my first day in school after covid 19 essay

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Essay on My First Day in School: Sample in 100, 200, 350 Words

• Updated on  
• Jan 23, 2024

Essay on My First Day in School: The first day of school is often considered an important day in every child’s life. It is a time of a mix of emotions, like nervousness, excitement, homesickness, feelings of shyness, and likewise. But did you know these feelings are responsible for making our day memorable?

As children, we all are like a blank canvas, easily dyed into any colour. Our first day in school is like a new world to us. As a child, we all have experienced those feelings. So, to make you feel nostalgic and refresh those special feelings, we have brought some samples of essay on my first day in school.

Quick Read: Essay on Best Friend

Table of Contents

• 1 Essay on My First Day in School in 100 words
• 2 Essay on My First Day in School Sample in 200 Words
• 3 Essay on My First Day in Day in School in 350 Words
• 4 FAQs 

Essay on My First Day in School in 100 words

It was a cloudy day when I took my first step into the compound of my school. I was carrying a new backpack that was filled with notebooks. Though the backpack was a bit heavy, instead of focusing on the weight, I was excited about the beginning of my journey on my first day in school.

My classroom was at the end of the corridor. As I entered my classroom, my class teacher introduced me to the class and made me feel welcome. Activities like reading, solving problems in groups, and sharing our lunch boxes slowly and steadily transformed the new student with a sense of belonging.

The whole day progressed with mixed excitement as well as emotions. As the bell rang, declaring the end of the school day, the school felt like a world of possibilities where the journey was more than textbooks.

To improve your essay writing skills, here are the top 200+ English Essay Topics for school students.

Essay on My First Day in School Sample in 200 Words

It was a sunny day and the sun was shining brightly. With my new and attractive backpack, I was moving through the school gate. It was my first day in school and I was filled with nervousness and excitement. From the tower of the building to the playground everything was bigger than life. As a school student, I was about to enter a new world. 

The corridor was filled with the echo of students. As I entered the classroom, wearing a mix of curiosity and excitement, my classmates and class teacher welcomed me with a warm smile. After a round of introductions and some warm-up activities, strangers gradually started tuning into potential friends. At lunchtime, the cafeteria was filled with the smell of delicious food. However, I hesitated before joining the group of students but soon enough, I was laughing with my new friends and sharing stories. The unfamiliar were now my friends and transformed my mixed emotions into delightfulness. 

The bell rang for the next class and I stepped out for new learning in my new academic home. My first day of school had many memorable stories, with old subjects and new introductions of knowledge. The day was spent learning, sharing and making new memories. 

Also Read: Essay on Joint Family in 500+ words in English  

Essay on My First Day in Day in School in 350 Words

My first day in school started by stepping onto the school bus with a bag full of books and a heart full of curiosity. It was like I was starting a new chapter in my life. After travelling a long way back, I stepped at the gate of my school. The school gate welcomed me with open arms and greeted me with a sense of excitement as well as nervousness.

As I entered the classroom, I found many new faces. Arranging my stuff on the seat, I sat next to an unknown, who later on turned into the best friend of my life. I entered my class with a welcoming smile, and later on, I turned everything in with ease. During our lunchtime, the cafeteria was filled with the energy of students. 

At first, I hesitated to interact with the children, but later on, I was a part of a group that invited me to join the table. At lunchtime, I made many new friends and was no longer a stranger. After having delicious food and chit-chatting with friends, we get back to our respective classrooms. Different subjects such as mathematics, science, and English never left the same impact as they did on the first day of school. 

The teacher taught the lessons so interestingly that we learned the chapter with a mix of laughter and learning. At the end of the day, we all went straight to the playground and enjoyed the swings. Moreover, in the playground, I also met many faces who were new to the school and had their first day in school, like me.

While returning home, I realised that my first day was not just about learning new subjects; it was about making new friends, sailing into new vibrant classrooms, and settling myself as a new student. The morning, which was full of uncertainty at the end of the day, came to an end with exciting adventures and endless possibilities. With new experiences, I look forward to new academic and personal growth in the wonderful world of education.

Also Read: How to Prepare for UPSC in 6 Months?

Also Read: Trees Are Our Best Friend Essay

My first day of school was filled with mixed feelings. I was nervous, homesick, and excited on the first day at my school.

While writing about the first day of school, I share my experience of beginning my journey from home. What were my feelings, emotions, and excitement related to the first day of school, and how did I deal with a whole day among the unknown faces, these were some of the things I wrote in my first day of school experience essay. 

The first day of school is important because, as a new student, we manage everything new. The practice of managing everything is the first step towards self-responsibility.

Along with studying my favourite subjects, I share fun moments and delicious foods with my friends in school. 

Parents are filled with emotions on the first day of their child. As school is the place to gain knowledge, skills, and experience, parents try their best to give their children the best academics they can.

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Deepika Joshi

Deepika Joshi is an experienced content writer with educational and informative content expertise. She has hands-on experience in Education, Study Abroad and EdTech SaaS. Her strengths lie in conducting thorough research and analysis to provide accurate and up-to-date information to readers. She enjoys staying updated on new skills and knowledge, particularly in the education domain. In her free time, she loves to read articles, and blogs related to her field to expand her expertise further. In her personal life, she loves creative writing and aspires to connect with innovative people who have fresh ideas to offer.

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Coronavirus: My Experience During the Pandemic

Anastasiya Kandratsenka George Washington High School, Class of 2021

At this point in time there shouldn't be a single person who doesn't know about the coronavirus, or as they call it, COVID-19. The coronavirus is a virus that originated in China, reached the U.S. and eventually spread all over the world by January of 2020. The common symptoms of the virus include shortness of breath, chills, sore throat, headache, loss of taste and smell, runny nose, vomiting and nausea. As it has been established, it might take up to 14 days for the symptoms to show. On top of that, the virus is also highly contagious putting all age groups at risk. The elderly and individuals with chronic diseases such as pneumonia or heart disease are in the top risk as the virus attacks the immune system. 

The virus first appeared on the news and media platforms in the month of January of this year. The United States and many other countries all over the globe saw no reason to panic as it seemed that the virus presented no possible threat. Throughout the next upcoming months, the virus began to spread very quickly, alerting health officials not only in the U.S., but all over the world. As people started digging into the origin of the virus, it became clear that it originated in China. Based on everything scientists have looked at, the virus came from a bat that later infected other animals, making it way to humans. As it goes for the United States, the numbers started rising quickly, resulting in the cancellation of sports events, concerts, large gatherings and then later on schools. 

As it goes personally for me, my school was shut down on March 13th. The original plan was to put us on a two weeks leave, returning on March 30th but, as the virus spread rapidly and things began escalating out of control very quickly, President Trump announced a state of emergency and the whole country was put on quarantine until April 30th. At that point, schools were officially shut down for the rest of the school year. Distanced learning was introduced, online classes were established, a new norm was put in place. As for the School District of Philadelphia distanced learning and online classes began on May 4th. From that point on I would have classes four times a week, from 8AM till 3PM. Virtual learning was something that I never had to experience and encounter before. It was all new and different for me, just as it was for millions of students all over the United States. We were forced to transfer from physically attending school, interacting with our peers and teachers, participating in fun school events and just being in a classroom setting, to just looking at each other through a computer screen in a number of days. That is something that we all could have never seen coming, it was all so sudden and new. 

My experience with distanced learning was not very great. I get distracted very easily and   find it hard to concentrate, especially when it comes to school. In a classroom I was able to give my full attention to what was being taught, I was all there. However, when we had the online classes, I could not focus and listen to what my teachers were trying to get across. I got distracted very easily, missing out on important information that was being presented. My entire family which consists of five members, were all home during the quarantine. I have two little siblings who are very loud and demanding, so I’m sure it can be imagined how hard it was for me to concentrate on school and do what was asked of me when I had these two running around the house. On top of school, I also had to find a job and work 35 hours a week to support my family during the pandemic. My mother lost her job for the time being and my father was only able to work from home. As we have a big family, the income of my father was not enough. I made it my duty to help out and support our family as much as I could: I got a job at a local supermarket and worked there as a cashier for over two months. 

While I worked at the supermarket, I was exposed to dozens of people every day and with all the protection that was implemented to protect the customers and the workers, I was lucky enough to not get the virus. As I say that, my grandparents who do not even live in the U.S. were not so lucky. They got the virus and spent over a month isolated, in a hospital bed, with no one by their side. Our only way of communicating was through the phone and if lucky, we got to talk once a week. Speaking for my family, that was the worst and scariest part of the whole situation. Luckily for us, they were both able to recover completely. 

As the pandemic is somewhat under control, the spread of the virus has slowed down. We’re now living in the new norm. We no longer view things the same, the way we did before. Large gatherings and activities that require large groups to come together are now unimaginable! Distanced learning is what we know, not to mention the importance of social distancing and having to wear masks anywhere and everywhere we go. This is the new norm now and who knows when and if ever we’ll be able go back to what we knew before. This whole experience has made me realize that we, as humans, tend to take things for granted and don’t value what we have until it is taken away from us. 

Articles in this Volume

[tid]: dedication, [tid]: new tools for a new house: transformations for justice and peace in and beyond covid-19, [tid]: black lives matter, intersectionality, and lgbtq rights now, [tid]: the voice of asian american youth: what goes untold, [tid]: beyond words: reimagining education through art and activism, [tid]: voice(s) of a black man, [tid]: embodied learning and community resilience, [tid]: re-imagining professional learning in a time of social isolation: storytelling as a tool for healing and professional growth, [tid]: reckoning: what does it mean to look forward and back together as critical educators, [tid]: leader to leaders: an indigenous school leader’s advice through storytelling about grief and covid-19, [tid]: finding hope, healing and liberation beyond covid-19 within a context of captivity and carcerality, [tid]: flux leadership: leading for justice and peace in & beyond covid-19, [tid]: flux leadership: insights from the (virtual) field, [tid]: hard pivot: compulsory crisis leadership emerges from a space of doubt, [tid]: and how are the children, [tid]: real talk: teaching and leading while bipoc, [tid]: systems of emotional support for educators in crisis, [tid]: listening leadership: the student voices project, [tid]: global engagement, perspective-sharing, & future-seeing in & beyond a global crisis, [tid]: teaching and leadership during covid-19: lessons from lived experiences, [tid]: crisis leadership in independent schools - styles & literacies, [tid]: rituals, routines and relationships: high school athletes and coaches in flux, [tid]: superintendent back-to-school welcome 2020, [tid]: mitigating summer learning loss in philadelphia during covid-19: humble attempts from the field, [tid]: untitled, [tid]: the revolution will not be on linkedin: student activism and neoliberalism, [tid]: why radical self-care cannot wait: strategies for black women leaders now, [tid]: from emergency response to critical transformation: online learning in a time of flux, [tid]: illness methodology for and beyond the covid era, [tid]: surviving black girl magic, the work, and the dissertation, [tid]: cancelled: the old student experience, [tid]: lessons from liberia: integrating theatre for development and youth development in uncertain times, [tid]: designing a more accessible future: learning from covid-19, [tid]: the construct of standards-based education, [tid]: teachers leading teachers to prepare for back to school during covid, [tid]: using empathy to cross the sea of humanity, [tid]: (un)doing college, community, and relationships in the time of coronavirus, [tid]: have we learned nothing, [tid]: choosing growth amidst chaos, [tid]: living freire in pandemic….participatory action research and democratizing knowledge at knowledgedemocracy.org, [tid]: philly students speak: voices of learning in pandemics, [tid]: the power of will: a letter to my descendant, [tid]: photo essays with students, [tid]: unity during a global pandemic: how the fight for racial justice made us unite against two diseases, [tid]: educational changes caused by the pandemic and other related social issues, [tid]: online learning during difficult times, [tid]: fighting crisis: a student perspective, [tid]: the destruction of soil rooted with culture, [tid]: a demand for change, [tid]: education through experience in and beyond the pandemics, [tid]: the pandemic diaries, [tid]: all for one and 4 for $4, [tid]: tiktok activism, [tid]: why digital learning may be the best option for next year, [tid]: my 2020 teen experience, [tid]: living between two pandemics, [tid]: journaling during isolation: the gold standard of coronavirus, [tid]: sailing through uncertainty, [tid]: what i wish my teachers knew, [tid]: youthing in pandemic while black, [tid]: the pain inflicted by indifference, [tid]: education during the pandemic, [tid]: the good, the bad, and the year 2020, [tid]: racism fueled pandemic, [tid]: coronavirus: my experience during the pandemic, [tid]: the desensitization of a doomed generation, [tid]: a philadelphia war-zone, [tid]: the attack of the covid monster, [tid]: back-to-school: covid-19 edition, [tid]: the unexpected war, [tid]: learning outside of the classroom, [tid]: why we should learn about college financial aid in school: a student perspective, [tid]: flying the plane as we go: building the future through a haze, [tid]: my covid experience in the age of technology, [tid]: we, i, and they, [tid]: learning your a, b, cs during a pandemic, [tid]: quarantine: a musical, [tid]: what it’s like being a high school student in 2020, [tid]: everything happens for a reason, [tid]: blacks live matter – a sobering and empowering reality among my peers, [tid]: the mental health of a junior during covid-19 outbreaks, [tid]: a year of change, [tid]: covid-19 and school, [tid]: the virtues and vices of virtual learning, [tid]: college decisions and the year 2020: a virtual rollercoaster, [tid]: quarantine thoughts, [tid]: quarantine through generation z, [tid]: attending online school during a pandemic.

