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Virtual classrooms through Zoom and Microsoft teams have become the norm for students across the United States during COVID
Introduction
Introduction
The COVID-19 pandemic has turned lives upside down for children, parents, teachers, and virtually everyone. Initial quarantine requirements, including restrictions on group gatherings and social distancing, have made the idea of returning to school an option only for the very few or far in the future. During the end of the 2019-2020 school year, students at all levels were abruptly pulled from their regular classroom routines and started distance learning: teaching away from home. Parents of young children suddenly had to find ways to stay home and help their children adapt to a virtual classroom. Fortunately, independence among high school-level students allowed them to attend classes with less parental assistance. For better or worse, distance learning is one of America’s best options for educating students at home during the pandemic.
The COVID-19 pandemic has turned lives upside down for children, parents, teachers, and virtually everyone. Initial quarantine requirements, including restrictions on group gatherings and social distancing, have made the idea of returning to school an option only for the very few or far in the future. During the end of the 2019-2020 school year, students at all levels were abruptly pulled from their regular classroom routines and started distance learning: teaching away from home. Parents of young children suddenly had to find ways to stay home and help their children adapt to a virtual classroom. Fortunately, independence among high school-level students allowed them to attend classes with less parental assistance. For better or worse, distance learning is one of America’s best options for educating students at home during the pandemic.
While distance learning has enabled most students to continue their education, it is nowhere near a perfect solution. If nothing else, the advent of distance learning has exposed and exacerbated American society’s deeply sown social inequalities and made the impacts of inequalities in children’s education more visible. Schools already struggling to serve disadvantaged high school students have been driven to the breaking point to provide essential resources to stressed-out students. Lack of quality school and mental health resources combined with distance learning means high school students get a lower quality of education than in the classroom or simply no education at all. This article will explore the current situation, address problems, and suggest solutions to the myriad of issues that plague high school level distance learning.
While distance learning has enabled most students to continue their education, it is nowhere near a perfect solution. If nothing else, the advent of distance learning has exposed and exacerbated American society’s deeply sown social inequalities and made the impacts of inequalities in children’s education more visible. Schools already struggling to serve disadvantaged high school students have been driven to the breaking point to provide essential resources to stressed-out students. Lack of quality school and mental health resources combined with distance learning means high school students get a lower quality of education than in the classroom or simply no education at all. This article will explore the current situation, address problems, and suggest solutions to the myriad of issues that plague high school level distance learning.
Classrooms left closed for months after Spring shutdown will stay vacant for the foreseeable future.
School Resources
School Resources
School resources are defined as material and human resources that can help supplement student learning; examples include textbooks, tutoring, and basic materials such as pencils and paper. In well-equipped high schools, students could talk to counselors about their academic well-being, borrow markers and pens for projects, or work in flex-spaces with provided laptops on homework. Those days are unfortunately over, at least for the time being.
School resources are defined as material and human resources that can help supplement student learning; examples include textbooks, tutoring, and basic materials such as pencils and paper. In well-equipped high schools, students could talk to counselors about their academic well-being, borrow markers and pens for projects, or work in flex-spaces with provided laptops on homework. Those days are unfortunately over, at least for the time being.
These resources usually are openly available to high school students through their counselors and teachers. However, in the age of distance learning, access to academic resources has been stifled. With textbook pickups being few and far between, students are no longer able to access many helpful resources they desperately need, or the bar to access them has become higher. Going to a teacher’s class after school has turned into logging into different office hour Zooms, and student peer tutoring, where available, has been moved to scheduled online sessions.
These resources usually are openly available to high school students through their counselors and teachers. However, in the age of distance learning, access to academic resources has been stifled. With textbook pickups being few and far between, students are no longer able to access many helpful resources they desperately need, or the bar to access them has become higher. Going to a teacher’s class after school has turned into logging into different office hour Zooms, and student peer tutoring, where available, has been moved to scheduled online sessions.
Studies have shown that easy access to academic resources encourages and reinforces learning in all grade levels and helps build a smarter, more robust classroom. Educational resources that are available to all students provide teachers with an essential foundation for lesson planning. Suppose a teacher knows his or her student can readily access materials for a poster; in that case, they are much more comfortable planning a lesson that involves drawing mind maps, diagrams, or similar activities that can boost students’ comprehension. Similarly, during lunch or after school, teacher office hours provide essential time for struggling students to talk with teachers and cement their knowledge.
