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Post Pandemic Issues (1)

Post-Pandemic Issues in the Christian Classroom

It seems that lately, behaviors in classrooms have changed in these post-COVID times. Have you noticed that children move around the classroom much more easily? Not as in how the classroom is designed and there’s less furniture to bump into, but I mean that they get out of their seats whenever the feeling hits them. Or they’re not sure how to productively interact with each other. Or perhaps you’re seeing some younger children not understanding how to interpret a facial expression. Maybe there’s a sense of learned helplessness in your students where there wasn’t in the past. Let’s look at where these might be coming from and how we might reestablish classroom expectations. 

First, let’s establish that there are schools in urban, suburban, and rural areas, so not all effects will be felt and experienced the same way. Schools with established online school programs saw more success than schools where in-person was the focus. Rural schools in North Carolina also found the lockdowns to be helpful in cost savings and gaining higher quality teaching. 

According to Huck and Chang (2021), one of the most significant effects of lockdowns was students’ mental health. Schools are often a social place for students. A place where they see their friends, share stories, tell secrets, laugh, joke, smile, and struggle together. School closures made it very difficult for students to continue and maintain those relationships, therefore affecting their mental health. For those schools that didn’t close, the mental effects of outside lockdowns, lost jobs, lost time with friends outside of school, and family effects greatly impacted students (Macias, 2024).

Academically, students fell an average of five months behind in math and four months behind in reading compared to previous years, as measured by iReady (Dorn, Hancock, Sarakatsannis, Viruleg, 2021). Those same authors state that existing learning gaps widened and created even more “unfinished learning.” Also, virtual school classes showed a 0.1 to 0.4 standard deviation (SD) below traditional school classrooms (Huck and Zhang, 2021). However, the learning expectations of standards, curriculums, schools, and teachers didn’t change when we came back. 

Add in the potential loss of family members, parents who lost jobs, and being socially isolated and students were significantly impacted. Kids notice the stress from parents and feel the tension in the house. They might not acknowledge or know how to discuss it, but it’s real for them. With that, about 35% of parents indicated concern with their child’s mental health (Dorn, et al, 2021). 

Sorry for all the doom and gloom, but it’s imperative we know what we’re dealing with when it comes to what’s best for our students. Yes, not all schools closed. Some private schools stayed open or closed only briefly. Even so, the students there are indirectly impacted. 

So, what do we do? It can’t stay this way; no one wants it to. In our Christian schools, we have the unique ability to be creative and bold in how we lessen these mental health and academic gaps. What can we do? Perhaps one or more of these: 

  • Offer a Christ-centered, age-appropriate prayer group
  • Make a concerted effort to build positive relationships with students
  • Teach creativity and critical thinking skills 
  • Challenge negative thoughts in a loving and caring manner
  • Be consistent in your classroom rules
  • Set clear and achievable goals

Since the pandemic, classrooms have most certainly changed. This change presents new challenges for teachers and administrators in our schools. By addressing these changes through understanding, support, and faith, we will be able to help students become resilient and engaged in our classrooms once again. 

Resources:

Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2021). COVID-19 and education: The lingering effects of unfinished learning. McKinsey & Company, 27.

Huck, C., and Zhang, J. (2021) Effects of the Covid-19 Pandemic on K-12 Education: A Systemic Literature Review. New Waves-Educational Research and Development Journal. V24 n1 p53-84 Sum 2021.

Macias, O., (2024). Navigating Post-Pandemic Student Behavior: Strategies for Teachers and School Administrators. Resource Hub. Retrieved January 20, 2024 from https://content.acsa.org/navigating-post-pandemic-student-behavior-strategies-for-teachers-and-school-administrators/#:~:text=Addressing%20Disrespect%20and%20Defiance,sense%20of%20ownership%20and%20accountability.

Dr. Tracie Salgado serves as the Director of Special Education at Lutheran Special Education Ministries. She's been in education for over 25 years and believes strongly in advocating for students with different learning needs. She's taught in WI, SC, and AZ, as well as New Zealand and China. She and her husband reside in AZ where they enjoy hiking and running through the mountains.

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