UNC initiative finds educational disruption a top concern resulting from COVID-19

Though it may be years before the full impacts are known, it is clear that learning loss is occurring.

"For nearly 50 years, educational researchers have shown that students don't retain everything they learned in school the previous year over the summer," said Lora Cohen-Vogel, Frank A. Daniels Jr. distinguished professor of public policy and education. "We tend to think of this phenomenon less as a loss and more as a reduction in the gains students made the year before. In a typical year, this ‘summer slide,' as it's generally known, accounts for between two weeks and two months of grade-level equivalency in math. In reading, the gains made by students experiencing poverty during the academic year also appear to slide back over the summer, while higher income students' reading learning generally holds steady."

Cohen-Vogel explains that "we are still working to accurately measure the impact of school closures and instructional delivery disruptions caused by COVID on students' learning."

She points to a study showing that COVID slide estimates calculated very early in the pandemic suggested that students would return in fall 2020 (after March through June disruptions combined with the out-of-school summer months) with roughly 70% of their learning gains in reading and only 50% in mathematics compared with a typical school year, but disruptions for most students can extend far beyond that.

"If we're purely using assessment tests to determine if students are falling behind, then we can make the assumption and say that, yes, students are behind in that manner," said Cassandra Davis, a research associate professor in the UNC's Department of Public Policy. "But I would argue that that's not the only measure to use."

The projected learning loss from COVID-19 in Durham, for example, is expected to be double or triple the typical amount, according to Dominique Oliver, director of community partnerships for Made in Durham.

"This year is different than any other year, obviously, mostly because of the difference between in-person instruction versus online instruction," said Oliver. "When COVID first hit, we saw major issues with students not having access to computers, or not having adequate internet or bandwidth."

Even with efforts to get computers or hotspots to students, a number of challenges and roadblocks made it harder for students to learn. Research shows that 33% of first-generation college students who live with younger children are responsible for their care, and 42% share the responsibility of caring for an adult. These students faced unique distractions from virtual learning.

Even the return to in-person instruction or those schools using hybrid models continue to struggle with Covid-related complications. Teachers and parents note the disruptions caused by positive COVID tests and the time that must now be devoted to contract tracing and other protocols. 

"You never know from week to week how many students are going to be able to attend," said Oliver. "It's been tough on young people, it's been tough on instructors, it's been tough on school staff in general and everyone is just trying to figure all of that out."

Another important issue is how much students' mental health has suffered during isolation, said Davis.

In addition to learning loss, many Carolina Across 100 survey respondents raised concerns about the mental health and well-being of students and teachers. More than 50% of survey respondents stated that mental health has gotten worse since the pandemic.

"One of the things that has improved is awareness of different students and their needs — hopefully also faculty and educators and teachers and their needs," said Davis. "Mental health was such a squishy topic two years ago. Unfortunately, with the very sad tragedies that we've had at UNC campus, it's now a point to check in with each other."

"Students need that mental health support," said Davis. "They really need psychologists, social workers, the family, the community that comes together to support the mental health needs of their students."

The issues did not end when students went back to school. In fact, returning to school may well cause additional anxiety, said Oliver. 

"I've actually met with quite a few students, from the high school level to elementary school, who have talked about it being more hectic being back in the school," said Oliver. "The social and emotional anxiety and things like that coming back after spending a year out of school have been an issue."

Additionally, students are not doing the same activities as they were before the pandemic, which reduces meaningful engagement at schools.

"You can't build those connections if you can't really be around people," said Oliver.

Educators have also been affected, and their feelings of confidence or insecurity in their teaching trickle down to students.

"It shows that we're all connected, which is great, but it's also something that says if one side is not doing well, then that disrupts the whole group," said Davis.

Schools are continually adjusting in response to evolving student needs by trying different classroom models and hearing from parents who want to ensure there is connection and consistency. Carolina Across 100 is well-positioned to offer research-based options for communities to consider as schools work to reach the new normal.