Studies have shown that easy access to academic resources encourages and reinforces learning in all grade levels and helps build a smarter, more robust classroom. Educational resources that are available to all students provide teachers with an essential foundation for lesson planning. Suppose a teacher knows his or her student can readily access materials for a poster; in that case, they are much more comfortable planning a lesson that involves drawing mind maps, diagrams, or similar activities that can boost students’ comprehension. Similarly, during lunch or after school, teacher office hours provide essential time for struggling students to talk with teachers and cement their knowledge.
Conversely, the lack of academic resources hurts vulnerable students and deprives them of the help they desperately need to thrive. Students who need help understanding content outside of class find help harder to get if it exists at all. Except for highly prepared and well-funded high schools, which can afford to give out resources like laptops to individual students, many high schools find it challenging to get students to access online classes. Accessing online courses has been difficult for students, especially those of color, as they struggle with internet connections and inadequate access to technology. In addition to this, teachers are no longer able to provide hands-on activities like lab studies, poster board making, or similar without guaranteeing that students can access relevant materials. Overall, reduced access to academic resources has hindered or halted effective learning for students and more so for those of color.
Conversely, the lack of academic resources hurts vulnerable students and deprives them of the help they desperately need to thrive. Students who need help understanding content outside of class find help harder to get if it exists at all. Except for highly prepared and well-funded high schools, which can afford to give out resources like laptops to individual students, many high schools find it challenging to get students to access online classes. Accessing online courses has been difficult for students, especially those of color, as they struggle with internet connections and inadequate access to technology. In addition to this, teachers are no longer able to provide hands-on activities like lab studies, poster board making, or similar without guaranteeing that students can access relevant materials. Overall, reduced access to academic resources has hindered or halted effective learning for students and more so for those of color.
Underfunded schools, typically those in urban or rural school districts, had much fewer resources available to students before the pandemic and even less now. Race as a social construct and its effects in American society has always been a hot topic; we can see a direct impact of race and racial discrimination in the form of worse education for minority students and students of color. The quality of education is worse across the board for minority students as America still struggles with systemic racism and racial hierarchy. The students of privileged groups enjoy experienced teachers, bountiful resources, and other lavish benefits, while students of color face “larger class sizes, less qualified teachers, and lower-quality curriculum.” The transition to distance learning has only exacerbated this difference in resources and privilege. Some students are sent home with shiny new laptops, and some students are sent home with nothing at all.
Underfunded schools, typically those in urban or rural school districts, had much fewer resources available to students before the pandemic and even less now. Race as a social construct and its effects in American society has always been a hot topic; we can see a direct impact of race and racial discrimination in the form of worse education for minority students and students of color. The quality of education is worse across the board for minority students as America still struggles with systemic racism and racial hierarchy. The students of privileged groups enjoy experienced teachers, bountiful resources, and other lavish benefits, while students of color face “larger class sizes, less qualified teachers, and lower-quality curriculum.” The transition to distance learning has only exacerbated this difference in resources and privilege. Some students are sent home with shiny new laptops, and some students are sent home with nothing at all.
Mental Health Resources
Mental Health Resources
High school students' mental health resources can include counseling, seminars, and other communication with health professionals. Mental health resources are especially necessary for minority communities as they have less access to professional resources than the average. Schools can often become the center of a community for their capability to help students in academics and at home. These resources are essential for vulnerable students suffering from depression, abuse, mental illnesses, or home troubles.
High school students' mental health resources can include counseling, seminars, and other communication with health professionals. Mental health resources are especially necessary for minority communities as they have less access to professional resources than the average. Schools can often become the center of a community for their capability to help students in academics and at home. These resources are essential for vulnerable students suffering from depression, abuse, mental illnesses, or home troubles.
Good mental health and access to resources for students who need help has many benefits. Students are more precise thinkers in the classroom, are more at peace, and have increased self-esteem. Outside of school, students sleep better, have increased energy, and start building the emotional foundation they need for a successful life. It is an understatement to say that mental health resources help students; they are imperative to the development, well-being, and learning of high school students.
Good mental health and access to resources for students who need help has many benefits. Students are more precise thinkers in the classroom, are more at peace, and have increased self-esteem. Outside of school, students sleep better, have increased energy, and start building the emotional foundation they need for a successful life. It is an understatement to say that mental health resources help students; they are imperative to the development, well-being, and learning of high school students.
With mental health and access to related resources so important, it is easy to see the crippling effects on students without them. Students in poor mental states are more prone to depression, anxiety, and suicidal thoughts. Attention is drawn away from the classroom to personal wellness or lack thereof. Instead of focusing on classroom tasks, students dwell on their fears, uncertainties, or other aspects of their lives and futures. To make matters worse, reports of anxiety, depression, and other stress forms are on the rise during the COVID-19 pandemic. For many young people, the future is very bleak.
