By Alanna Harte *
*Alanna is a graduating 3L at Touro Law Center. She currently serves as the marketing director for the Student Bar Association and is a legal intern at State Farm in their PIP department.
On January 7, 2020 the Chinese government confirmed that what was believed to be a cluster of pneumonia was the novel coronavirus.[1] By January 30, 2020, a total of 9976 cases had been reported in at least 21 countries.[2] This included the first confirmed case of Coronavirus infection in the United States, reported on January 20, 2020.[3] Without a clear understanding of what the virus was or how to treat it, nations closed non-essential businesses with the hope of containing it. This meant that engagements that had previously occurred in-person now moved to virtual platforms, including schooling. The year 2020 presented an unprecedented challenge for the world of education, particularly for children from diverse socioeconomic backgrounds.
As a result of the Coronavirus pandemic, 1.2 billion children worldwide were forced out of the classroom.[4] While a large portion of those 1.2 billion students were able to resume attending classes in person, over 55 million kindergarten through twelve students were unable to receive in-person instruction.[5] As a result, teachers and students shifted to virtual classrooms for their schooling. However, this was not an easy transition for any of the actors involved, as it forced the schools to collaborate with the providers of necessary technology while teachers, support staff, and students all had to learn to utilize the software and technology in a short period of time. The Economic Policy Institute conducted a study which analyzed the effect of socio-economic differences on the capability of eighth-grade students to access education.[6] The study found that about one in four eighth-graders who have lower income do not have a desktop computer or laptop (23.7%), and almost one in three (29.4%) do not have a tablet.[7] The use of either a desktop, laptop, or tablet is essential if students are to be able to follow instruction online. In addition, the study also found that 7.0% of eighth-grader students who are poor do not have home internet, the other essential instrument for remote study.[8] In contrast, only 7.7% of non-poor students lack a desktop or laptop computer, and only a minute fraction of non-poor students (1.6%) do not have internet access.[9] This study does not take into consideration the quality of internet the students have access to or the number of devices in the student’s household.
There are many other practical considerations that must be considered when analyzing the obstacles faced by students from lower-income families. Students with only one device in their household may be forced to forgo learning so that their parents may work from home or so another sibling can attend classes. However, a lack of available devices and access to the internet does not account for all the absent students. In Memphis, Tennessee, teachers and administrators in the Shelby County School District are searching for approximately three thousand students who have not been accounted for.[10] The School District had even provided each student with either a laptop or tablet for their schooling and access to an internet hotspot for those who needed it.[11] Throughout the country, every school district has noticed that a large number of students who have not become engaged in virtual education.
The right to attain a proper education is a fundamental cornerstone of the continued maintenance of our democracy. New York State, for example, requires the educational instruction of all students between the ages of six and sixteen years.[12] This is an attempt to implement societal balancing to a certain extent—if free public education wasn’t available to the masses, there would be a huge range of terrible impacts on the nation as a whole. The economy increasingly depends on the human capital of workers, leading any reduction or inefficiency in the education of students to negatively impact the overall American economy. Moreover, the lack of free public education would exacerbate the wealth disparity which expanded far larger during the pandemic.[13] If only well-off families can afford to send their children to school, the American Dream of pulling yourself up by your bootstraps becomes immensely more difficult. The pandemic has put additional stress on all students, but lower-income students are facing a wide variety of issues that must be addressed to prevent them from becoming alienated from their educational institutions. These are some of the challenges that have affected the decrease in attendance since the start of the pandemic, with a particular focus on individuals from those lower-income families.