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Copyright 2024 The University of Pennsylvania Graduate School of Education's Online Urban Education Journal

Writing about COVID-19 in a college admission essay

by: Venkates Swaminathan | Updated: September 14, 2020

Print article

For students applying to college using the CommonApp, there are several different places where students and counselors can address the pandemic’s impact. The different sections have differing goals. You must understand how to use each section for its appropriate use.

The CommonApp COVID-19 question

First, the CommonApp this year has an additional question specifically about COVID-19 :

Community disruptions such as COVID-19 and natural disasters can have deep and long-lasting impacts. If you need it, this space is yours to describe those impacts. Colleges care about the effects on your health and well-being, safety, family circumstances, future plans, and education, including access to reliable technology and quiet study spaces. Please use this space to describe how these events have impacted you.

This question seeks to understand the adversity that students may have had to face due to the pandemic, the move to online education, or the shelter-in-place rules. You don’t have to answer this question if the impact on you wasn’t particularly severe. Some examples of things students should discuss include:

• The student or a family member had COVID-19 or suffered other illnesses due to confinement during the pandemic.
• The candidate had to deal with personal or family issues, such as abusive living situations or other safety concerns
• The student suffered from a lack of internet access and other online learning challenges.
• Students who dealt with problems registering for or taking standardized tests and AP exams.

Jeff Schiffman of the Tulane University admissions office has a blog about this section. He recommends students ask themselves several questions as they go about answering this section:

• Are my experiences different from others’?
• Are there noticeable changes on my transcript?
• Am I aware of my privilege?
• Am I specific? Am I explaining rather than complaining?
• Is this information being included elsewhere on my application?

If you do answer this section, be brief and to-the-point.

Counselor recommendations and school profiles

Second, counselors will, in their counselor forms and school profiles on the CommonApp, address how the school handled the pandemic and how it might have affected students, specifically as it relates to:

• Grading scales and policies
• Graduation requirements
• Instructional methods
• Schedules and course offerings
• Testing requirements
• Your academic calendar
• Other extenuating circumstances

Students don’t have to mention these matters in their application unless something unusual happened.

Writing about COVID-19 in your main essay

Write about your experiences during the pandemic in your main college essay if your experience is personal, relevant, and the most important thing to discuss in your college admission essay. That you had to stay home and study online isn’t sufficient, as millions of other students faced the same situation. But sometimes, it can be appropriate and helpful to write about something related to the pandemic in your essay. For example:

• One student developed a website for a local comic book store. The store might not have survived without the ability for people to order comic books online. The student had a long-standing relationship with the store, and it was an institution that created a community for students who otherwise felt left out.
• One student started a YouTube channel to help other students with academic subjects he was very familiar with and began tutoring others.
• Some students used their extra time that was the result of the stay-at-home orders to take online courses pursuing topics they are genuinely interested in or developing new interests, like a foreign language or music.

Experiences like this can be good topics for the CommonApp essay as long as they reflect something genuinely important about the student. For many students whose lives have been shaped by this pandemic, it can be a critical part of their college application.

Want more? Read 6 ways to improve a college essay , What the &%$! should I write about in my college essay , and Just how important is a college admissions essay? .

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How to Write About the Impact of the Coronavirus in a College Essay

The global impact of COVID-19, the disease caused by the novel coronavirus, means colleges and prospective students alike are in for an admissions cycle like no other. Both face unprecedented challenges and questions as they grapple with their respective futures amid the ongoing fallout of the pandemic.

Colleges must examine applicants without the aid of standardized test scores for many -- a factor that prompted many schools to go test-optional for now . Even grades, a significant component of a college application, may be hard to interpret with some high schools adopting pass-fail classes last spring due to the pandemic. Major college admissions factors are suddenly skewed.

"I can't help but think other (admissions) factors are going to matter more," says Ethan Sawyer, founder of the College Essay Guy, a website that offers free and paid essay-writing resources.

College essays and letters of recommendation , Sawyer says, are likely to carry more weight than ever in this admissions cycle. And many essays will likely focus on how the pandemic shaped students' lives throughout an often tumultuous 2020.

[ Read: How to Write a College Essay. ]

But before writing a college essay focused on the coronavirus, students should explore whether it's the best topic for them.

Writing About COVID-19 for a College Application

Much of daily life has been colored by the coronavirus. Virtual learning is the norm at many colleges and high schools, many extracurriculars have vanished and social lives have stalled for students complying with measures to stop the spread of COVID-19.

"For some young people, the pandemic took away what they envisioned as their senior year," says Robert Alexander, dean of admissions, financial aid and enrollment management at the University of Rochester in New York. "Maybe that's a spot on a varsity athletic team or the lead role in the fall play. And it's OK for them to mourn what should have been and what they feel like they lost, but more important is how are they making the most of the opportunities they do have?"

That question, Alexander says, is what colleges want answered if students choose to address COVID-19 in their college essay.

But the question of whether a student should write about the coronavirus is tricky. The answer depends largely on the student.

"In general, I don't think students should write about COVID-19 in their main personal statement for their application," Robin Miller, master college admissions counselor at IvyWise, a college counseling company, wrote in an email.

"Certainly, there may be exceptions to this based on a student's individual experience, but since the personal essay is the main place in the application where the student can really allow their voice to be heard and share insight into who they are as an individual, there are likely many other topics they can choose to write about that are more distinctive and unique than COVID-19," Miller says.

[ Read: What Colleges Look for: 6 Ways to Stand Out. ]

Opinions among admissions experts vary on whether to write about the likely popular topic of the pandemic.

"If your essay communicates something positive, unique, and compelling about you in an interesting and eloquent way, go for it," Carolyn Pippen, principal college admissions counselor at IvyWise, wrote in an email. She adds that students shouldn't be dissuaded from writing about a topic merely because it's common, noting that "topics are bound to repeat, no matter how hard we try to avoid it."

Above all, she urges honesty.

"If your experience within the context of the pandemic has been truly unique, then write about that experience, and the standing out will take care of itself," Pippen says. "If your experience has been generally the same as most other students in your context, then trying to find a unique angle can easily cross the line into exploiting a tragedy, or at least appearing as though you have."

But focusing entirely on the pandemic can limit a student to a single story and narrow who they are in an application, Sawyer says. "There are so many wonderful possibilities for what you can say about yourself outside of your experience within the pandemic."

He notes that passions, strengths, career interests and personal identity are among the multitude of essay topic options available to applicants and encourages them to probe their values to help determine the topic that matters most to them -- and write about it.

That doesn't mean the pandemic experience has to be ignored if applicants feel the need to write about it.

Writing About Coronavirus in Main and Supplemental Essays

Students can choose to write a full-length college essay on the coronavirus or summarize their experience in a shorter form.

To help students explain how the pandemic affected them, The Common App has added an optional section to address this topic. Applicants have 250 words to describe their pandemic experience and the personal and academic impact of COVID-19.

[ Read: The Common App: Everything You Need to Know. ]

"That's not a trick question, and there's no right or wrong answer," Alexander says. Colleges want to know, he adds, how students navigated the pandemic, how they prioritized their time, what responsibilities they took on and what they learned along the way.

If students can distill all of the above information into 250 words, there's likely no need to write about it in a full-length college essay, experts say. And applicants whose lives were not heavily altered by the pandemic may even choose to skip the optional COVID-19 question.

"This space is best used to discuss hardship and/or significant challenges that the student and/or the student's family experienced as a result of COVID-19 and how they have responded to those difficulties," Miller notes. Using the section to acknowledge a lack of impact, she adds, "could be perceived as trite and lacking insight, despite the good intentions of the applicant."

To guard against this lack of awareness, Sawyer encourages students to tap someone they trust to review their writing , whether it's the 250-word Common App response or the full-length essay.

Experts tend to agree that the short-form approach to this as an essay topic works better, but there are exceptions. And if a student does have a coronavirus story that he or she feels must be told, Alexander encourages the writer to be authentic in the essay.

"My advice for an essay about COVID-19 is the same as my advice about an essay for any topic -- and that is, don't write what you think we want to read or hear," Alexander says. "Write what really changed you and that story that now is yours and yours alone to tell."

Sawyer urges students to ask themselves, "What's the sentence that only I can write?" He also encourages students to remember that the pandemic is only a chapter of their lives and not the whole book.

Miller, who cautions against writing a full-length essay on the coronavirus, says that if students choose to do so they should have a conversation with their high school counselor about whether that's the right move. And if students choose to proceed with COVID-19 as a topic, she says they need to be clear, detailed and insightful about what they learned and how they adapted along the way.

"Approaching the essay in this manner will provide important balance while demonstrating personal growth and vulnerability," Miller says.

Pippen encourages students to remember that they are in an unprecedented time for college admissions.

"It is important to keep in mind with all of these (admission) factors that no colleges have ever had to consider them this way in the selection process, if at all," Pippen says. "They have had very little time to calibrate their evaluations of different application components within their offices, let alone across institutions. This means that colleges will all be handling the admissions process a little bit differently, and their approaches may even evolve over the course of the admissions cycle."

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I Thought We’d Learned Nothing From the Pandemic. I Wasn’t Seeing the Full Picture

M y first home had a back door that opened to a concrete patio with a giant crack down the middle. When my sister and I played, I made sure to stay on the same side of the divide as her, just in case. The 1988 film The Land Before Time was one of the first movies I ever saw, and the image of the earth splintering into pieces planted its roots in my brain. I believed that, even in my own backyard, I could easily become the tiny Triceratops separated from her family, on the other side of the chasm, as everything crumbled into chaos.

Some 30 years later, I marvel at the eerie, unexpected ways that cartoonish nightmare came to life – not just for me and my family, but for all of us. The landscape was already covered in fissures well before COVID-19 made its way across the planet, but the pandemic applied pressure, and the cracks broke wide open, separating us from each other physically and ideologically. Under the weight of the crisis, we scattered and landed on such different patches of earth we could barely see each other’s faces, even when we squinted. We disagreed viciously with each other, about how to respond, but also about what was true.