With mental health and access to related resources so important, it is easy to see the crippling effects on students without them. Students in poor mental states are more prone to depression, anxiety, and suicidal thoughts. Attention is drawn away from the classroom to personal wellness or lack thereof. Instead of focusing on classroom tasks, students dwell on their fears, uncertainties, or other aspects of their lives and futures. To make matters worse, reports of anxiety, depression, and other stress forms are on the rise during the COVID-19 pandemic. For many young people, the future is very bleak.
As with regular academic resources, mental health resources are closely tied to the funding of schools and their communities. Schools in minority or low-income neighborhoods face more students with mental health issues. According to The Atlantic, 44% of youth who needed mental health didn’t get treatment, and that number rose to 46% and 55% for black and Latino youth. America’s social constructs directly impact students by giving them less access to vital mental health assistance while simultaneously stressing them out more. All these factors take away from student learning.
As with regular academic resources, mental health resources are closely tied to the funding of schools and their communities. Schools in minority or low-income neighborhoods face more students with mental health issues. According to The Atlantic, 44% of youth who needed mental health didn’t get treatment, and that number rose to 46% and 55% for black and Latino youth. America’s social constructs directly impact students by giving them less access to vital mental health assistance while simultaneously stressing them out more. All these factors take away from student learning.
Academic Resources
Academic Resources
Well-prepared teachers can put together websites that include all the course information and translate their regular lesson plans into virtual lessons for Zoom meetings. If teachers and schools put in enough time, and students have consistent access to the internet and the given course materials, the transition to distance learning may be relatively simple. But for students who don’t have constant internet access or a functional device, or the teachers or schools are unprepared or aren’t given enough resources to function correctly, things can become problematic.
Well-prepared teachers can put together websites that include all the course information and translate their regular lesson plans into virtual lessons for Zoom meetings. If teachers and schools put in enough time, and students have consistent access to the internet and the given course materials, the transition to distance learning may be relatively simple. But for students who don’t have constant internet access or a functional device, or the teachers or schools are unprepared or aren’t given enough resources to function correctly, things can become problematic.
On top of potentially inconsistent access to needed resources, students face less time with teachers than ever before. Not only that, but teachers and students become burnt out faster due to the exhausting, fast-paced schedules of online learning. Virtual classes also mean that students are glued to their screens practically six to nine hours a day, raising health concerns from parents and teachers alike. To say that transitioning to distance learning has been difficult is putting it lightly. But there are some things for which we can be grateful. When students turn on their cameras (which they rarely do), virtual classrooms can provide the next-best place for much needed social interaction during times of social isolation. Distance learning is much better than the alternative of in-person learning, which has been deemed as far too dangerous to restart until the COVID-19 pandemic is controlled.
On top of potentially inconsistent access to needed resources, students face less time with teachers than ever before. Not only that, but teachers and students become burnt out faster due to the exhausting, fast-paced schedules of online learning. Virtual classes also mean that students are glued to their screens practically six to nine hours a day, raising health concerns from parents and teachers alike. To say that transitioning to distance learning has been difficult is putting it lightly. But there are some things for which we can be grateful. When students turn on their cameras (which they rarely do), virtual classrooms can provide the next-best place for much needed social interaction during times of social isolation. Distance learning is much better than the alternative of in-person learning, which has been deemed as far too dangerous to restart until the COVID-19 pandemic is controlled.
Like academic and mental health resources, distance learning is heavily dependent on adults’ abilities and the resources provided to them. The problems of underfunding and poor coordination between worse-off schools translate directly to their response to the COVID-19 pandemic and their online learning procedures; a chaotic classroom in person becomes even worse under distance learning conditions.
Like academic and mental health resources, distance learning is heavily dependent on adults’ abilities and the resources provided to them. The problems of underfunding and poor coordination between worse-off schools translate directly to their response to the COVID-19 pandemic and their online learning procedures; a chaotic classroom in person becomes even worse under distance learning conditions.
Income, race, ethnicity, living conditions, and many more variables have positive and negative impacts on students that need to be further explored. While it has been established that students in minority neighborhoods are more prone to mental health issues or that students with more academic resources perform better at school, we have yet to understand what it takes to resolve these problems fully.
Income, race, ethnicity, living conditions, and many more variables have positive and negative impacts on students that need to be further explored. While it has been established that students in minority neighborhoods are more prone to mental health issues or that students with more academic resources perform better at school, we have yet to understand what it takes to resolve these problems fully.