I. Difficulties faced by lower-income students before the Pandemic
Even before the COVID epidemic began, the correlation between educational outcomes and family income had already been well-documented, particularly thanks to longitudinal studies being conducted and continually updated in each State which analyze this exact premise.[14] These studies track the demographics of each student and follow their progress through any post-secondary education they might undergo. Researchers have long been aware of the impact that family-wealth has on student outcomes. Students from wealthier families have experienced higher rates of secondary and post-secondary success since the 1970s.[15] This difference in performance impacts students far after their time in the classroom; in fact, wage is highly dependent on an individual’s level of education. Since the 1980s, students who graduated from a four-year college program earned 63% more than students who graduated from high school, and high school graduates earned 38% more than high school dropouts.[16]
The average level of academic achievement is directly linked to family income. A study from 2011 found that by the age of 24, students whose family income are within the top quartile had completed an average of four years of school more than students from the bottom quartile.[17] Moreover, the same study found that 80% of individuals from the top quartile of income enter college by age 25, while only 30% of students from the bottom quartile enter college by that age.[18] It is estimated that the academic gap correlated to income has a yearly economic impact between four hundred billion dollars and six hundred seventy billion dollars or roughly three to 5 percent of the United States’s annual gross domestic product.[19]
The impact of wealth can be observed throughout primary and secondary schools, such as with the skills and knowledge gap that can be observed at the start of kindergarten between students in lower-income and higher-income families.[20] There are several theories attempting to explain this, the most popular being that lower-income parents are unable to dedicate and invest as much time in the early childhood of their children compared to higher-income families.[21] It can only be imagined that young children in that age bracket will be even more negatively affected by the epidemic with a more limited amount of facetime with their teachers.
In recent studies conducted by Bellwether Education Partners, it is estimated that approximately three million at-risk students have not received any form of formal education, virtually or in the classroom, since the start of the pandemic in March.[26] Chronic absenteeism is not only problematic for the children in the present but can lead to challenges later on in life if they attempt to pursue further educational pursuits.[27] For example, chronic absenteeism has been associated with third graders unable to master reading and ninth grade students dropping out of school. [28] Many students labeled as chronically absent have been forced to join the workforce to support their families during this incredibly unstable economic period.
II. Why Certain Populations are More Vulnerable
The Kaiser Family Foundation analyzed data from the Centers for Disease Control and Prevention to determine which groups are most vulnerable to the coronavirus.[29] The data identified that more than one in four (27%) Black non-elderly adults are at higher risk of serious illness if infected with coronavirus, compared to about one in five (21%) White adults.[30] Furthermore, more than one in three (35%) non-elderly adults with household incomes below $15,000 are at higher risk of serious illness if infected with coronavirus, compared to about one in seven (16%) adults with household incomes greater than $50,000.[31] Although the rates of Hispanic and Native Hawaiian or Pacific Islander nonelderly adults at higher risk for serious illness if infected are similar to that of White adults, these groups face disparities in other health, social, and economic factors that may contribute to barriers to health care associated with coronavirus.[32]
In addition to an increased risk of contracting the disease, a larger portion of non-elderly adults with lower household income than higher household income has a greater risk of serious illness if they are infected with coronavirus.[33] This is primarily due to underlying health conditions that are more prevalent among non-elderly adults with low incomes.[34] People with low incomes who work in jobs such as grocery story workers, delivery drivers or home health aides that are defined as essential may put themselves at higher risk of contracting coronavirus.[35] This is compared to higher-income individuals whose circumstances and professions allow them to shelter in place and follow guidelines for social distancing. Furthermore, Individuals from low-income communities or communities of color are less likely to have the necessary health insurance to receive the proper medical care if they do become ill. As a result, high-risk students are forced to find alternative housing if one of their parents become infected. Moreover, students who have a parent contract the coronavirus may be forced to choose between attending school and finding work to offset the loss of family income.
III. Effect of COVID-19 on High-Risk Students
While all educators are experiencing difficulties during the pandemic, some schools are faced with the responsibility of teaching more students who are identified as high-risk. Amistad High is one of California’s 430 alternative schools which serve students who are considered high-risk.[36] Alternative schools include continuation schools, independent study programs, and community day schools, which serve students who have been referred there by parole or attendance boards.[37] Students identified as high-risk are those who have been expelled from traditional schools, are young parents or need flexible schedules to work.[38] When the pandemic began in March, Amistad High called all two hundred and five students.[39] If a student’s phone was disconnected, they went to the student’s house. If no one answered, they asked neighbors for further information.[40] For students in alternative programs, school is more than a place to learn. Alternative schools offer counseling and mental health services and focus on the relationship between students and their teachers.[41] Gerardo Abrica, president of the California Continuation Education Association and a math teacher at an alternative school in Tulare County stated, “As educators at alternative schools, we work with some of the most at-risk youth, and we want to make sure our kids are not forgotten or marginalized.”[42] Students who are already at-risk for dropping out rely on their relationship with sympathetic teachers to keep them engaged. [43] The loss of these real, personal connections has affected students’ well-being in and out of the classroom and is something that cannot be remedied online.