Recently, someone asked me if we’ve learned anything from the pandemic, and my first thought was a flat no. Nothing. There was a time when I thought it would be the very thing to draw us together and catapult us – as a capital “S” Society – into a kinder future. It’s surreal to remember those early days when people rallied together, sewing masks for health care workers during critical shortages and gathering on balconies in cities from Dallas to New York City to clap and sing songs like “Yellow Submarine.” It felt like a giant lightning bolt shot across the sky, and for one breath, we all saw something that had been hidden in the dark – the inherent vulnerability in being human or maybe our inescapable connectedness .

More from TIME

Read More: The Family Time the Pandemic Stole

But it turns out, it was just a flash. The goodwill vanished as quickly as it appeared. A couple of years later, people feel lied to, abandoned, and all on their own. I’ve felt my own curiosity shrinking, my willingness to reach out waning , my ability to keep my hands open dwindling. I look out across the landscape and see selfishness and rage, burnt earth and so many dead bodies. Game over. We lost. And if we’ve already lost, why try?

Still, the question kept nagging me. I wondered, am I seeing the full picture? What happens when we focus not on the collective society but at one face, one story at a time? I’m not asking for a bow to minimize the suffering – a pretty flourish to put on top and make the whole thing “worth it.” Yuck. That’s not what we need. But I wondered about deep, quiet growth. The kind we feel in our bodies, relationships, homes, places of work, neighborhoods.

Like a walkie-talkie message sent to my allies on the ground, I posted a call on my Instagram. What do you see? What do you hear? What feels possible? Is there life out here? Sprouting up among the rubble? I heard human voices calling back – reports of life, personal and specific. I heard one story at a time – stories of grief and distrust, fury and disappointment. Also gratitude. Discovery. Determination.

Among the most prevalent were the stories of self-revelation. Almost as if machines were given the chance to live as humans, people described blossoming into fuller selves. They listened to their bodies’ cues, recognized their desires and comforts, tuned into their gut instincts, and honored the intuition they hadn’t realized belonged to them. Alex, a writer and fellow disabled parent, found the freedom to explore a fuller version of herself in the privacy the pandemic provided. “The way I dress, the way I love, and the way I carry myself have both shrunk and expanded,” she shared. “I don’t love myself very well with an audience.” Without the daily ritual of trying to pass as “normal” in public, Tamar, a queer mom in the Netherlands, realized she’s autistic. “I think the pandemic helped me to recognize the mask,” she wrote. “Not that unmasking is easy now. But at least I know it’s there.” In a time of widespread suffering that none of us could solve on our own, many tended to our internal wounds and misalignments, large and small, and found clarity.

Read More: A Tool for Staying Grounded in This Era of Constant Uncertainty

I wonder if this flourishing of self-awareness is at least partially responsible for the life alterations people pursued. The pandemic broke open our personal notions of work and pushed us to reevaluate things like time and money. Lucy, a disabled writer in the U.K., made the hard decision to leave her job as a journalist covering Westminster to write freelance about her beloved disability community. “This work feels important in a way nothing else has ever felt,” she wrote. “I don’t think I’d have realized this was what I should be doing without the pandemic.” And she wasn’t alone – many people changed jobs , moved, learned new skills and hobbies, became politically engaged.

Perhaps more than any other shifts, people described a significant reassessment of their relationships. They set boundaries, said no, had challenging conversations. They also reconnected, fell in love, and learned to trust. Jeanne, a quilter in Indiana, got to know relatives she wouldn’t have connected with if lockdowns hadn’t prompted weekly family Zooms. “We are all over the map as regards to our belief systems,” she emphasized, “but it is possible to love people you don’t see eye to eye with on every issue.” Anna, an anti-violence advocate in Maine, learned she could trust her new marriage: “Life was not a honeymoon. But we still chose to turn to each other with kindness and curiosity.” So many bonds forged and broken, strengthened and strained.

Instead of relying on default relationships or institutional structures, widespread recalibrations allowed for going off script and fortifying smaller communities. Mara from Idyllwild, Calif., described the tangible plan for care enacted in her town. “We started a mutual-aid group at the beginning of the pandemic,” she wrote, “and it grew so quickly before we knew it we were feeding 400 of the 4000 residents.” She didn’t pretend the conditions were ideal. In fact, she expressed immense frustration with our collective response to the pandemic. Even so, the local group rallied and continues to offer assistance to their community with help from donations and volunteers (many of whom were originally on the receiving end of support). “I’ve learned that people thrive when they feel their connection to others,” she wrote. Clare, a teacher from the U.K., voiced similar conviction as she described a giant scarf she’s woven out of ribbons, each representing a single person. The scarf is “a collection of stories, moments and wisdom we are sharing with each other,” she wrote. It now stretches well over 1,000 feet.

A few hours into reading the comments, I lay back on my bed, phone held against my chest. The room was quiet, but my internal world was lighting up with firefly flickers. What felt different? Surely part of it was receiving personal accounts of deep-rooted growth. And also, there was something to the mere act of asking and listening. Maybe it connected me to humans before battle cries. Maybe it was the chance to be in conversation with others who were also trying to understand – what is happening to us? Underneath it all, an undeniable thread remained; I saw people peering into the mess and narrating their findings onto the shared frequency. Every comment was like a flare into the sky. I’m here! And if the sky is full of flares, we aren’t alone.

I recognized my own pandemic discoveries – some minor, others massive. Like washing off thick eyeliner and mascara every night is more effort than it’s worth; I can transform the mundane into the magical with a bedsheet, a movie projector, and twinkle lights; my paralyzed body can mother an infant in ways I’d never seen modeled for me. I remembered disappointing, bewildering conversations within my own family of origin and our imperfect attempts to remain close while also seeing things so differently. I realized that every time I get the weekly invite to my virtual “Find the Mumsies” call, with a tiny group of moms living hundreds of miles apart, I’m being welcomed into a pocket of unexpected community. Even though we’ve never been in one room all together, I’ve felt an uncommon kind of solace in their now-familiar faces.

Hope is a slippery thing. I desperately want to hold onto it, but everywhere I look there are real, weighty reasons to despair. The pandemic marks a stretch on the timeline that tangles with a teetering democracy, a deteriorating planet , the loss of human rights that once felt unshakable . When the world is falling apart Land Before Time style, it can feel trite, sniffing out the beauty – useless, firing off flares to anyone looking for signs of life. But, while I’m under no delusions that if we just keep trudging forward we’ll find our own oasis of waterfalls and grassy meadows glistening in the sunshine beneath a heavenly chorus, I wonder if trivializing small acts of beauty, connection, and hope actually cuts us off from resources essential to our survival. The group of abandoned dinosaurs were keeping each other alive and making each other laugh well before they made it to their fantasy ending.

Read More: How Ice Cream Became My Own Personal Act of Resistance

After the monarch butterfly went on the endangered-species list, my friend and fellow writer Hannah Soyer sent me wildflower seeds to plant in my yard. A simple act of big hope – that I will actually plant them, that they will grow, that a monarch butterfly will receive nourishment from whatever blossoms are able to push their way through the dirt. There are so many ways that could fail. But maybe the outcome wasn’t exactly the point. Maybe hope is the dogged insistence – the stubborn defiance – to continue cultivating moments of beauty regardless. There is value in the planting apart from the harvest.

I can’t point out a single collective lesson from the pandemic. It’s hard to see any great “we.” Still, I see the faces in my moms’ group, making pancakes for their kids and popping on between strings of meetings while we try to figure out how to raise these small people in this chaotic world. I think of my friends on Instagram tending to the selves they discovered when no one was watching and the scarf of ribbons stretching the length of more than three football fields. I remember my family of three, holding hands on the way up the ramp to the library. These bits of growth and rings of support might not be loud or right on the surface, but that’s not the same thing as nothing. If we only cared about the bottom-line defeats or sweeping successes of the big picture, we’d never plant flowers at all.

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4 high school students talk mental health and how the pandemic changed them

Anya Steinberg

At this point in the pandemic, American teens have spent a significant chunk of their formative years isolated from friends and in fractured learning environments. More than 2 in 5 teens have reported persistently feeling sad or hopeless, according to a new Centers for Disease Control and Prevention survey of high school students . Many who were already struggling with trauma or mental health problems before the pandemic were deeply affected by the prolonged isolation.

Shots - Health News

Kids are back in school — and struggling with mental health issues.

But young people have also shown grace and resilience as they dealt with the challenges of COVID-19. NPR spoke to four high school students who marked the pandemic's two year anniversary with a newfound sense of self, and big dreams for the future.

If you or someone you know may be considering suicide, contact the National Suicide Prevention Lifeline at 1-800-273-8255 (en español: 1-888-628-9454; deaf and hard of hearing: 1-800-799-4889) or the Crisis Text Line by texting HOME to 741741.

Ruby, 17: "I left a toxic friendship, I explored myself more."

By the time the pandemic closed her school in March 2020, Ruby had already spent weeks trying to ignore her mom's warnings about COVID-19. Her mom is Chinese, and their relatives back in China had been updating her on the virus' spread since its early days. Ruby says when her spring break got extended, her mom told her: "Oh yeah, you won't be going back to school anytime soon."

At first, remote learning heightened a lot of the anxieties Ruby already felt about her Minnetonka, Minn. high school. She transferred there in the fall of 2019 and was struggling to feel like she fit in because many of her new classmates came from wealthier families. NPR isn't using Ruby's last name to protect her privacy.

Here's what schools are doing to try to address students' social-emotional needs

"It was just something I was worrying about constantly," she said. "I was afraid to even move in class. I was just, like, sitting there, and I did not move because I was so anxious about what they were thinking about me."

When school went online, Ruby, then a freshman, was self-conscious about showing her house on camera. She also had a hard time finding a quiet place to concentrate as her two siblings also switched to remote learning – she would often lose focus during Zoom class. During remote school, she says, "I didn't learn anything."

Ruby wasn't the only one. In the first several months of the pandemic, two-thirds of U.S. students in grades nine through 12 told the CDC reported difficulty completing their schoolwork.

One upside to remote school was that it put some distance between Ruby and a friendship that she describes as toxic.

"She was the only person I really knew, so I kind of felt safe around her," Ruby explains. "But at the same time, I didn't really feel so safe because the people who she hung out with were not my people."

Things changed for the better during Ruby's sophomore year, when her school transitioned to hybrid learning and she decided to leave that friendship. She started to nurture relationships with the three people who are now her best friends.

"I left a toxic friendship, I explored myself more." she says. "I would say [the pandemic] has definitely made me a stronger person."

Teja, 18: "The lack of structure just led to me becoming obsessive."

When her Seattle high school closed in March 2020, Teja's world started to disintegrate. Her jazz choir trip and swim practices were canceled, her clubs were confined to Zoom meetings and her entire life was condensed to her family's home.

Teja, then a sophomore, had been diagnosed with anorexia during her freshman year of high school and when the pandemic hit, she was in recovery. NPR isn't using her last name to protect her privacy around her anorexia.

"School was a huge motivator for me, for... staying on track for recovery because school is something I love. I love to learn. It's really important to me and that was only possible if I was eating," Teja says. "And then all of a sudden school was canceled."

Those early months of the pandemic were extremely destabilizing for Teja, and for other teenaged girls with eating disorders. The CDC found the proportion of emergency room visits for eating disorders increased among adolescent girls in 2020 and 2021.

It's time to screen all kids for anxiety, physicians' task force recommends

Teja relapsed, and her family noticed. After a difficult conversation with her dad about how she might have to go to the hospital, Teja called a friend who talked her down. "She was like, 'It's not fair to frighten you, but on the other hand, that is the reality.' "

She says the conversation was a wake-up call.

"I realized the only way I would be happy and have structure is if I created that for myself. So I made a schedule and I set goals," Teja says.

In the summer of 2020, she started going on daily walks with her dog, planning outdoor meetups with friends and writing music on a regular basis – all in addition to regular meetings with her psychiatrist. Eventually, she was healthy enough to attend outdoor swim team practices in nearby Lake Washington.

