Here is my rough draft that was sent in to the professor:
Abstract:
The outbreak of the COVID-19 pandemic in early 2020 produced unprecedented
challenges worldwide, including the shutdown of all schools, both private and
public education. This thesis paper aims to investigate the effects of the
COVID-19 pandemic on elementary students in Richmond, Virginia. Through a
comprehensive review of literature, data analysis, and qualitative research
methods, this study explores the academic, socio-emotional, and physiological
impacts of the pandemic on elementary school children in the Richmond area.
Additionally, it examines the responses of educational institutions,
policymakers, and communities to mitigate the adverse effects of the pandemic
and foster resilience among elementary students. The findings of this research
contribute to a deeper understanding of the challenges faced by elementary
students during the COVID-19 crisis and provide insights into effective
strategies for supporting their holistic development in the post-pandemic era.
- Introduction
- Disruption
of Learning and Learning Loss - Social,
Emotional and Economical Impact - Mental
Health Challenges - Technology
and Changes in School Dynamics - Conclusion
- References
Introduction
The
effect of COVID-19 on elementary students in Richmond, Virginia, has been
multifaceted, impacting various aspects of their lives including education,
socialization, and overall well-being. “The pandemic resulted in divisions
converting to remote learning for the second half of the 2019–20 school year
and much of the 2020–21 school year. Rural divisions in western Virginia
generally returned to in-person learning sooner than other divisions. This
major, unprecedented disruption presented numerous challenges for students,
families, and K–12 staff. (JLARC | Pandemic Impact on K-12 Public Education,
n.d.)”
This
thesis paper will discuss the specific challenges faced by elementary students
in Richmond, Virginia, during the COVID-19 pandemic and post-pandemic era. By examining the various dimensions of the
pandemic’s impact on elementary education such a learning disruption and loss,
the social, emotional and economic impact, technology challenges and school
dynamic, this study seeks to inform educational stakeholders, policymakers, and
community leaders about the critical needs of elementary students and advocate
for targeted interventions to support their well-being and academic success
amidst ongoing challenges.
Disruption
of Learning and Learning Loss
The
pandemic led to school closures and a transition to remote learning, which
disrupted the traditional classroom environment. Many students faced challenges
in adapting to online learning platforms, especially younger elementary
students who may require more hands-on instruction and supervision. Extended periods of remote learning and
interruptions to the regular school year may have contributed to learning loss
among elementary students. Gaps in academic achievement may have widened,
particularly for students who lacked access to necessary resources for remote
learning or struggled with the online format.
As schools began to re-open and return to in-person instruction, fewer
students attended school regularly. “Twenty
percent of students statewide were chronically absent in the 2021–22 school
year. While COVID-19 quarantines
contributed to increased absenteeism, school staff indicated other factors
contributed as well. (JLARC | Pandemic Impact on K-12 Public Education,
n.d.)”
Social,
Emotional and Economical Impact
Elementary
students may have experienced feelings of isolation and loneliness due to
reduced social interaction with peers and teachers. The absence of in-person
schooling and extracurricular activities could have affected their social
development and emotional well-being.
Families of elementary students may have faced financial hardships due
to job losses, reduced hours, or other economic consequences of the pandemic.
Economic stressors can indirectly affect children’s well-being and academic
performance. There was also a
significant increased in student’s disruptive behavior as they returned to
in-person learning, which also contributed to the decrease in successful
completion of a students grade level and advancement to the next grade. One of the known reasons for this increase in
disruptive behavior in the inconsistencies for
lot of students during the pandemic.
‘They just haven’t had the chance, or the time, or the opportunities, to
develop those skills that you need to sit in a chair and productively learn
throughout the day (Shen-Berro, 2023).”
Mental
Health Challenges
There
may have been concerns about the health and safety of elementary students, as
well as their families and school staff, particularly during periods of high
COVID-19 transmission. The closing of schools in 2020 brough on many mental
health challenges for students such as isolation, lifestyle changes,
depression, anxiety and other social crises.
