies subject was strengthened and gained greater importance in a society in crisis. The school has returned to old habits as before the pandemic, and school organizations have yet to take advantage of the social studies teachers' experiences during the covid-19 pandemic.