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 |
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| 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 |
| 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. |
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| ISSN: | 1927-5250 1927-5269 |