"It was a lot of fun to be back in the water again and be back with my teammates. So those things kind of helped ground me with why I wanted to continue in recovery."

But that grounding didn't last long. When remote learning continued into her junior year, in fall 2020, she says, "I just became really anxious about school in a way that I hadn't really been before."

"I'm very perfectionistic," Teja explains, "and the lack of structure just led to me becoming obsessive."

The things that usually brought her joy, like practicing with the jazz choir, didn't feel the same without her classmates singing by her side. "I think the primary thing was the isolation. There was no one to catch me from spiraling."

In the fall of 2020, Teja's anxiety was getting worse. That's when the seizures started – sometimes more than 10 a day. "I couldn't leave the house," she says.

Three weeks after her first seizure, she was diagnosed with a rare neurological disorder called Functional Neurologic Disorder that can be triggered by things like anxiety, stress and trauma.

"That was a really, really hard couple of months because I couldn't do anything. You couldn't see friends without having seizures. My friends had my parents on speed dial for when I'd have seizures on Zoom."

She and her family had to go all the way to Colorado to find treatment in February 2021 – and the treatment helped. She started having fewer seizures, and this past fall, she returned to in-person classes for the first time since the pandemic started. She says being back at school has been strange, but good.

Demand for college peer counselors is booming. But training only goes so far

"On my first day of school, my schedule was messed up and I was like, this is such an unusual experience. Like, it's been so long since I've had an issue as small as like, 'Oh, my schedule's wrong.' "

Teja also got to return to some of the activities she loves most. She says getting back to some sense of normalcy has helped her recover from everything she went through during the pandemic.

"I was able to do a live production of Alice in Wonderland . And that, to me, was the first time I was like: It is important that I am here. Like, if I were to get sick and I couldn't be here, it would matter. And that was the first time in my high school experience that I felt that way."

Alex, 16: "I was asking myself, 'Am I a male? I don't look like the typical guy.' "

Pandemic isolation was a mixed bag for Alex, who lives in northern Minnesota.

On the one hand, the isolation worsened a lot of the struggles he was already having around mental health. Alex, now a junior, had been sexually abused in middle school, and was later diagnosed with anxiety, depression and PTSD. NPR isn't using Alex's last name to protect his privacy as a minor.

He hoped being quarantined at home would make him feel safer and less paranoid. But it didn't.

"Honestly, if anything, it made it worse," he says. He felt trapped, and he constantly worried his abuser would find him.

Sitting at home, Alex had a lot of time to think. He started to look deeper into questions he had about his gender identity. "I was asking myself, 'Am I a male? I don't look like the typical guy. I don't act like the other trans people I see online or in school,' " he recalls.

After months of contemplation, he began identifying as trans masculine.

Then, in spring 2020, at the end of his freshman year, he started seeing a new therapist via telehealth appointments, which he liked better than in-person therapy. He was able to do therapy from the safety of his bed. "You have all your comfort items right there."

It helped him open up in a new way.

"I kinda just started getting braver. I started expressing what I was feeling," he explains.

"It was like Jenga. Once one thing fell, everything else started falling. There was just kind of like word vomit."

In the fall of 2020, Alex started his sophomore year in-person, at a new school. "I was basically like, 'Look, it's a new start.' "

He reconnected with an old friend, who quickly became his best friend. "We're at the point where we could just sit in silence and one of us would randomly start laughing, and the other person would know what we're laughing at already," he says. They like to hang out and do each others' makeup – Alex enjoys cosplaying.

But recovery isn't always a straight line. In October 2021, Alex was hospitalized after attempting to take his own life. According to the CDC, in the first several months of the pandemic, 1 in 5 U.S. high school students had seriously considered attempting suicide, and 9% had tried to kill themselves.

How To Help Someone At Risk Of Suicide

Since his hospitalization, Alex has been working with his therapist on finding healthy coping mechanisms for processing his traumas, like "drawing, focusing on schoolwork and getting out into the community more."

Right now, he says he's doing "pretty good. I'm stressed, but I'm a high school student, so that's inevitable. I'm working on my trauma, but trauma processing is all your life. You just learn new ways to cope with it."

Daniela Rivera, 17: "I just lost all motivation"

Daniela Rivera enjoys learning, and she likes being in school – but not so much when she doesn't understand the material, which was what made school during the pandemic so hard for her. In March 2020, Daniela was in her freshman year of high school in Cottonwood, Ariz. At first, her school's remote learning option didn't include live instruction, just packets of optional work – which Daniela didn't do.

That fall, her school began using online lessons from an educational company. Daniela found herself alone in her room, clicking through hours of pre-recorded videos with no actual teacher.

"I didn't get a lot of things. I gave up completely," Daniela says. "Every day I'd just stay in my bed. I'd wake up...be on school in my bed and just get up to go eat."

Her motivation for schoolwork instantly changed. "I was behind in all my classes. I would play [remote learning] videos...and go out to the living room and talk to my mom while the video is playing. I come in, like, 30 minutes later and the video is still playing. I just lost all motivation."

"[The pandemic] got me into the mindset where, like, I'm just trapped in this house and I can't do nothing. And like, I have stuff I could do outside, but I just felt like I couldn't even open the front door."

According to the CDC , nearly 2 in 5 teens reported experiencing poor mental health during the pandemic. That's something Daniela struggled with, too. In the evenings, she would FaceTime her boyfriend, and they would talk about how the days were starting to blur together.

She had a part-time job as a hostess at a restaurant on the weekends, and that job made it hard to maintain her friendships because all her friends worked weekday shifts.

When her school started offering a hybrid option partway through the fall semester of her sophomore year, in 2020, Daniela was excited. But it wasn't the same. Her lessons were still the same pre-recorded videos. She would sit in a classroom all day, separated from other students by a row of desks, with a single teacher to supervise her as she watched from a laptop.

Being back in school didn't make it any easier to keep in touch with her friends – they chose to stay fully online so they could keep their jobs.

Caroline thought her daughter was doing OK with home learning. Then she got a note

"[I'm] definitely sad because they... went from being one of the closest people to me to becoming a stranger. I don't know how they are, I don't know what they're doing, I don't know what's happened in their life."

Things got better as school permanently transitioned back to regular, in-person learning in spring 2021. But returning to business-as-usual has made Daniela realize how much she changed over the pandemic. "I've always been a shy, quiet person. But I feel like even now, I'm quieter and shyer than usual."

She also noticed words don't seem to roll off her tongue as easily as they used to, especially when she's called on in class. "My fear of public speaking has gotten worse in all this because I haven't been, like, speaking out loud to anyone."

One thing she's grateful for: The past two years gave her time and space to get to know herself better. In pandemic isolation, she discovered that she loves to go fishing with her boyfriend, and she's now a big fan of indie music.

"I know who I am now."

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Read these 12 moving essays about life during coronavirus

Artists, novelists, critics, and essayists are writing the first draft of history.

by Alissa Wilkinson

The world is grappling with an invisible, deadly enemy, trying to understand how to live with the threat posed by a virus . For some writers, the only way forward is to put pen to paper, trying to conceptualize and document what it feels like to continue living as countries are under lockdown and regular life seems to have ground to a halt.

So as the coronavirus pandemic has stretched around the world, it’s sparked a crop of diary entries and essays that describe how life has changed. Novelists, critics, artists, and journalists have put words to the feelings many are experiencing. The result is a first draft of how we’ll someday remember this time, filled with uncertainty and pain and fear as well as small moments of hope and humanity.

• The Vox guide to navigating the coronavirus crisis

At the New York Review of Books, Ali Bhutto writes that in Karachi, Pakistan, the government-imposed curfew due to the virus is “eerily reminiscent of past military clampdowns”:

Beneath the quiet calm lies a sense that society has been unhinged and that the usual rules no longer apply. Small groups of pedestrians look on from the shadows, like an audience watching a spectacle slowly unfolding. People pause on street corners and in the shade of trees, under the watchful gaze of the paramilitary forces and the police.

His essay concludes with the sobering note that “in the minds of many, Covid-19 is just another life-threatening hazard in a city that stumbles from one crisis to another.”

Writing from Chattanooga, novelist Jamie Quatro documents the mixed ways her neighbors have been responding to the threat, and the frustration of conflicting direction, or no direction at all, from local, state, and federal leaders:

Whiplash, trying to keep up with who’s ordering what. We’re already experiencing enough chaos without this back-and-forth. Why didn’t the federal government issue a nationwide shelter-in-place at the get-go, the way other countries did? What happens when one state’s shelter-in-place ends, while others continue? Do states still under quarantine close their borders? We are still one nation, not fifty individual countries. Right?

• A syllabus for the end of the world

Award-winning photojournalist Alessio Mamo, quarantined with his partner Marta in Sicily after she tested positive for the virus, accompanies his photographs in the Guardian of their confinement with a reflection on being confined :

The doctors asked me to take a second test, but again I tested negative. Perhaps I’m immune? The days dragged on in my apartment, in black and white, like my photos. Sometimes we tried to smile, imagining that I was asymptomatic, because I was the virus. Our smiles seemed to bring good news. My mother left hospital, but I won’t be able to see her for weeks. Marta started breathing well again, and so did I. I would have liked to photograph my country in the midst of this emergency, the battles that the doctors wage on the frontline, the hospitals pushed to their limits, Italy on its knees fighting an invisible enemy. That enemy, a day in March, knocked on my door instead.

In the New York Times Magazine, deputy editor Jessica Lustig writes with devastating clarity about her family’s life in Brooklyn while her husband battled the virus, weeks before most people began taking the threat seriously:

At the door of the clinic, we stand looking out at two older women chatting outside the doorway, oblivious. Do I wave them away? Call out that they should get far away, go home, wash their hands, stay inside? Instead we just stand there, awkwardly, until they move on. Only then do we step outside to begin the long three-block walk home. I point out the early magnolia, the forsythia. T says he is cold. The untrimmed hairs on his neck, under his beard, are white. The few people walking past us on the sidewalk don’t know that we are visitors from the future. A vision, a premonition, a walking visitation. This will be them: Either T, in the mask, or — if they’re lucky — me, tending to him.

Essayist Leslie Jamison writes in the New York Review of Books about being shut away alone in her New York City apartment with her 2-year-old daughter since she became sick:

The virus. Its sinewy, intimate name. What does it feel like in my body today? Shivering under blankets. A hot itch behind the eyes. Three sweatshirts in the middle of the day. My daughter trying to pull another blanket over my body with her tiny arms. An ache in the muscles that somehow makes it hard to lie still. This loss of taste has become a kind of sensory quarantine. It’s as if the quarantine keeps inching closer and closer to my insides. First I lost the touch of other bodies; then I lost the air; now I’ve lost the taste of bananas. Nothing about any of these losses is particularly unique. I’ve made a schedule so I won’t go insane with the toddler. Five days ago, I wrote Walk/Adventure! on it, next to a cut-out illustration of a tiger—as if we’d see tigers on our walks. It was good to keep possibility alive.

At Literary Hub, novelist Heidi Pitlor writes about the elastic nature of time during her family’s quarantine in Massachusetts:

During a shutdown, the things that mark our days—commuting to work, sending our kids to school, having a drink with friends—vanish and time takes on a flat, seamless quality. Without some self-imposed structure, it’s easy to feel a little untethered. A friend recently posted on Facebook: “For those who have lost track, today is Blursday the fortyteenth of Maprilay.” ... Giving shape to time is especially important now, when the future is so shapeless. We do not know whether the virus will continue to rage for weeks or months or, lord help us, on and off for years. We do not know when we will feel safe again. And so many of us, minus those who are gifted at compartmentalization or denial, remain largely captive to fear. We may stay this way if we do not create at least the illusion of movement in our lives, our long days spent with ourselves or partners or families.

• What day is it today?