While the information provided here is accurate, some of the more recent data is subject to scrutiny. Distance learning has only been fully deployed for several months now, and this could give us a potentially skewed perspective on the situation. To make the best decisions, we must do what we can now to help students while thoroughly analyzing the effects of actions taken or the lack thereof.
While the information provided here is accurate, some of the more recent data is subject to scrutiny. Distance learning has only been fully deployed for several months now, and this could give us a potentially skewed perspective on the situation. To make the best decisions, we must do what we can now to help students while thoroughly analyzing the effects of actions taken or the lack thereof.
The lack of quality academic and mental health resources combined with distance learning mean high school students get a lower quality education than in the classroom. Still, there are ways to support and improve current systems. Luckily, there are still options for parents who want their high schoolers to get a solid education. With time, you can have many meaningful discussions with your child and improve their learning at no cost.
The lack of quality academic and mental health resources combined with distance learning mean high school students get a lower quality education than in the classroom. Still, there are ways to support and improve current systems. Luckily, there are still options for parents who want their high schoolers to get a solid education. With time, you can have many meaningful discussions with your child and improve their learning at no cost.
The following steps can help improve your child’s academic progress and mental health during the tumultuous period of the COVID-19 pandemic and distance learning:
The following steps can help improve your child’s academic progress and mental health during the tumultuous period of the COVID-19 pandemic and distance learning:
Watch for and anticipate changes in your child. The pandemic lifestyle has been rough on everyone, especially children and adolescents, so it is expected to see deviations from normal behavior. Make sure to accommodate your children if they develop anxieties about the future but be keen to realize the start of more significant issues like depression, excessive worrying, unhealthy eating, or irregular sleeping habits. The general rule of thumb is that if a concerning behavior persists for more than two weeks, make sure to discuss it with your child and relevant social or medical professionals.
Watch for and anticipate changes in your child. The pandemic lifestyle has been rough on everyone, especially children and adolescents, so it is expected to see deviations from normal behavior. Make sure to accommodate your children if they develop anxieties about the future but be keen to realize the start of more significant issues like depression, excessive worrying, unhealthy eating, or irregular sleeping habits. The general rule of thumb is that if a concerning behavior persists for more than two weeks, make sure to discuss it with your child and relevant social or medical professionals.
Stay connected with schools. Your child’s school will likely have a mailing list where they send out important email or text notifications; if you are not a part of it, make sure to take the correct steps to be added. These notifications often include details on free lunches, Wi-Fi access, and other essential resources during the pandemic and distance learning. Some schools also have electronic grading in mobile apps and websites; make sure you have the appropriate accounts to better monitor your child’s grades if their academics start to take a downward turn. But be sure not to make academics an undue source of anxiety if your child has enough on their plate already.
Stay connected with schools. Your child’s school will likely have a mailing list where they send out important email or text notifications; if you are not a part of it, make sure to take the correct steps to be added. These notifications often include details on free lunches, Wi-Fi access, and other essential resources during the pandemic and distance learning. Some schools also have electronic grading in mobile apps and websites; make sure you have the appropriate accounts to better monitor your child’s grades if their academics start to take a downward turn. But be sure not to make academics an undue source of anxiety if your child has enough on their plate already.
Be aware of your available resources and capitalize on them. If you are fortunate to have reliable, low to mid speed internet, you and your child can access a wide variety of internet resources to supplement distance learning. Sites like Khan Academy and YouTube can provide useful educational videos on a wide range of subjects free of charge.
Be aware of your available resources and capitalize on them. If you are fortunate to have reliable, low to mid speed internet, you and your child can access a wide variety of internet resources to supplement distance learning. Sites like Khan Academy and YouTube can provide useful educational videos on a wide range of subjects free of charge.
In summary, the conditions in which students learn are profoundly important to their learning quality or if they learn at all. We can see the corresponding negative or positive impacts of students’ academic and mental health resources and how the social and racial divides can cut off vulnerable students. Through recent studies, we can see the effects of distance learning on students and formulate plans to assist them.
In summary, the conditions in which students learn are profoundly important to their learning quality or if they learn at all. We can see the corresponding negative or positive impacts of students’ academic and mental health resources and how the social and racial divides can cut off vulnerable students. Through recent studies, we can see the effects of distance learning on students and formulate plans to assist them.
Bibliography
Bibliography
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Askarinam, Leah, and National Journal. “Schools in Poor Areas Have More Students with Mental Health Needs.” The Atlantic, The Atlantic, 13 Jan. 2016, www.theatlantic.com/politics/archive/2016/01/schools-in-poor-areas-have-more-students-with-mental-health-needs/458808/.
