The pandemic’s lasting impact on education: A five-year perspective | Opinion
As the nation marks the five-year anniversary of COVID-19 pandemic lockdowns, educators and students still feel the long-term, rippling effects of the forced closure of schools.
The first lesson we learned was how time-sensitive student readiness for schooling is. Five-years on, we still see the effects of students missing critical reading instruction, lacking key aspects of mathematics and hands-on science skills, and not experiencing valuable social and extra-curricular growth. We are fortunate that Harrisburg Academy sees fewer of these effects mainly because, within days of the school lockdowns, we were able to provide our students with robust, teacher-driven, interactive online and in-person learning.
The pandemic forced teachers to upgrade their knowledge and use of technology. This enhanced skill set has improved the way educators teach, and the students’ use of computer technology for presentations and assignments has enriched their learning and opportunities.
One of the most noticeable and troubling challenges of the pandemic on education, however, is the impact from the lack of socialization experienced by children and teens. It has led to deeper mental health issues and propelled schools like the Academy to adopt expanded student- and faculty-wellness programs. We have always taken a whole-child approach to well-being and rigorous education, and now more schools across the country are adopting that same philosophy.
A corollary concern is the dependence during the pandemic on virtual learning using tablets and computers and the need for students to stay connected to peers via their cell phones and devices during that period of isolation. Today we see how this contributed to a rise in anxiety and dependence among students. Many children and teens now show signs of an overreliance on social media, gaming and devices. This situation accounts to some extent for the growing movement to ban cellphones during class. Teachers can’t teach and students can’t learn in classrooms with these distractions. We also recommend adopting a no-cellphone policy at the family table and during family outings. Gift yourself and your children a chance “to live in the moment.” Offer children more chances to participate in cooperative play, group activities like sports, clubs or the arts where they build social awareness and resilience.
Most profoundly, we learned that virtual education does not work for young children. Their ability to watch the screen for extended periods is limited and social interaction is imperative. The pandemic severely damaged this group’s foundational learning experience. Numerous studies have shown that American students have not yet reached pre-pandemic levels of academic achievement.
For example, some of the latest data from the Education Recovery Scorecard released last month by Harvard and Stanford university researchers revealed:
- Students fell behind one-half of a grade level in math and reading as of spring 2024, compared to pre-pandemic achievement.
- The gap widened 17% between average scores in districts with the lowest and highest proportions of Black students between 2019 and 2024.
- The achievement gap grew 11% between average scores in high- and low-poverty districts between 2019 and 2024.
Alarmingly, the lack of engagement COVID caused lingers for parents who were banned from entering schools. Parents who were required to drop off their students got into the habit of not coming to school events. Schools got into a routine of not inviting parents as often as they did pre-pandemic. The vital partnership in education between parents – children’s first teachers – and our educators is essential and must be intensified. And, at home, promote learning by reading together and include stories from other cultures. We must open our vision and understanding from a global perspective, how values unite us and how we arrive at workable solutions.
We also must call on government leaders and the business community to expand investments in PreK-Grade 12 through programs like the Educational Improvement Tax Credits (EITC) and offer more real-world, cooperative-learning opportunities for students.
Every day, we are amazed at children's resilience and their ability to adapt to new circumstances. Children want to learn. But they must be inspired by professional educators, parents and businesses who together encourage exploring their curiosity to discover the world around them. America’s children deserve a world-class education so they can fulfill their dreams and become informed, proactive global citizens.
Adrian Allan, Head of School
Harrisburg Academy