Student dropout rates skyrocket whenever a large-scale disaster take place.[44] For example, in the wake of Hurricanes Katrina and Hurricane Maria, between 14-20% of high school students dropped out and didn’t return.[45] Experts are currently expecting the same to be seen as a result of the epidemic. The issue with comparing this pandemic to hurricanes and other natural disasters is the sheer size and scope involved. While the natural disasters are localized events, generally limited to a general region, the pandemic has impacted the entire world and ountry. The current projections forecast that between two and nine percent of high school students will drop out as a direct result of the pandemic—this would equate to between 232,000 and 1,100,000 students in ninth through 12th grades.[46]
Even at-risk and lower-income students who remain at school could face long-term effects. The achievement gap, discussed above, has a very likely chance of becoming even more exacerbated as a result of the pandemic.[47] This chance is because while the vast majority of students are receiving some form of educational instruction, the virtual instruction that most students are being taught with is of a lower quality than in-person classes.[48] Surveys have shown that this is largely caused by the delivery mechanism and the response children have to virtual learning rather than a fault of the teachers.[49] When evaluating the impact that virtual learning has on student outcomes, there are a number of factors which must be taken into account: the quality of the teaching, access to necessary technology, home support, and level of engagement.[50] High-risk students are naturally on an unequal playing field compared to their higher-income peers in regard to those background elements. Particularly in New York, the quality of teaching is highly dependent on the school district being resided in which has a very strong correlation to family income. Home support is often an issue for these at-risk students as noted above with respect to the gap between new kindergarten students from different income backgrounds; if family support is the cause of that gap as theorized, this problem would likely also impact virtual learning scenarios. Finally, the degree of engagement is different for each individual student but it will be impacted by the environment they have at home. If a parent loses their job when the family is living paycheck to paycheck, that will certainly add stress to a child’s life and impact their learning.[51] The impact is already being seen in terms of online engagement in virtual learning. While higher-income students, on average, are engaged in over 90% of online classes, lower-income students are only logging in for roughly 60-70% of classes.[52]
Unfortunately, these same trends are observed not only with income disparities—disparities in educational outcomes are also observed in racial contexts.[53] When analyzing the quality of instruction, a study found the following to be the estimated levels of quality that white, black, Hispanic, and low-income students would receive. It was found that among white students, 38% received above-average virtual education, 52% received below-average education, and 10% received no educational instruction.[54] Only 14% of black students were estimated to receive above-average virtual instruction, 46% received below-average instruction, and 40% would have no instructions. Among Hispanic students, 21% would receive above-average instruction, 49% would receive below average instruction, and 30% would have no instruction. Lower-income students were estimated to comprise of 40% below-average instruction, and 60% would have no instruction.[55] The comparison in standards of education is enormous, particularly when noting that the majority of lower-income students could already have left the education system for good, or at best lost the value of a year’s worth of education.
The real world economic impact that these educational disruptions have upon the earning potential of these students is very real. It is estimated that the average student in primary or secondary education will earn between $61,000 and $82,000 less throughout their lives due to the lower quality of education over the course of the pandemic.[56] That is equivalent to 110 billion dollars of reduced income overall for the students currently in kindergarten through twelfth grade.[57] About 10% of that loss is due to the additional students who will likely drop out of learning, while the remaining amount is entirely caused by the reduced quality and duration of educational instruction. If the lifetime earnings decrease in the stated range, there would be a related decrease in the overall gross domestic product. The current projections estimate that from the time the entire cohort is in the workforce, roughly the year 2040, the annual national gross domestic product will be lower by 173 billion to 271 billion dollars directly attributed to the pandemic’s effect on education.
