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With the US government devising ways to ensure remote learning for both middle and high school learners due to the Covid-19 pandemic become a success, various scholars have contributed towards adopting the strategies. According to the research performed by Steed et al. 2022, several participants said that throughout the initial months of 2020, when the pandemic rocketed, the adaptation of remote learning services for children was generally proceeding well. However, the government was lagging in defining better ways. The study’s results indicated that family ties were strengthened due to remote learning’s modification of educational services. It also revealed a disparity in benefits received by the learners. Chen et al., 2022 indicate that people of color in the US would be much affected by remote learning due to marginalization resulting from low income. The research concluded that COVID-19, being regarded as non-discriminatory, affected households of color, white, low-income, and lower middle-class families.
To improve the community’s learning environment during Covid-19, different scholars champion the mental well-being of adolescents who comprise middle and high school learners. Research by Hertz & Barrios, 2021; Styck et al. 2021, discovered that for effective remote learning to occur as a result of Covid 19 or other related situations, there is a need to ensure that learners are in proper mental health. The scholars allude that different families and neighborhoods impact a student’s success in remote learning. The research makes recommendations for curriculum designers and school psychologists, such as increasing COVID-19 education and utilizing the pandemic stress assessment tool to reduce panic. Additionally, it is essential to consider the stress that students experience at school and to inform them about techniques for reducing anxiety while creating a strategic plan. Research by Limbers (2021) and Baker et al. (2021) suggest that for a strategic plan for learners to happen, such as in the cases of Covid 19, teachers and students should be involved in making decisions that affect remote learning. Additionally, Baker et al. (2021) underline the need to promote teacher well-being to prevent adverse outcomes for educators, their students, and the educational system.
References
Baker, C. N., Peele, H., Daniels, M., Saybe, M., Whalen, K., Overstreet, S., & The New Orleans, T. I. S. L. C. (2021). The experience of COVID-19 and its impact on teachers’ mental health, coping, and teaching. School Psychology Review, 50(4), 491–504. Web.
Chen, C. Y. C., Byrne, E., & Vélez, T. (2022). Impact of the 2020 pandemic of COVID-19 on Families with School-aged Children in the United States: Roles of Income Level and Race. Journal of Family Issues, 43(3), 719-740.
Hertz, M. F., & Barrios, L. C. (2021). Adolescent mental health, COVID-19, and the value of school-community partnerships. Injury Prevention, 27(1), 85-86.
Limbers, C. A. (2021). Factors associated with caregiver preferences for children’s return to school during the COVID‐19 pandemic. Journal of School Health, 91(1), 3-8. Web.
Steed, E. A., Phan, N., Leech, N., & Charlifue-Smith, R. (2022). Remote delivery of services for young children with disabilities during the early stages of the COVID-19 pandemic in the United States. Journal of Early Intervention, 44(2), 110-129.
Styck, K. M., Malecki, C. K., Ogg, J., & Demaray, M. K. (2021). Measuring COVID-19-related stress among 4th through 12th grade students. School Psychology Review, 50(4), 530-545. Web.
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