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Chou, Vivian. “Science in the News.” Science in the News, 18 Apr. 2017, sitn.hms.harvard.edu/flash/2017/science-genetics-reshaping-race-debate-21st-century/. Chou’s article brings a science-heavy perspective to what has been a heated social debate about identity, race, and immigration. In addition to supporting images, which help clarify otherwise abstract ideas for a general audience, the author incorporates many different instances of concrete, well analyzed, scientific evidence to support their claim about how race is a social construct. I will use this source to define race and social inequality better to show their impact on students during remote learning.
Darling-Hammond, Linda. “Unequal Opportunity: Race and Education.” Brookings, Brookings, 1 Mar. 1998, www.brookings.edu/articles/unequal-opportunity-race-and-education/.
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Hammond, Zaretta. Culturally Responsive Teaching and the Brain. Thousand Oaks, California, Corwin, A Sage Company, 2015, pp. 21–51. Case studies and similar psychological reviews support Hammond’s analysis of the varied culture levels. The analysis of culture and teaching is broken up by concrete visuals that help readers understand abstract concepts. I intend to use this source to explore the impacts of culture, individualism vs. collectivism, and discrimination on high school students’ distance learning.
Miller, Claire Cain. “How to Be More Empathetic.” The New York Times, 2020, www.nytimes.com/guides/year-of-living-better/how-to-be-more-empathetic. In this article, Miller provides a compelling argument as to why empathy is an essential characteristic in our modern society and how we can develop it. Miller discusses several simple steps her audience can take to build empathy in the lives of themselves and others in a society with increasingly homogenous friend groups. The article provides several external resources to other articles and books to read. I will use this source to provide possible solutions or actions to lessen remote learning’s adverse effects on students.
Miller, Kelly. “The Benefits of Mental Health According to Science.” PositivePsychology.Com, 28 Sept. 2019, positivepsychology.com/benefits-of-mental-health/.
Noonoo, Stephen. “How Long Should a Remote School Day Be? There’s No Consensus - EdSurge News.” EdSurge, 4 May 2020, www.edsurge.com/news/2020-05-04-how-long-should-a-remote-school-day-be-there-s-no-consensus. Accessed 1 Nov. 2020.
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“Resources | Educate a Child.” Educateachild.Org, 2019, educateachild.org/explore/barriers-to-education/resources.
Salman, Javeria. “Hundreds of Thousands of Students Still Can’t Access Online Learning.” The Hechinger Report, 4 June 2020, hechingerreport.org/hundreds-of-thousands-of-students-still-cant-access-online-learning/.
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Semuels, Alana. “Why America’s Public Schools Are So Unequal.” The Atlantic, The Atlantic, 25 Aug. 2016, www.theatlantic.com/business/archive/2016/08/property-taxes-and-unequal-schools/497333/.
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Terada, Youki. “Covid-19’s Impact on Students’ Academic and Mental Well-Being.” Edutopia, 23 June 2020, www.edutopia.org/article/covid-19s-impact-students-academic-and-mental-well-being. Terada’s article analyzes the effects of COVID-19 and quarantine on the well-being of students and their learning. The inclusion of various statistical information and many related articles improves Terada’s reputation with the reader while allowing them to understand niche topics at their own will. By focusing on how teachers can prepare for when students return to school, Terada provides a future-focused, optimistic closure to an otherwise bleak article. I will use this source to conclude how students are affected by remote learning.
Twenge, Jean M. Complete, Writer Thinker Maker W/ Readings. Worth Publishers, pp. 39–44. In this series of writing pieces, we can see the change in writing styles between audiences and how Professor Twenge maintains a concrete concept of narcissism and responsibility. The information provided on the lack of empathy in “Generation Me” would be useful to explore the implications of American individualism further, as the discussions on empathy have further implications for Gen Z, my primary group of focus.
UNICEF. “Supporting Your Child’s Mental Health as They Return to School during COVID-19.” Www.Unicef.Org, 28 Aug. 2020, www.unicef.org/coronavirus/supporting-your-childs-mental-health-during-covid-19-school-return.
Yuval Noah Harari. Sapiens. Random House Uk, 2019, pp. 133–137. Chou’s article brings a science-heavy perspective to what has been a heated social debate about identity, race, and immigration. In addition to supporting images, which help clarify otherwise abstract ideas for a general audience, the author incorporates many different instances of concrete, well analyzed, scientific evidence to support their claim about how race is a social construct. I will use this source to better define race and social inequality to show their impacts on students during remote learning.
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