Some of these concerns have been ameliorated to a certain extent from recent data which shows that virtual learning has been fairly effective in keeping students reading at their appropriate grade level. However, the average student is five to ten percent behind where they should be with respect to mathematics.[58] However, while that study has fairly positive findings for the future, their sampling detects serious concerns. Roughly a quarter of the students who were enrolled in these schools in 2019-2020 were no longer enrolled in the current school year.[59] It is impossible to state for certainty the underlying reason for those absences, but at least some of those students are likely entirely disengaged from the educational process. As described supra, the statistics cite that it is more likely than not that those individuals are from high-risk groups which will further perpetuate the educational outcome and lifetime income disparity that this country has been unable to reverse to date.[60]
IV. The Effect of the Pandemic on Teachers’ Mental Health
While the effect of the pandemic has been felt by students, it has also had substantial effect on teachers. The coronavirus pandemic has placed teachers in an unprecedented situation. Teachers have been forced to move from the classroom to a virtual platform to educate their classes, many of which are forced to compete for their student’s attention. Individuals are at a higher risk for stress when the demands they have been outweighed by the resources they have to meet them. [61] Data has shown that teachers lack specific resources to get support and thus are high risk. [62]
The sudden changes in their daily routines have resulted in considerable increase in stress level. In a study published by Phycology Today, researchers analyzed seventy-three teachers across seven school districts and three charter schools, all working in under-resourced schools in Southern California. [63] The study concluded that one hundred percent of teachers felt a sense of worry and concern for their students, especially with the rising levels of absenteeism. [64] One teacher stated, “All of them turned into ghosts, I guess is the best way to describe it.”[65] This has shown to be especially difficult for educators who draw a lot of energy from their students. [66] The sudden loss of contact and uncertainty resulted in various levels of grief that generally was not being acknowledged or supported. [67]
In addition to the feelings of grief felt by the loss of connection with their students, a number of teachers reported concerns for their students’ basic needs. [68] Researchers noted that many teachers are at risk of developing symptoms related to secondary trauma, defined an indirect exposure to trauma through a first-hand account or narrative of a traumatic event. [69] Although secondary trauma was an occupational hazard prior to the coronavirus, the pandemic has exacerbated the risk as teachers hear their students’ increased hardships including death, eviction or lack of food in the household. [70] Researchers noted that secondary Trauma can have long-lasting effects and urge administrators to create a space in which teachers can connect with their peers as they grieve. [71]
Teachers were not only grieving for the loss of connection with their peers but also with their students. The pandemic forced schools to change their policies and the way teachers were able to connect with their students. Researchers found that having positive relationships with students is associated with greater teacher wellness. [72] Therefore, administrators should design policies to promote connection and relationship building, as well as flexibility and innovation in how teachers maintain contact with families. [73] During the pandemic, teachers described feeling powerless when unable to communicate with their students and their families.
Furthermore, teachers revealed feeling increased pressure to maintain a balance between their personal life and their work obligations. Teachers stated that they felt increased pressure to be on-call day and night.[74] It can be incredibly stressful for teachers to need to maintain the flexibility required when teaching in-person. If a student comes in contact with their class and then tests positive, it is likely that the entire class and teacher will need to quarantine and revert to remote learning for the duration. This, coupled with the challenges of working with small children at home and raising children of their own, has amounted to drastic increase in mental illness among educators. Moreover, the stress teachers experience have real world implications for their students. Researchers have found that the quality of classroom organization and teaching quality declined as teachers reported more depressive symptoms. [75] Teachers who displayed higher levels of stress at the beginning of the year displayed fewer effective teaching strategies over the rest of the school year, including clear instruction, effective classroom management, and creation of a safe and stimulating classroom climate for their students, than did the teachers with lower initial stress levels. [76]
V. The Effect of the Pandemic on Students’ Mental Health
The coronavirus pandemic has taken a drastic toll on mental health nationwide. Among those most affected are students. In a study conducted by America’s Promise Alliance, one-third of the students surveyed reported feeling unhappy or depressed in recent months.[77] According to the Society for Research in Child Development, research shows that adolescents depend on their friendships to maintain a sense of self-worth and to manage anxiety and depression.[78] For some students, the beginning of virtual learning came as a welcomed change from the pressures of high school. However, this relief was short-lived as the realities of long-term isolation set in.[79] While adolescent relationships can certainly be stressful, they are also essential for the formation of personal identity.[80] Research has shown that extended periods of loneliness can cause one’s mental and physical health to deteriorate.[81] This may result in depression or chronic disease.[82] For many students the sense of loss could be devastating. When describing the sense of lose one has the potential to feel when school closes, a junior at Florida Guld Coast University in Fort Myers stated, “When we hear the word grief, we tend to think of the death of a loved one or somebody really close… On top of that, there’s the grief of losing your sense of normalcy, routine, and social connections.” [83] Experts suggest parents watch for warning signs that may indicate their child is struggling. Warning signs include a change in behavior or a change in personality.[84] Parents should also encourage their children to participate in virtual events that can help them connect to their peers.
