2 Weeks Off: The Lasting Impact COVID-19 Had on Students’ Experience
In March 2020, an announcement sounded through most schools in the country, “school will be out for two weeks.” Over the moon, students came home, ready for a two-week surprise summer. As two weeks became four, four became six, and six became an entire year, schools and students were unprepared for the significant change they faced. Although you have probably heard this story before, the topic is not antiquated. It is just as crucial today as it was three years ago to assess the impact of COVID-19 on students and their communities and to uncover the inequities in education.
Two weeks turned into two main themes:
Disconnect: The Social and Emotional Toll
The traditional classroom setting, with its structure and social interactions, was replaced by virtual classrooms. There was a severe disconnect between teachers, peers, and students. Many struggled with the sudden absence of face-to-face interactions and a daily routine. The lack of a daily routine and difficulty staying motivated in a home environment led to feelings of loneliness and disconnection from the school community. But why was this such a huge issue? Because community is vital to learning.
I joined my school the year COVID hit, so I had yet to place a foothold in my surrounding community. That meant that for me, the pandemic was not just spent alone but also lacked community. Group activities, field trips, extracurriculars, and even having lunch with friends were no longer a part of my daily life. Quarantine intentionally isolated us from the disease but unintentionally isolated us from the people and places most vital to our development.
Beyond academic challenges, the pandemic took a heavy toll on students’ mental health. The constant uncertainty, fear, and stress of a global pandemic increased anxiety and depression. Many students faced the added pressure of caring for sick families or dealing with financial hardships. The lack of in-person support made it even more difficult for students to cope with these challenges.
Academic Setbacks: Learning Loss and Inequity
Studies have shown that students, particularly those in underserved communities, faced disproportionate challenges. According to the Public Affairs Research Council of Alabama, only 71% of households in Alabama had reliable internet access during the pandemic. Standardized test scores reflected these setbacks. For instance, results from the Alabama Comprehensive Assessment Program (ACAP) indicated a significant drop in proficiency levels across various subjects. This learning loss is not just a statistic; it is missed opportunities, delayed progress, and widening educational disparities. Those elementary students are now in high school and should be more prepared. That’s one of the reasons why what Breakthrough Birmingham does is so important.
The inequities in access to technology and resources deepened the divide between students from different socioeconomic backgrounds. While some had access to high-speed internet and personal devices, others lacked the tools necessary for remote learning. Locally, many students were unable to connect to their virtual classrooms. Stories from Birmingham revealed that students had to attend online classes in fast-food parking lots to access free Wi-Fi.
Navigating online learning platforms, limited access to resources, and other challenges dampened students’ experience.
Photo: Breakthrough Birmingham’s virtual programming due to COVID-19.
Conclusion
Amidst these challenges, there were also moments of resilience and innovation. Teachers, students, and communities came together to find creative solutions and support one another.
As we reflect on the lasting impact of COVID-19 on students’ experiences, it’s essential to recognize the lessons learned and the opportunities for positive change. We can build a more inclusive and resilient system that serves all students by addressing the underlying inequities in education, investing in concentrated support for students and families, and prioritizing community-centered approaches to learning.
Written by: Sophia Self, Breakthrough Birmingham Intern