Novelist Lauren Groff writes at the New York Review of Books about trying to escape the prison of her fears while sequestered at home in Gainesville, Florida:

Some people have imaginations sparked only by what they can see; I blame this blinkered empiricism for the parks overwhelmed with people, the bars, until a few nights ago, thickly thronged. My imagination is the opposite. I fear everything invisible to me. From the enclosure of my house, I am afraid of the suffering that isn’t present before me, the people running out of money and food or drowning in the fluid in their lungs, the deaths of health-care workers now growing ill while performing their duties. I fear the federal government, which the right wing has so—intentionally—weakened that not only is it insufficient to help its people, it is actively standing in help’s way. I fear we won’t sufficiently punish the right. I fear leaving the house and spreading the disease. I fear what this time of fear is doing to my children, their imaginations, and their souls.

At ArtForum , Berlin-based critic and writer Kristian Vistrup Madsen reflects on martinis, melancholia, and Finnish artist Jaakko Pallasvuo’s 2018 graphic novel Retreat , in which three young people exile themselves in the woods:

In melancholia, the shape of what is ending, and its temporality, is sprawling and incomprehensible. The ambivalence makes it hard to bear. The world of Retreat is rendered in lush pink and purple watercolors, which dissolve into wild and messy abstractions. In apocalypse, the divisions established in genesis bleed back out. My own Corona-retreat is similarly soft, color-field like, each day a blurred succession of quarantinis, YouTube–yoga, and televized press conferences. As restrictions mount, so does abstraction. For now, I’m still rooting for love to save the world.

At the Paris Review , Matt Levin writes about reading Virginia Woolf’s novel The Waves during quarantine:

A retreat, a quarantine, a sickness—they simultaneously distort and clarify, curtail and expand. It is an ideal state in which to read literature with a reputation for difficulty and inaccessibility, those hermetic books shorn of the handholds of conventional plot or characterization or description. A novel like Virginia Woolf’s The Waves is perfect for the state of interiority induced by quarantine—a story of three men and three women, meeting after the death of a mutual friend, told entirely in the overlapping internal monologues of the six, interspersed only with sections of pure, achingly beautiful descriptions of the natural world, a day’s procession and recession of light and waves. The novel is, in my mind’s eye, a perfectly spherical object. It is translucent and shimmering and infinitely fragile, prone to shatter at the slightest disturbance. It is not a book that can be read in snatches on the subway—it demands total absorption. Though it revels in a stark emotional nakedness, the book remains aloof, remote in its own deep self-absorption.

• Vox is starting a book club. Come read with us!

In an essay for the Financial Times, novelist Arundhati Roy writes with anger about Indian Prime Minister Narendra Modi’s anemic response to the threat, but also offers a glimmer of hope for the future:

Historically, pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next. We can choose to walk through it, dragging the carcasses of our prejudice and hatred, our avarice, our data banks and dead ideas, our dead rivers and smoky skies behind us. Or we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it.

From Boston, Nora Caplan-Bricker writes in The Point about the strange contraction of space under quarantine, in which a friend in Beirut is as close as the one around the corner in the same city:

It’s a nice illusion—nice to feel like we’re in it together, even if my real world has shrunk to one person, my husband, who sits with his laptop in the other room. It’s nice in the same way as reading those essays that reframe social distancing as solidarity. “We must begin to see the negative space as clearly as the positive, to know what we don’t do is also brilliant and full of love,” the poet Anne Boyer wrote on March 10th, the day that Massachusetts declared a state of emergency. If you squint, you could almost make sense of this quarantine as an effort to flatten, along with the curve, the distinctions we make between our bonds with others. Right now, I care for my neighbor in the same way I demonstrate love for my mother: in all instances, I stay away. And in moments this month, I have loved strangers with an intensity that is new to me. On March 14th, the Saturday night after the end of life as we knew it, I went out with my dog and found the street silent: no lines for restaurants, no children on bicycles, no couples strolling with little cups of ice cream. It had taken the combined will of thousands of people to deliver such a sudden and complete emptiness. I felt so grateful, and so bereft.

And on his own website, musician and artist David Byrne writes about rediscovering the value of working for collective good , saying that “what is happening now is an opportunity to learn how to change our behavior”:

In emergencies, citizens can suddenly cooperate and collaborate. Change can happen. We’re going to need to work together as the effects of climate change ramp up. In order for capitalism to survive in any form, we will have to be a little more socialist. Here is an opportunity for us to see things differently — to see that we really are all connected — and adjust our behavior accordingly. Are we willing to do this? Is this moment an opportunity to see how truly interdependent we all are? To live in a world that is different and better than the one we live in now? We might be too far down the road to test every asymptomatic person, but a change in our mindsets, in how we view our neighbors, could lay the groundwork for the collective action we’ll need to deal with other global crises. The time to see how connected we all are is now.

The portrait these writers paint of a world under quarantine is multifaceted. Our worlds have contracted to the confines of our homes, and yet in some ways we’re more connected than ever to one another. We feel fear and boredom, anger and gratitude, frustration and strange peace. Uncertainty drives us to find metaphors and images that will let us wrap our minds around what is happening.

Yet there’s no single “what” that is happening. Everyone is contending with the pandemic and its effects from different places and in different ways. Reading others’ experiences — even the most frightening ones — can help alleviate the loneliness and dread, a little, and remind us that what we’re going through is both unique and shared by all.

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A year later: Reflections on learning, adapting, and scaling education interventions during COVID-19

Subscribe to the center for universal education bulletin, tendekai mukoyi , tendekai mukoyi education program coordinator - youth impact molly curtiss wyss , and molly curtiss wyss senior project manager and senior research analyst - global economy and development , center for universal education jenny perlman robinson jenny perlman robinson nonresident senior fellow - global economy and development , center for universal education.

April 2, 2021

Already more than a full year into the COVID-19 pandemic, it is sobering to reflect on the ongoing responses to the global pandemic, as well as future disruptions to children’s learning. The past year has really put to the test scaling principles and elucidated important lessons about catalyzing and sustaining transformative change in rapidly evolving contexts. Many of these principles—such as adaptive learning and systems thinking—are being unpacked and explored in Real-time Scaling Labs (RTSL), a collaboration with the Center for Universal Education at Brookings and local institutions and governments around the world to learn from, document, and support education initiatives in the process of scaling.

In Botswana, Young 1ove and CUE have been partnering on an RTSL convened by the Ministry of Basic Education (MoBE) focused on scaling Teaching at the Right Level (TaRL). The experience of the Botswana scaling lab over the past year offers several important insights and reflections that may be useful more broadly for those working to affect large-scale improvements in children’s learning, particularly in low-resource environments.

Insight 1 : National scale can be pursued from the top down and bottom up

Expanding and deepening the impact of an education intervention requires nurturing partnerships from grassroots to national levels, with the understanding that buy-in and ownership for scale needs to involve players at all levels. Young 1ove has been collaborating closely with the MoBE at the central offices to support progress toward the ultimate goal of infusing TaRL into daily teaching practices in all primary school classrooms in Botswana. However, the past year has revealed significant potential for scaling via regional pathways, as many stakeholders at the highest levels of government have been consumed by national responses to COVID-19-related school closures and health crises.

For example, MoBE partners in the North East region took the lead in reinstating TaRL as schools reopened by mobilizing teachers and school-based youth volunteers to restart the program even amid shorter shift-system school days (where students attend classes in shift for half the day rather than for the full day). North East regional leaders also adapted TaRL delivery in response to COVID-19, including creating safety protocols that adhere to COVID-19 health protocols and taking full ownership of TaRL data collection and submission by utilizing existing school-based tablets. Student learning results from the region show a 79 percent decline in innumeracy, a near doubling of students who could perform all mathematical operations, and 57 percent of students learning a new operation, further evidencing how strong regional leadership can catalyze change that directly impacts children’s learning.

The success in North East illustrates how scale-up efforts can be made more powerful and sustainable when led by regional directors in the MoBE. The partnership between Young 1ove and the MoBE jointly supporting TaRL implementation prior to COVID-19 likely facilitated this approach, as regional stakeholders already had the tools and knowledge in place to take TaRL implementation and run with it.

Insight 2: Local champions leading the charge on the ground can be particularly important, even in a virtual world

Key to a regional scaling approach has been the role of a supportive and enthusiastic MOBE regional director. Young 1ove already knew that changemakers in bureaucracy are central to the scaling process, but this has proven especially true at the regional level, where an engaged director who champions TaRL can make significant progress in advancing and prioritizing TaRL within the region.

Further, Young 1ove has found that embedding a staff member in the regional government has been a particularly powerful scaling asset. Even as the world has shifted to virtual meetings and phone calls, having someone from Young 1ove physically present has helped the organization remain actively involved in and aware of conversations and schooling decisions. Moreover, the integration of this staff member in the regional government supports the shift to seeing TaRL as a sustainable government program led by strong regional champions. In regions where they do not have a staff member embedded, Young 1ove has found lapsed communication over the past year and faced more challenges “restarting” TaRL after COVID-19 school closures.

Insight 3 : Short-term shocks can lead to long-term learnings

The COVID-19 pandemic has demonstrated the absolute need to be flexible, adaptive, and responsive to changes in the education landscape in real-time. This experience has also underscored the importance of evidence and learning alongside adaptation and rapid response.

The TaRL implementation cycle in Botswana is typically designed to last 30 days. However, as a result of COVID-19, the implementation period was cut by over half during the first term of the 2020 school year with an average implementation period of eight days across schools. To understand the impact of this significant shift, Young 1ove collected data on student learning outcomes and discovered that despite the reduced intervention time, students demonstrated strong learning gains—almost equal to previous 30-day cycles as shown in Figure 1.

This finding not only suggests that even relatively short periods of high-quality implementation can improve student learning, but also underscores the importance of tracking results—even during unexpected adaptations. In this case, tight feedback loops provided evidence of possibilities for refining the TaRL model beyond this pandemic in ways that maximize effectiveness and scalability.

Learnings for beyond the pandemic

The RTSL experience adapting and scaling TaRL in Botswana in the midst of a global pandemic offers key insights that are applicable well beyond this immediate pandemic:

• An orientation toward rapid learning and evidence generation is key to maintain alongside innovation and adaptation, especially in a crisis like COVID-19. Balancing the need for adjustments and iteration with the collection and use of timely data and learning can help respond to disruptions of scaling efforts.
• Focusing on regional/grassroots partnerships for scaling can be particularly effective as those closest to the problems are most often best placed—and have the most incentive—to respond. Even where the ultimate goal is national scaling or ownership of the initiative by the central government, a more decentralized approach to scaling can be an effective way to make progress toward this goal, especially when national-level actors are consumed by crisis-response.
• And, finally, even in a more virtual world, regional and local champions present on the ground are important for maintaining scaling momentum and expanding impact.

Photo credit: Thimonyo Karunga, Northeast Sub-Regional Coordinator at Young 1ove

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Back to School amidst the New Normal: Ongoing Effects of the Coronavirus Pandemic on Children’s Health and Well-Being

Elizabeth Williams Published: Aug 13, 2021

• Issue Brief

As millions of children across the nation prepare to go back to school this fall, many will face challenges due to ongoing health, economic, and social consequences of the pandemic. Children may be uniquely impacted by the pandemic, having experienced this crisis during important periods of physical, social, and emotional development, and some have experienced the loss of loved ones. Further, households with children have been particularly hard hit by loss of income, food and housing insecurity, and disruptions in health care coverage, which all affect health and well-being . Public health measures to reduce the spread of the disease also led to disruptions or changes in service utilization, difficulty accessing care, and increased mental health challenges for children. Young children are still not eligible for vaccination, and though children are likely to be asymptomatic or experience only mild symptoms, they can contract COVID-19. Children may face new risks due to the rapid spread of the Delta variant, and some children who contract COVID-19 experience long-term effects from the disease.  Many of these effects have disproportionately affected low-income children and children of color, who faced increased health and economic challenges even prior to the pandemic. This brief examines how the COVID-19 pandemic has affected the health and well-being of children, explores recent policy responses, and considers what the findings means for the back-to-school season amidst new challenges due to the recent increase in cases and deaths. Key findings include:

• During the pandemic, some children experienced disruptions in routine vaccinations or preventive care appointments and difficultly accessing care, particularly dental and specialized care. Use of telemedicine has increased but not enough to offset declines in service utilization overall.
• Children’s mental health service utilization declined amid elevated symptoms of depression, anxiety, and psychological stress for children and parents.
• Households with children have experienced significantly higher rates of economic hardships throughout the pandemic compared to households without children, leading to increased barriers to adequately addressing social determinants of health. Black, Hispanic, and other people of color have been disproportionately impacted by the pandemic’s economic effects.
• Though the risk of severe illness from COVID-19 is lower for children than adults, over 43,000 children are estimated to have lost a parent due to COVID-19, with Black children being disproportionately impacted by parent death.
• Most children are likely to be back in the classroom this fall, but many still face health risks due to their or their teachers’ vaccination status. Some states and school districts are beginning to announce mask or vaccine requirements while others are banning vaccine or mask mandates for schools.