These concerns impacted attendance and participation in school-related
activities. The stress and uncertainty
surrounding the pandemic, along with changes in routine and social isolation,
may have increased the risk of mental health issues among elementary students. In order to assist students with mental
health challenges, many school districts incorporate a mental health check-in
to be performed daily by teachers, administration, and staff. The purpose of this check-in was to connect
students to the proper help before issues escalate and to allow students to
have open dialogue about their feeling and concerns. This check-in also proved that addressing a
student’s health was beneficial to the over all academic success. “This realization has pushed schools to be
better prepared to pay attention to student mental health. And many have worked
closely with health care providers to educate staff on ways to incorporate
mental health discussions into their daily routines. (Chatterjee, 2022)”.
Technology
and Changes in School Dynamics
Disparities
in access to technology and internet connectivity may have widened existing
inequalities among elementary students. Students from low-income households or
underserved communities may have faced greater challenges in accessing online
learning resources. Some of the largest growth in the use of technology
included using software programs for literacy gaps, expanding the use of
teacher classroom management systems, and core curriculum supplements. Many internet learning tools have begun to
change there strategies to increase the use of digital instruction. “Khan Academy, for example, has expanded its
“Districts” offering, aimed at easing systemwide implementations by offering
extensive training, better integration with student information systems, and
digital dashboards that can be used to track student growth. During the
pandemic, Khan also launched an online peer-to-peer tutoring platform called
Schoolhouse.world. (Herold, 2022)
The
pandemic necessitated changes in school protocols and routines, including mask
mandates, social distancing measures, and hybrid learning models. These changes
may have influenced the overall school experience for elementary students and
required adjustments in behavior and expectations. Almost three years since schools shut down
worldwide, masks are off, social distancing has evaporated, we are moving
towards some type of normalcy and the government had declared that the pandemic
is no longer an emergency. However, the
effects of the pandemic and shut down are still being seen in children’s well
being. “ A real recovery will require
not just intensive academic interventions, but also intentional efforts to
rebuild students’ social skills and their sense of belonging in their school
communities. That remains the central paradox facing teachers today: Despite
all the attention being paid to “lost” learning, schools won’t actually be able
to get kids back on track academically without doing more to address the
pandemic’s deeper social and emotional impacts. (Williams, 2023).”
Conclusion
In
conclusion, the COVID-19 pandemic has profoundly affected elementary students
in Richmond, Virginia, impacting their academic progress, socio-emotional
well-being, and physiological health. However, through concerted efforts from
educational institutions, policymakers, and community stakeholders, we can
mitigate the adverse effects of the pandemic and support the holistic
development of elementary students. By implementing evidence-based
interventions and fostering collaboration across sectors, we can build a more
resilient educational system that prioritizes the needs of all students,
ensuring they thrive despite the challenges they may face. It’s important for schools, families, and
communities to provide support and resources to address these challenges and
mitigate the impact of the pandemic on elementary students in Richmond,
Virginia, and beyond. This could involve targeted academic interventions,
mental health services, community outreach programs, and efforts to bridge the
digital divide.
References
Chatterjee, R. (2022, September 2).
As school starts, teachers add a mental-health check-in to their lesson plans. NPR.
https://www.npr.org/sections/health-shots/2022/09/02/1120077364/with-kids-back-in-school-educators-brace-to-help-with-ongoing-mental-health-trouble
Herold, B. (2022, April 14). How
Tech-Driven teaching strategies have changed during the pandemic. Education
Week. https://www.edweek.org/technology/how-tech-driven-teaching-strategies-have-changed-during-the-pandemic/2022/04
JLARC | Pandemic impact on K-12
Public Education.
(n.d.).
https://jlarc.virginia.gov/landing-2022-pandemic-impact-on-k-12-education.asp
Shen-Berro, J. (2023, November 9).
Student behavior remains concerning amid COVID’s impact, educators say. Chalkbeat.
https://www.chalkbeat.org/2023/3/7/23628032/student-behavior-covid-school-classroom-survey/
Williams, C. P. (2023, July 28). Covid
Changed Student Behavior—How are schools responding? Edutopia. https://www.edutopia.org/article/covid-changed-student-behavior-how-are-schools-responding