COVID-19, at its peak, forced school closures in 188 countries with over 1.7 billion children and young adults affected. Although schools globally did all they could to promote distance learning, in reality, it was no substitute for the classroom. Of course, this presents the question regarding the long-term impact that school closures and the overall impact that the coronavirus has had on our children’s education and their prospects.

As an international school in Bangkok, we quickly realised the severity of the situation, with Thailand being the first country after China to report a case of COVID-19. Like many schools around the world, we implemented measures where children could be taught remotely using mediums such as Zoom and Google Groups which was intended to retain an element of classroom learning and kept students in regular contact with their peers.

Could there be hysteresis in education?

Usually, when we refer to a hysteresis, we are talking about the implications of long-term unemployment and the impact that it has on an individual’s chances and ability to find a new job. However, it is now a complication that may present itself in education with the standard of learning at home, not being to the same standard as face-to-face teaching. Of course, this was down to unprecedented circumstances, so no blame should be apportioned to anyone.

The problem is potentially worse in students in critical years, such as those studying for GCSEs or A-levels with younger pupils at least getting a chance to catch up in forthcoming years. A similar situation was experienced on a smaller scale in Christchurch, New Zealand in 2011 when schools were seriously disrupted following an earthquake. However, with the school year extended, pupils had returned to their expected level of learning and grades by the middle of the next academic year.

Possible issues with student disengagement

There have also been concerns raised about pupil disengagement, although this seems to have been less severe than many feared. Those most affected, appear to be students with lower academic abilities, who were often already disenchanted with schooling. Sadly, COVID-19 seems to have intensified the problem and teachers, parents and pupils must do all they can to help this group to reduce the impact which it could have on their future lives.

Fears about returning to school

Students around the world have reported concerns about returning to school or mixing in large groups. This is understandable and is something that has featured heavily in the media around the world. Of course, as an educational establishment, we do all we can to allay those fears, with class sizes reduced and social distancing exercised. Naturally, all classrooms have undergone deep cleans during the closure period, and hand wash stations are prevalent in most schools. Talking the situation through with children has had a positive impact addressing some more irrational fears.

Over impact on mental health

The impact that COVID-19 will have on students’ overall mental health has probably not yet presented itself fully. Some students have handled the situation exceptionally well and indeed have revelled in the “new normal”. However, some pupils have become more introverted and lacking in self-confidence due to being kept isolated from friends and, in some cases, other family members. Again, this is something that should be discussed in an open and frank manner with professionals always available to guide you if required.

###
September 21, 2020