Recent policy developments, most notably the American Rescue Plan Act and the American Families Plan, attempt to alleviate some of the existing and pandemic-induced issues impacting children’s health and well-being. However, there is still uncertainty around what back to school will look like this fall, and the transition to “the new normal” may be more difficult for some. Schools, parents, and policymakers may face additional pressure to address the ongoing effects of the pandemic on children.

Children’s Health Care Disruptions and Mental Health Challenges

The pandemic has led to delays in child vaccinations and preventive care. KFF analysis of the Household Pulse Survey from June 23 – July 5, 2021 estimates 25% of households with children have a child who has missed, delayed, or skipped a preventive appointment in the past 12 months due to the pandemic (Figure 1). Preliminary Medicaid administrative data confirms this pattern, showing that when comparing March 2020 – October 2020 to the same months before the pandemic in 2019, there were approximately 9% fewer vaccinations for children under 2 and 21% fewer child screening services. Rates for primary and preventative care among Medicaid beneficiaries show signs of rebounding in more recent months with service use reflecting pent-up demand, but it is unclear whether this trend will continue and make up for the millions of services missed early in the pandemic. Another recent study similarly reports vaccinations for all children declined sharply after March 2020. The study also finds vaccinations have completely recovered for children under 2 but have only partially recovered for older children.

Figure 1: Children have missed or delayed preventive appointments and utilized telehealth during the pandemic

Children also experienced difficulty accessing and disruptions in specialty and dental care. Parents have reported delaying dental care or difficulty accessing dental care for their child, and there were 39% fewer dental services for Medicaid/CHIP beneficiaries under 19 when comparing the pandemic months March 2020 – October 2020 to the same months in 2019. Children with special health care needs experienced difficulties accessing specialized services , especially services that could not be conducted via telehealth.

Children’s utilization of telemedicine services has increased since the pandemic, but the increase has not offset the decreases in service utilization overall. Preliminary data suggest that telehealth utilization for Medicaid/CHIP beneficiaries under 19 increased rapidly in April 2020 and remains higher than before the pandemic. 23% of households with children surveyed by the Household Pulse Survey from June 23 – July 5, 2021 reported a child having a telehealth appointment in the past 4 weeks (Figure 1). Throughout the pandemic, the federal government and states have taken action to expand access to telehealth services. While telehealth utilization has increased, the increase has not offset the decreases in service utilization overall, and barriers to accessing health care via telehealth may remain, especially for low-income patients or patients in rural areas.

Children’s mental health and mental health service utilization has worsened since the start of the pandemic. The pandemic caused disruptions in routines and social isolation for children, which can be associated with anxiety and depression and can have implications for mental health later in life. Also, research has shown that as economic conditions worsen, children’s mental health is negatively impacted. Parents with young children reported in October and November of 2020 that their children showed elevated symptoms of depression, anxiety, and psychological stress and 22% experienced overall worsened mental or emotional health. Recent studies by the Centers for Disease Control and Prevention (CDC) find children’s emergency department visits increased during the pandemic for mental health-related emergencies and suspected suicide attempts by children ages 12 to 17. At the same time, mental health service utilization has declined, with preliminary data for Medicaid/CHIP beneficiaries suggesting there have been approximately 34% fewer mental health services when comparing the pandemic months March 2020 – October 2020 to the same months in 2019. Private mental health care claims also decreased  from 2019 to 2020. There has been an increase in access to mental health care through telehealth, but there remain technological and privacy barriers to accessing mental health services via telehealth for some children.

Parental stress and poor mental health due to the pandemic can negatively affect children’s health. A previous KFF analysis finds economic uncertainty has led to increased mental health challenges, especially for adults in households with children and specifically mothers in those households. Further, 46% of mothers who reported a negative mental health impact due to the pandemic were not able to access needed mental health. Parental stress  can negatively affect  children’s emotional and mental health,  harm the parent-child bond , and have  long-term behavioral implications . Maternal depression can worsen child health status and lead to less preventative care. Additionally, parental stress and financial hardship can lead to an increased risk of child abuse and neglect. Early evidence shows declines in child abuse during the pandemic, though it is unclear if that is due to decreased reporting or due to social policy interventions during the pandemic. Children’s existing and pandemic-induced mental health challenges may have implications for the transition back to school and indicate children may need additional mental health support when they return to school.

Pandemic-related challenges in children’s access to health care built on a system that was sometimes not meeting needs even before the pandemic, especially for low-income children . In 2019, 23% of children living in households with incomes below 100% of the federal poverty level (FPL) were estimated to have not received a preventative check-up in the past 12 months and 26% did not see a dentist for a preventive visit during the past 12 months (Figure 2). Some children with mental health needs were not receiving care, with an estimated 29% of the lowest income children who needed mental health services not able to access care (Figure 2). The pandemic may have made it even more challenging for children already experiencing difficulties accessing care and likely worsened existing disparities in access to needed care for children of color, children with special health care needs, children in low-income households, and children living in rural areas.

Figure 2: Even before the pandemic, some children were not receiving preventive care or mental health care

The Economic Downturn and Children’s Well Being

Following the onset of the COVID-19 pandemic, many families with children were faced with unemployment and income loss and continue to face economic hardship. Throughout the pandemic, households with children were consistently more likely to report job or income loss, with more than half of households with children reporting losing income between March 2020 and March 2021. 1 While national indicators signaling job and income loss have moderated in recent months, they are still not at pre-pandemic levels. KFF analysis of the Census Bureau’s  Household Pulse Survey from June 23 – July 5, 2021 found 12% of adults with children in the household applied for Unemployment Insurance (UI) benefits and 23% experienced loss of income in the past 4 weeks (Figure 3). These rates were significantly higher compared to adults without children in the household.

Figure 3: Households with children are experiencing higher rates of job or income loss compared households without children

Loss of family income affects parents’ ability to provide for children’s basic needs.  KFF analysis of the Census Bureau’s  Household Pulse Survey also found that among adults reporting income loss in the past 4 weeks, 91% of adults with children in the household reported difficultly paying for expenses in the past week, 20% reported not having confidence in their ability to make their next month’s housing payment, and 32% reported food insufficiency (Figure 4). All of these rates are significantly higher for adults living in households with children than adults living in households without children. A large body of research shows that economic instability is a social determinant of health outcomes for children.

Figure 4: Among households experiencing income loss, households with children are experiencing higher rates of hardship

Further, Black, Hispanic , 2 and other households of color have been disproportionately impacted by the pandemic and its economic effects. In 2019, Black and Hispanic children were nearly three times more likely to be living in poverty than Asian and White children, and food insufficiency rates before the pandemic were three times higher for Black households and two time higher for Hispanic households when compared to White households. A recent report found Hispanic and Black households with children have experienced almost double the rate of economic or health-related hardships during the pandemic compared to White and Asian households with children. Overall, child poverty rates children have increased during the pandemic, especially among Hispanic and Black children.

Job and income loss may lead to disruptions in children’s health coverage, though increased coverage through Medicaid and CHIP is likely offsetting much of that decline. Roughly 2 to 3 million people between March and September 2020 have lost employer health benefits, a trend that built on years of coverage losses among children. From 2016 and 2019, the rate of uninsured children in the US started to increase despite reaching the lowest rate in history (4.7%) in 2016, with the rate of uninsured Hispanic children increasing more than twice as fast as the rate for non-Hispanic youth. Loss of coverage or coverage interruptions can negatively impact children’s ability to access needed care. 3 , 4 , 5 During the pandemic, Medicaid and CHIP provided a safety net for many children. Administrative data for Medicaid show that children’s enrollment in Medicaid and CHIP has increased between February 2020 and February 2021, a total increase of 3.2 million enrollees, or 9.1%, from child enrollment in February 2020 (Figure 5).

Figure 5: Child Medicaid/CHIP enrollment has increased since the pandemic

Children’s Health and COVID-19

While likely to be asymptomatic or experience only mild symptoms, children can contract COVID-19. Preliminary data through July 29, 2021 show there have been over 4 million child COVID-19 cases, and children with underlying health conditions may be at an increased risk of developing severe illness. Though a small percentage, some children who tested positive for the virus are now facing long haul symptoms , with multisystem inflammatory syndrome in children (MIS-C) the most-common complication that has impacted 4,000 children as of June 2, 2021 . It is unclear how long symptoms will last and what impact they will have on children’s long-term health. Cases have risen in recent weeks due to the Delta variant, and children are making up an increasing share of new cases, with children making up 19.0% of cases for the week ending in July 29 compared to 14.3% since the pandemic began. Hospitalizations of children with COVID-19 have also been rising since early July, reaching 216 children, on average, being admitted to the hospital every day for the week of July 31 – August 6, 2021.

Eligible children have lower vaccination rates than the adult population, and some children remain ineligible for a vaccine. Children 12 and up are now able to be vaccinated against COVID-19, which reduces the risk of adolescents contracting, spreading, or experiencing severe symptoms from COVID-19. Approximately 37% of children ages 12-15 and 48% of children ages 16-17 have received at least one vaccine dose as of July 26, 2021. These rates are lower than the adult population, which reached 70% as of August 2, 2021. There is currently no COVID vaccine for children under the age of 12, so  some risk remains for that population to contract and spread the virus. Vaccine clinical trials are currently underway for children under 12, with authorization expected by the end of 2021. The KFF COVID-19 Vaccine Monitor recently reported that almost half of parents of children ages 12-17 say their child has received a COVID-19 vaccine or they intend to get them vaccinated right away. The report also found that parents’ vaccination intentions for their children are largely correlated with their own vaccination status and those who say their child’s school provided information on or encouraged COVID-19 vaccines are more likely to report their child has received a vaccine. The KFF COVID-19 Vaccine Monitor also found that parents are more cautious when it comes to vaccinating their child under 12, with about a quarter saying they would get their child between the ages of 5 and 11 vaccinated right away once the vaccine is authorized and four in ten saying they would wait and see.

Some children have experienced COVID-19 through the loss of one or more family members due to the virus. A study estimates that, as of Feb. 2021, 43,000 children in US have lost at least one parent to COVID-19. The study also finds Black children represent only 14% of children in the US but 20% of children who have lost a parent, and low-income communities and communities of color overall experienced higher COVID-19 case rates and deaths . Losing a parent can have long term impacts on a child’s health, increasing their risk of substance abuse, mental health challenges, poor educational outcomes , and early death . Further, the death of a loved one from COVID-19 may have occurred amid increased social isolation and economic hardship due to the pandemic. Estimates indicate a 17.5% to 20% increase in bereaved children due to COVID-19, indicating an increased number of grieving children who may need additional supports as they head back to school in the fall.

