During the Covid 19 lockdown, the academic journey for students took a rough turn. As we reflect on the transition from 2020 to the present year, it’s evident that the structure of student academic performance has been altered in several ways, influenced by factors ranging from remote learning to mental health challenges. Here are some of the issues in question.
Attendance Challenges
The Policy Analysis for California Education highlights a concerning trend in chronic absence rates, indicating a significant increase from 2018-19 to a peak in 2021-22, followed by a slight decrease in 2022-23. While the reduction is a positive sign, chronic absenteeism still affects a substantial number of students, hovering at 25 percent of total students who have missed a significant amount of classes (usually 10-15 percent throughout the semester). The facts of the matter can be analyzed through the following data: “Chronic absence rates increased from 12 percent (702,531 students) in 2018-19 to a high of 30 percent (1,799,734) in 2021-22. In 2022-23, there was a decrease of 5 percentage points to a chronic absenteeism rate of 25 percent (1,486,302).” Although it’s an improvement from the peak, it’s worth noting that this level of absenteeism remains higher than pre-pandemic levels, indicating ongoing challenges in ensuring consistent attendance. It seems that in recent years, attendance has not fully recovered when it comes to students choosing whether or not to attend. During the pandemic, students were prone to absences from sickness, while today has the addition of many other factors.
Mental Health Struggles
The National Library of Medicine’s National Center for Biotechnology Information (NLM) underscores the profound impact of the pandemic on students’ mental well-being. Surveys conducted early in the pandemic revealed increased levels of concern, unhappiness, and a lack of social connection among youth. This can be seen from the following sample: “For example, a survey of 3,300 youth aged 13–19 early in the pandemic (Margolius et al., 2020) revealed increased levels of concern about their present and future, more time spent feeling unhappy or depressed, lack of social connection, and a desire for greater social and emotional support from their teachers and schools.” Moreover, projections suggest a rising global burden of depression, with the pandemic serving as a significant contributing factor. These findings underscore the urgent need for enhanced social and emotional support within educational institutions to address the holistic well-being of students. Students need to have a positive mindset in order to fully thrive in the environment they are in. Especially with education, their own attitudes and ambitions will affect how they learn.
Many would expect that after the loneliness and isolation of the pandemic, students would likely be less prone to depression. However, reality tells a different story. The NLM continues their tracking of depression numbers: “By 2023, it is estimated that approximately 280 million individuals globally will be contending with the heavy burden of depression, and this figure is expected to continue rising in the foreseeable future due to the impact of the coronavirus disease 2019 (COVID-19) pandemic and the rapid evolution of society (6–9).” The pandemic left lasting impacts on students even after the end of isolation. Of course, the mental status of students greatly alters how they perform academically in school. When levels of depression are this high in the current day, there is an even greater need to treat students as people first rather than students themselves. Keeping students proud of their own work and efforts comes first with how they view themselves and their surroundings. Thanks to several counselors at each school, students are still able to make the most of their youth and academic lives after the pandemic.
Academic Integrity Concerns
The shift to remote learning prompted by the pandemic has also brought forth challenges in maintaining academic integrity. Brandeis University reports a notable surge in instances of student cheating since the onset of the pandemic: “According to the internet newspaper Times Higher Education, Universities all over the world have reported a significant increase in students cheating since the beginning of the COVID-19 pandemic and the shift to online learning.” The pandemic started a trend of people realizing that most things could be digitized. This includes test taking or homework assignments within websites or apps like Canvas or Google Classroom. When school work becomes digital work, students are able to utilize and exploit other online resources to gain an unfair advantage. Look at current tools like artificial intelligence. While AI can help students learn effectively, it can also be misused. It begs the question of whether students should use AI if it also means they are able to cheat; this has been a current issue ever since the pandemic. The transition to online platforms has blurred the lines between supervision and accountability, creating an environment where some students may be more inclined to engage in dishonest practices. Upholding academic integrity in this digital landscape requires innovative strategies and heightened vigilance from educators and institutions. At this time, we cannot assume that every student has any intention to misuse technology, but we must remember to remind them of the power technology truly has.
The Value of Face-to-Face Interaction:
Amidst the proliferation of online learning, students and educators alike have emphasized the irreplaceable value of face-to-face interaction. College Boxes highlights the sentiment among students that direct communication with professors fosters a deeper understanding of the subject matter: “In fact, many students agree that it’s easier to learn when there is direct, face-to-face communication with the professor, instead of just a computer screen. You can ask questions in real-time and engage more directly with the subject matter.” The interactive nature of in-person learning allows for real-time engagement and facilitates a more dynamic exchange of ideas. If given the choice, many people would like online learning for convenience, but the truth is, face-to-face learning yields better results. As institutions navigate the complexities of blended learning environments, maintaining opportunities for meaningful face-to-face interaction remains paramount.
As we navigate the evolving terrain of student academic performance, it’s imperative that we recognize the interconnected nature of the challenges and opportunities at hand. The pandemic in 2020 has paved the way for how students behave in the current year, yet it has left some things to be desired. Addressing attendance issues requires a holistic approach that encompasses mental health support, academic integrity measures, and the preservation of valuable face-to-face interactions. By fostering a supportive and engaging learning environment, we can empower students to thrive academically despite the uncertainties posed by the pandemic. When it comes down to education, the student is the most important thing at hand.
Conclusion
There are several things that changed from the start of the pandemic to today; I remember experiencing them first-hand. As of writing this, I will soon be graduating high school with the class of 2024, but my journey took a turn in eighth grade when the pandemic hit. Entering high school during a strange period made me realize that I had to buckle down more than ever. I couldn’t let the temptation of lazing around or taking advantage of the pandemic’s effect on school, hinder my ability to give it my all.
Although it looks like we are still in a rough time for education when it comes to attendance, mental health, or academic integrity, change will eventually happen. With everyone working as hard as ever, the upcoming years in school will help students build strong minds and academic integrity.
Sources:
https://www.brandeis.edu/writing-program/write-now/2020-2021/arie-rotem/index.html#:~:text=According%20to%20the%20internet%20newspaper,the%20shift%20to%20online%20learning
https://www.collegeboxes.com/online-vs-in-person-classes-pros-and-cons/#:~:text=In%20fact%2C%20many%20students%20agree,directly%20with%20the%20subject%20matter
https://edpolicyinca.org/publications/unpacking-californias-chronic-absence-crisis-through-2022-23
https://www.ncbi.nlm.nih.gov/books/NBK594927/#:~:text=For%20example%2C%20a%20survey%20of,support%20from%20their%20teachers%20and
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10850216/#:~:text=Studies%20also%20suggest%20that%20during,developing%20depressive%20disorders%20(14)