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Unveiling the Hidden Impact of School Closures and Remote Learning: Academic and Emotional Challenges

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Title: Unveiling the Hidden Impact of School Closures and Remote Learning: Academic and Emotional Challenges
Language: English
Authors: Irene Piryatinskya, Jayna Ewaldb
Source: Journal of Education and Learning. 2024 13(6):25-31.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 7
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: COVID-19, Pandemics, School Closing, Distance Education, Electronic Learning, Elementary School Students, Middle School Students, Attention Deficit Hyperactivity Disorder, Achievement Gap, In Person Learning, Screening Tests, Student Behavior, Student Development, Emotional Development, Behavior Disorders, Neuropsychology, Executive Function, Pupil Personnel Services, Comparative Testing
ISSN: 1927-5250
1927-5269
Abstract: The COVID-19 pandemic forced a rapid shift to online learning, revealing significant challenges for elementary students' foundational academic and emotional development. This study explores the impact of remote learning on students with pre-existing--yet unidentified--attention and mood-related challenges, and aims to shed light on the academic and emotional gaps observed upon the return to in-person learning. To illustrate the extent of observed academic and emotional challenges, two neuropsychological case studies are presented; changes in academic performance, attention, executive function, and emotional well-being, during and after the pandemic, are examined. Findings highlight that, for some students, remote learning catalyzed or exacerbated such challenges. Furthermore, findings underscore the importance of renewed urgency for tailored support and re-evaluation of student needs, regardless of overt risk factors, especially upon returning to traditional school environments. Strategies for academic screening and social-emotional support are proposed as a means to mitigate long-term effects of educational disruptions. It is imperative that future research not only aims to better understand the learning trends observed in this specific cohort, but in the event of inevitable future school disruptions, also endeavors to establish a blueprint for supporting student needs and minimizing educational gaps.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457092
Database: ERIC
FullText Text:
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  Data: Unveiling the Hidden Impact of School Closures and Remote Learning: Academic and Emotional Challenges
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  Data: <searchLink fieldCode="AR" term="%22Irene+Piryatinskya%22">Irene Piryatinskya</searchLink><br /><searchLink fieldCode="AR" term="%22Jayna+Ewaldb%22">Jayna Ewaldb</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning%22"><i>Journal of Education and Learning</i></searchLink>. 2024 13(6):25-31.
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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  Data: 7
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Abstract
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  Data: The COVID-19 pandemic forced a rapid shift to online learning, revealing significant challenges for elementary students' foundational academic and emotional development. This study explores the impact of remote learning on students with pre-existing--yet unidentified--attention and mood-related challenges, and aims to shed light on the academic and emotional gaps observed upon the return to in-person learning. To illustrate the extent of observed academic and emotional challenges, two neuropsychological case studies are presented; changes in academic performance, attention, executive function, and emotional well-being, during and after the pandemic, are examined. Findings highlight that, for some students, remote learning catalyzed or exacerbated such challenges. Furthermore, findings underscore the importance of renewed urgency for tailored support and re-evaluation of student needs, regardless of overt risk factors, especially upon returning to traditional school environments. Strategies for academic screening and social-emotional support are proposed as a means to mitigate long-term effects of educational disruptions. It is imperative that future research not only aims to better understand the learning trends observed in this specific cohort, but in the event of inevitable future school disruptions, also endeavors to establish a blueprint for supporting student needs and minimizing educational gaps.
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  Data: 2025
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  Data: EJ1457092
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 25
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Attention Deficit Hyperactivity Disorder
        Type: general
      – SubjectFull: Achievement Gap
        Type: general
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Screening Tests
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Student Development
        Type: general
      – SubjectFull: Emotional Development
        Type: general
      – SubjectFull: Behavior Disorders
        Type: general
      – SubjectFull: Neuropsychology
        Type: general
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Pupil Personnel Services
        Type: general
      – SubjectFull: Comparative Testing
        Type: general
    Titles:
      – TitleFull: Unveiling the Hidden Impact of School Closures and Remote Learning: Academic and Emotional Challenges
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          Name:
            NameFull: Irene Piryatinskya
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            NameFull: Jayna Ewaldb
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              Type: published
              Y: 2024
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              Value: 1927-5250
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              Value: 1927-5269
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