Policy Responses

Several policies passed during the pandemic provided financial relief for families with children. To address the economic fallout of the pandemic, the federal government passed relief bills that included direct financial relief for families, and evidence suggests material hardships that affect health, such as food insufficiency and financial instability, declined following stimulus payments. In addition, the March 2021 American Rescue Plan Act (ARPA) included targeted aid to families with children through the Child Tax Credit (CTC). The ARPA is projected to decrease the number of children living in poverty by over 40%, with the expanded CTC now reaching children previously too poor to qualify and giving families in the lowest quintile an average income boost of $4,470. Alleviating child poverty is associated with improved child health outcomes such as healthier birthweights, lower maternal stress, better nutrition, and lower use of drugs and alcohol.

Other recent policies directly target children’s health coverage or access to health care. To address health care coverage, the ARPA extended eligibility to ACA health insurance subsides for people with incomes over 400% of poverty and increased the amount of assistance for people with lower incomes. The ARPA also included incentives for states to expand Medicaid for low-income adults under the ACA and extend Medicaid postpartum coverage for up to 12 months, both of which could benefit the health and well-being of families. 6 , 7 The Child Tax Credit, expanded by the ARPA, is not taxable income, so expanding the tax credit will not count toward Medicaid eligibility . To address access to health care challenges, the federal government and many states are making policy changes to permanently expand access to telehealth services. In their most recent report to congress , the Medicaid and CHIP Payment and Access Commission (MACPAC) recommended more coordinated efforts by agencies to address the design and implementation of benefits and improve access to home and community-based behavioral health services for Medicaid/CHIP children with significant mental health needs. In addition, the Biden Administration created a program to provide relief for COVID-19 related funeral costs, but targeted services for bereaved children were not included.

Back to School

Most children are likely to be back in the classroom this fall, but many still face health risks due to their or their teachers’ vaccination status and increasing transmission due to the Delta variant. The vast majority of schools, 88% of schools with 4 th grade and 89% of schools with 8 th grade, in the U.S. offered hybrid or full-time, in-person learning in Spring 2021, according to a federal survey . Most of these schools, as well as others, are likely to be in-person in fall 2021. While many states allow for in-person learning decision to be made at the local level, nine states have mandated schools return to in-person learning for the 2021-22 school year as of June 2021. No states are requiring the COVID-19 vaccine for school attendance at this time, and some states have enacted legislation to ban vaccine mandates for school attendance. However, due to concerns over the Delta variant and rising cases, some local districts are beginning to require the COVID-19 vaccine for teachers and staff. There have been legal challenges to vaccine mandates, with a federal District Court in Texas recently upholding a Hospital’s mandatory COVID-19 vaccination policy for employees. The CDC recently updated their guidance for COVID-19 in schools, recommending masks for all staff and students regardless of vaccination status for in-person learning in the fall. While some states and school districts will require students and staff to wear masks at school, at least nine states have passed legislation to ban mask mandates for schools as of late July 2021. Recent KFF polling shows that about half the public overall supports K-12 schools requiring COVID-19 vaccination, but most parents are opposed, with divisions along partisan lines.

While returning to in-person learning can support children’s development and well-being, the transition back to school in the fall may be challenging for some children. Experts notes that in-person learning is beneficial for children’s social, emotional, and physical health and can provide access to important health services and address racial and social inequities. However, this school year will look different for many children due to COVID-19 prevention strategies and transitioning back to “the new normal” may be difficult for some, especially those who have adapted to new routines and virtual learning in the past year . Children’s mental health has worsened during the pandemic , which could make the transition back to school more challenging. Additionally, young children who have been home with parents during the pandemic may experience separation anxiety as they transition back to school or day care.

Schools and proposed policies may provide additional supports for children and families as they transition back to school. The increased Child Tax Credits began July 15 th and will continue monthly, but the enhanced CTC was only adopted for 2021. The American Families Plan put forth by the White House proposes to extend the CTC expansion through 2025 and make the credit permanently available to families with no earnings. The American Families Plan also proposes expanding school meals and access to healthy foods, making the summer EBT program permanent, and expanding SNAP eligibility for formerly incarcerated individuals. The American Families Plan also proposes a national paid family and medical leave program and universal pre-kindergarten, both of which research has shown have benefits for children’s health outcomes. 8 , 9  President Biden and congressional Democrats also recently released a reconciliation budget resolution that includes expanded child tax credits and investments in universal pre-k, child care, paid leave, and education. Other policy actions at the local level can also address children’s well-being. For example, schools and school districts can support students as they transition back to school by creating a safe in-person learning environment , providing staff and resources to support students having difficulty transitioning, ensuring staff and teachers have access to mental health resources, and developing a trauma-informed plan to respond to COVID-19 related trauma.

COVID-19 and the health care disruptions, mental health challenges, and economic hardships stemming from COVID-19 all have implications for children’s health and their transition back to school in the fall. While returning to in-person learning can support children’s development and well-being, uncertainty remains around what in-person learning will look like as cases rise due to the Delta variant and the transition to “the new normal” may be difficult for some children and their families. Recent policy developments attempt to address the ongoing effects of the pandemic on children, and schools, parents, and policymakers may face additional pressure to support children during this time.

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news release

• Children Head Back to School Amid an Ongoing Pandemic That Has Had Significant Effects on Their Health and Well-Being

Also of Interest

• Mental Health and Substance Use Considerations Among Children During the COVID-19 Pandemic
• The Next Stage of COVID-19 Vaccine Roll-Out in United States: Children Under 12
• KFF COVID-19 Vaccine Monitor: Parents and the Pandemic

Schools after COVID-19: From a teaching culture to a learning culture

Even before the pandemic, education was undergoing a transformation that will go on long after the virus threat subsides..

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The uniform is one size too big. The shoes need breaking in. The brand-new backpack hangs awkwardly off a pair of tiny shoulders. There’s a brave smile with a missing tooth or two, a final holding of hands, a hug, a kiss, a hesitant wave, and inevitable tears.

Before COVID-19 disrupted our lives and forced our kids to open their laptops and learn from home, the first day of school was a rite of passage — the start of a life-determining journey that has broadly followed the same shape and rhythm for generations.

From kindergarten to Year 12, classrooms are run by teachers who deliver lessons that start and end with a bell. They set tests, watch over examinations, and post grades that might delight, disappoint, or even surprise parents.

This one-size-fits-all approach to education has been in place for a couple of hundred years. Now, however, it is undergoing unprecedented change and not just because of COVID.

The response to the coronavirus has demonstrated how technology can help transform how we teach and learn. But the push for change started long before the pandemic struck, and it will go on long after the threat subsides. For years, policymakers have been exploring new transformative approaches to K-12 education that go far beyond just online lessons at home.

Rethinking learning

As lockdowns ease and schools start to reopen in some places across our region, it’s as good a time as any to take stock and look at the likely future of education.

Children who start school from now on will grow up to be workers and leaders in a digital-first world that will demand new skills and new ways of thinking.

To succeed in life and at work, they will need all the social, emotional, and academic support they can get via rich and flexible learning experiences that will differ vastly from the schooldays of their parents.

In short, education’s age-old three Rs – Reading, Writing, and Arithmetic – are being joined by a fourth: Rethink.

New data-based technologies are opening up ways to transform practices, structures, and even cultures in schools.

We have solutions with the potential to transform the system … the question for us now is: How can we use technology to rethink education?

“Technology has changed many aspects of our society over many years, but school structures have largely stayed the same,” says Sean Tierney , Microsoft’s Director for Teaching and Learning Strategy, Asia.

“Now, we have solutions that have the potential to transform and improve the system so students can achieve more and develop valuable skills with better outcomes. The question for us now is: How can we use technology to rethink education?”

Tierney and others want a systemic shift in which education will move away from “a teaching culture to a learning culture.”

COVID-19: L earning goes on by going remote

Schools, colleges, and universities around the world were closed when COVID-19 struck. But lessons didn’t stop when innovative educators turned to remote learning technologies.

Through the crisis, millions of students across Asia and the Pacific have been learning and studying using new collaborative digital tools and resources on a massive scale. They have been physically apart, but virtually together.

In Taiwan, 2.5 million students and 200,000 teachers have kept up with their lessons via Microsoft Teams. In South Korea, Microsoft Azure helped authorities to expand the country’s remote learning capacity by 500 times within two weeks so that more than 3 million students could access its online resources.

Education ministries in Malaysia and the Philippines have also turned Teams to conduct training sessions, share information, and check in regularly with thousands of teachers who have made the rapid transition to remote lessons.

Hong Kong’s Christian and Missionary Alliance Sun Kei Primary School switched to remote learning within a matter of days after the territory’s students were ordered to stay home. Its teachers conducted lessons in empty classrooms via their laptops (pictured above) while students remained safe in lockdown, watching, listening, interacting, and learning on their devices.

“Modern learning cannot be confined to the classroom, and it is more important than ever to empower our teachers to continuously guide and nurture students during this difficult time,” says the school’s principal, Kenneth Cheng.

Larry Nelson , Regional General Manager for Education, Microsoft Asia, has lauded “school, university, and government leaders across the Asia Pacific who made the early call and reacted swiftly. Protecting our students, educators, family, and friends is the highest priority.”

READ MORE: Responding to COVID-19

Real-time data, innovations like artificial intelligence (AI), and a range of new devices and tools, will help transform the roles and relationships of students, teachers, and parents.

Students will be empowered to learn for themselves in flexible, often collaborative ways, both inside and outside classrooms at their own pace. They will be able to follow their own interests and be challenged where appropriate. “The real learning is that learning can be hard,” Tierney adds.

Teachers will have access to individualized real-time data on how well each of their students is progressing – scholastically and emotionally – so they can devise new challenges and offer appropriate support for each child to move ahead.

Parents will be better connected to, and involved with, their child’s education with certainty, detail, and confidence.

The classroom, as we have known it for centuries, will also be re-imagined.   Anthony Salcito , Vice-President of Education at  Microsoft , predicts technology will see schools morphing into “learning hubs.”

“When you think about the three big investments that schools make, they’re constantly thinking about what’s happening with instruction in the classroom, what’s happening with the operations of their school, and also learning beyond the classroom,” Salcito recently told Bett 2020, a global education conference .

“Over the past few decades, the focus has been heavily weighted on the classroom experience. I think we will see a shift where schools will create a foundation of inclusive, flexible, data-driven buildings and spaces that will enable students to learn beyond those walls.”

Students can be empowered to learn for themselves in flexible, often collaborative ways, both inside and outside classrooms at their own pace.

Tierney also sees the physical formality of classroom culture melting away. “The classroom was important when you had to broadcast a certain message at a certain time to a certain group of kids. You had to have them in proximity. But this management and teaching model doesn’t have to dominate anymore,” he explains.

“In many ways, the classroom has become a physical barrier and just a way of holding onto the past. We are no longer bound by limitations that used to require us to have 30 kids in a classroom with one teacher.

Beyond classroom walls

“Now we can rethink that model. It can be multiple teachers with multiple kids. They can be places where kids can move around more flexibly. They don’t have to do the same thing at the same time in the same way. Schools have been exploring this for some time – technology changes the success rate.”

Nonetheless, Tierney believes bricks-and-mortar schools will play a valuable role in the future. For instance, a school is a safe place for children to learn social skills while their parents are at work.

“That won’t change. But with data-based technologies, educators will also be able to create flexible learning spaces and continuous on-learning environments, which will spread across the home, schools, and communities.”

People-driven learning

Perhaps technology’s most direct impact will be the emergence of “personalized learning” where each student enjoys focused individual attention from teachers who will access real-time data on their progress and problems.

Tierney regards this as a fundamental breakthrough for learning. “Knowing what is happening in the lives of each student might spell the difference between a toxic path and a prosperous path in the future. With data-rich models, we can help support kids holistically.”

He further explains: “If I am one teacher and I have 30 kids in my class, I will only have the chance to have a cursory look at every child. But if I had ten really experienced teachers in that classroom, they could watch three kids each closely and look for problems and opportunities for each.

ALSO READ: Teaming up to transform education in Asia

“We now have technology that can act as those ten extra teachers. It can give me the ability to observe all kinds of details and to understand at a much deeper level what the needs of those kids are. Not just in regard to content, but also pastoral care and life in general.

“Technology can recognize patterns and certain conditions that might need intervention. We can become much better at supporting them. Some educators describe this as data-driven learning. But that is a horrible term. It’s really people-driven learning.”

Social and emotional well-being

Personalized learning is a holistic approach that must do more than only focus on academic progress.

“It will also help teachers stay on top of, and adjust to, factors that affect social and emotional well-being. Teachers will be able to ensure students feel inspired, safe, valued, and able to learn in ways previously not possible.”

New learning tools will also be able to adjust to the needs of individual students – without instructions or intervention from their teachers.

“It would be like one of those virtual ten teachers turning up the brightness of a screen without bothering to tell the teacher. The smarter the technology gets, the more the teacher is supported and empowered.”

Personalized learning and real-time data could also see an end to the current cycle of lessons and tests.

“A test gives a teacher a snapshot in time about a whole bunch of kids. But once you have the results, it can be very difficult to adjust your teaching to address shortfalls because it is too late,” he says.

“Whereas if we are measuring all the time in real time, we know exactly where every child is because each will be on a continuum at any point in time. So they will still be graded, but based on real-time assessment that looks at a much deeper range of intelligences.”

To make all this work, the profession of teaching must transform, and that will be a challenge for some, Tierney admits.

Teachers learning alongside students

“There are   teachers who teach in the traditional way. And there are great teachers who are also model learners. They learn with the kids. They don’t feel like they have to know everything, but they have to show what great learning looks like,” he says.

“Overall, it means inspiring students onto a path of lifelong self-learning. And that can include learning about new technology, which they can learn with the kids. If they can explore new ways of doing things, they can all grow together.”

Tierney says some teachers might struggle with this cultural shift. “When traditional teaching is your paradigm, you can get trapped inside a rigid mindset of feeling that you must know everything about the subjects you teach and that you can’t show weakness.”

Instead, teachers of the future “may need to spend less time designing the content component (of their subjects) and more time around the learning experience so that kids can find and create their own meaning around that content.

Great teachers are also model learners … and that can include learning about new technology, which they can learn with the kids.

“A teacher should be an expert in learning and demonstrate the habits of mind that require great learning. They should be a model on these things for their students.”

The ability of teachers to keep adapting and innovating will be crucial, according to Salcito.

“What we want educators to do is not be bound by the structure of a 40-minute lecture, classroom dynamic, or assessment that’s connected to a curriculum, but recognize their goal and mission to expand upon every student’s potential.

“The best innovation that inspires most young people is the teacher.”

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A Better Education for All During—and After—the COVID-19 Pandemic

Research from the Abdul Latif Jameel Poverty Action Lab (J-PAL) and its partners shows how to help children learn amid erratic access to schools during a pandemic, and how those solutions may make progress toward the Sustainable Development Goal of ensuring a quality education for all by 2030.

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By Radhika Bhula & John Floretta Oct. 16, 2020

Five years into the Sustainable Development Goals (SDGs), the world is nowhere near to ensuring a quality education for all by 2030. Impressive gains in enrollment and attendance over recent decades have not translated into corresponding gains in learning. The World Bank’s metric of "learning poverty," which refers to children who cannot read and understand a simple text by age 10, is a staggering 80 percent in low-income countries .

The COVID-19 crisis is exacerbating this learning crisis. As many as 94 percent of children across the world have been out of school due to closures. Learning losses from school shutdowns are further compounded by inequities , particularly for students who were already left behind by education systems. Many countries and schools have shifted to online learning during school closures as a stop-gap measure. However, this is not possible in many places, as less than half of households in low- and middle-income countries (LMICs) have internet access.  

Many education systems around the world are now reopening fully, partially, or in a hybrid format, leaving millions of children to face a radically transformed educational experience. As COVID-19 cases rise and fall during the months ahead, the chaos will likely continue, with schools shutting down and reopening as needed to balance educational needs with protecting the health of students, teachers, and families. Parents, schools, and entire education systems—especially in LMICs—will need to play new roles to support student learning as the situation remains in flux, perhaps permanently. As they adjust to this new reality, research conducted by more than 220 professors affiliated with the Abdul Latif Jameel Poverty Action Lab (J-PAL) and innovations from J-PAL's partners provide three insights into supporting immediate and long-term goals for educating children.

1. Support caregivers at home to help children learn while schools are closed . With nearly 1.6 billion children out of school at the peak of the pandemic, many parents or caregivers, especially with young children, have taken on new roles to help with at-home learning. To support them and remote education efforts, many LMICs have used SMS, phone calls, and other widely accessible, affordable, and low-technology methods of information delivery. While such methods are imperfect substitutes for schooling, research suggests they can help engage parents in their child’s education and contribute to learning , perhaps even after schools reopen.

Preliminary results from an ongoing program and randomized evaluation in Botswana show the promise of parental support combined with low-technology curriculum delivery. When the pandemic hit, the NGO Young 1ove was working with Botswana's Ministry of Education to scale up the  Teaching at the Right Level approach to primary schools in multiple districts. After collecting student, parent, and teacher phone numbers, the NGO devised two strategies to deliver educational support. The first strategy sent SMS texts to households with a series of numeracy “problems of the week.” The second sent the same texts combined with 20-minute phone calls with Young 1ove staff members, who walked parents and students through the problems. Over four to five weeks, both interventions significantly improved learning . They halved the number of children who could not do basic mathematical operations like subtraction and division. Parents became more engaged with their children's education and had a better understanding of their learning levels. Young 1ove is now evaluating the impact of SMS texts and phone calls that are tailored to students’ numeracy levels.

In another example, the NGO Educate! reoriented its in-school youth skills model to be delivered through radio, SMS, and phone calls in response to school closures in East Africa. To encourage greater participation, Educate! called the students' caregivers to tell them about the program. Their internal analysis indicates that households that received such encouragement calls had a 29 percent increase in youth participation compared to those that did not receive the communication.

In several Latin American countries , researchers are evaluating the impact of sending SMS texts to parents on how to support their young children who have transitioned to distance-learning programs. Similar efforts to support parents and evaluate the effects are underway in Peru . Both will contribute to a better understanding of how to help caregivers support their child’s education using affordable and accessible technology.

Other governments and organizations in areas where internet access is limited are also experimenting with radio and TV to support parents and augment student learning. The Côte d’Ivoire government created a radio program on math and French for children in grades one to five. It involved hundreds of short lessons. The Indian NGO Pratham collaborated with the Bihar state government and a television channel to produce 10 hours of learning programming per week, creating more than 100 episodes to date. Past randomized evaluations of such “edutainment” programs from other sectors in Nigeria , Rwanda , and Uganda suggest the potential of delivering content and influencing behavior through mass media, though context is important, and more rigorous research is needed to understand the impact of such programs on learning.

2. As schools reopen, educators should use low-stakes assessments to identify learning gaps. As of September 1, schools in more than 75 countries were open to some degree. Many governments need to be prepared for the vast majority of children to be significantly behind in their educations as they return—a factor exacerbated by the low pre-pandemic learning levels, particularly in LMICs . Rather than jumping straight into grade-level curriculum, primary schools in LMICs should quickly assess learning levels to understand what children know (or don’t) and devise strategic responses. They can do so by using simple tools to frequently assess students, rather than focusing solely on high-stakes exams, which may significantly influence a child’s future by, for example, determining grade promotion.

Orally administered assessments—such as ASER , ICAN , and Uwezo —are simple, fast, inexpensive, and effective. The ASER math tool, for example, has just four elements: single-digit number recognition, double-digit number recognition, two-digit subtraction, and simple division. A similar tool exists for assessing foundational reading abilities. Tests like these don’t affect a child’s grades or promotion, help teachers to get frequent and clear views into learning levels, and can enable schools to devise plans to help children master the basics.

3. Tailor children's instruction to help them master foundational skills once learning gaps are identified. Given low learning levels before the pandemic and recent learning loss due to school disruptions, it is important to focus on basic skills as schools reopen to ensure children maintain and build a foundation for a lifetime of learning. Decades of research from Chile, India, Kenya, Ghana, and the United States shows that tailoring instruction to children’s’ education levels increases learning. For example, the Teaching at the Right Level (TaRL) approach, pioneered by Indian NGO Pratham and evaluated in partnership with J-PAL researchers through six randomized evaluations over the last 20 years, focuses on foundational literacy and numeracy skills through interactive activities for a portion of the day rather than solely on the curriculum. It involves regular assessments of students' progress and is reaching more than 60 million children in India and several African countries .

Toward Universal Quality Education

As countries rebuild and reinvent themselves in response to COVID-19, there is an opportunity to accelerate the thinking on how to best support quality education for all. In the months and years ahead, coalitions of evidence-to-policy organizations, implementation partners, researchers, donors, and governments should build on their experiences to develop education-for-all strategies that use expansive research from J-PAL and similar organizations. In the long term, evidence-informed decisions and programs that account for country-specific conditions have the potential to improve pedagogy, support teachers, motivate students, improve school governance, and address many other aspects of the learning experience. Perhaps one positive outcome of the pandemic is that it will push us to overcome the many remaining global educational challenges sooner than any of us expect. We hope that we do.

Support  SSIR ’s coverage of cross-sector solutions to global challenges.  Help us further the reach of innovative ideas.  Donate today .

Read more stories by Radhika Bhula & John Floretta .

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Writing Prompts, Lesson Plans, Graphs and Films: 150 Resources for Teaching About the Coronavirus Pandemic

This cross-curricular resource collection, including math, history, science and music, helps students process, deepen and challenge their understanding of the pandemic and its effects on our society.

By The Learning Network

Since January, The Learning Network has published over 150 resources to help students process, deepen and challenge their understanding of the pandemic and its far-reaching effects on our society.

Via our daily writing prompts, we’ve asked students to share their experiences: finding joy in the face of isolation, staying fit, and managing social distancing and online schooling. Through our daily lesson plans, we’ve encouraged students to explore topics like the science of the virus, the history of global pandemics and the effects of social class.

Our graphs have encouraged students to analyze how interventions can slow the spread of the coronavirus, and our short films have helped students consider how the crisis has contributed to growing racism and inequality — and a need for ice cream. We also have a quiz to help educate students on the basics.

While our regular daily and weekly features are on hiatus during the summer, we’ll be back in September with many more resources for the new school year. Let us know what else we might add to this collection as the world continues to battle the virus by making a comment or emailing us at [email protected].

Teaching Resource Collections

A good place to start exploring the Learning Network’s materials on the coronavirus pandemic is our three in-depth resource collections below. Each includes student-centered activities and projects as well as a wealth of links to New York Times coverage.

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'America's Got Talent' alum Jay Jay Phillips dies after battle with COVID-19, band says

"America's Got Talent" alum Jay Jay Phillips died after becoming ill with COVID-19, his band said in an Instagram statement Friday.

"It is with great sadness we inform you all of the loss of our bandmate/brother/and friend @jayjayrocks. It still doesn’t feel real and we would give anything to change it," the message from Mettal Maffia read.

"Please respect the family, as well as our wishes as we take our time to grieve and process this detrimental loss. We miss you brother, every second of every minute, of every day. Thank you for teaching us all to laugh a little more. Rock in Paradise."

Deadline and other outlets have reported that the heavy-metal keyboardist was not vaccinated against COVID-19.

https://www.instagram.com/p/CW5k6nuLH-u

Phillips appeared on season four in 2009 of the television competition series, which airs on NBC. He was eliminated and then came back for season 12 in 2017 but was cut before the quarterfinals.

This story first appeared on NBCNews.com .

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