Although it might sound obvious to state that loneliness can be a result of social isolation for students, it is very accurate. A study from June 2020 found that over a third of adolescents experienced loneliness, described as “the painful emotional experience of a discrepancy between actual and desired social contact.”[85] Moreover, almost half of individuals between the age of 18 and 24 felt lonely as a result of COVID. This study also found that the longer that social isolation increased, the more likely adolescents were to feel anxiety in addition to loneliness.[86] Also worrying, the study found a correlation between duration of isolation and increased rates of suicidal ideation, self-harm, and eating-disorder behaviors.[87] This analysis also found that depression is more likely to emerge a few months to a few years after isolation ends, which is another worrying factor that must be kept in by policy makers and the school psychologists who are attempting to help these students.
An individual’s mental health impacts everything in their life, including the education they receive. This is particularly important when attempting to focus on virtual education which requires a high degree of engagement with the classes and the material to properly retain it. The pandemic can negatively impact a student in a wide variety of ways. The clearest connection is when a loved one passes on after suffering from the virus. Other impacts, such as when a parent loses their job due to the economic condition, can also distract and upset students who need to focus on their education to avoid falling behind.[88]
VI. The Future of Education in America
The coronavirus pandemic has certainly shown the flaws in our current education system, but it is far from clear at this point what can be done to improve the outcomes for at high-risk students.
The first proposed change includes placing the public school system at the forefront and center of the educational system. Unlike private schools, public schools have the ability to equalize opportunity among students from diverse backgrounds. This would require more funding for public schools in lower-income areas where at-risk students live and attend class. In the short-term, that funding is necessary to employ additional staff focused entirely on attempting to keep lower-income students engaged in their schooling. The worst-case scenario for these students would be if they dropped out of school, as there is only a small chance that they reenter the education system once that happens.[89] Equally as important would be to help provide the equipment necessary to allow the students to attend their classes. However, there are more entrenched issues that funding cannot fix such as lack of access to highspeed internet connections.
Higher spending would certainly positively impact the educational crisis, but that funding will almost certainly not be coming. Nearly every State government has created massive budget deficits in order to attempt to combat this health crisis. New York State, for example, has a budget deficit for the 2020 fiscal year of more than 14 billion dollars.[90] Governor Cuomo and the Legislature will attempt to combat that with spending cuts in the budget next month, including a cut of 300 million dollars to the state court system. As such, increased funding to schools is highly unlikely to take place, despite the negative impact that lack of engagement will have on at-risk students. However, with a new federal government being sworn in, it is impossible to predict whether funding could arrive through that avenue.
Furthermore, educators should further harness technology and encourage stronger relationships between teachers and parents. Before the coronavirus pandemic, the topic of parental engagement wasn’t high on list of educational administers. However, the pandemic has reimagined the role parents play in their child’s education. As a result, creative mechanisms for real-time guidance are appearing all over the world. For example, in the United States, the Pittsburg Learning Collaborative created a hotline that parents can call for guidance and resources to support their child’s education. Endeavors such as these have proven to be successful with the hotline receiving one thousand calls in the first month.
Conclusion
The educational system has faced unprecedented challenges since the onset of the coronavirus pandemic; huge technical leaps forward have been made by huge swaths of the population. While video conferencing technology has existed since the popularization of Skype two decades ago, it never really permeated into the greater societal consciousness until COVID-19 mandated that it was the only way to interact with others. Teachers, like society as a whole, were forced to master this technology in order to adequately fulfill their obligation of teaching students to succeed. A large number of issues have been identified since virtual education began, but most of them were quite predictable.
The pandemic has amplified already present inequalities between students from different socio-economic and racial backgrounds. This problem was already known to researchers in the field, but it has now taken on a much greater importance due to the scale of the pandemic and the potential impact it could have on the average student. The possibility that somewhere between 2-9% of high school students throughout the entire country could be entirely disengaged from education, potentially permanently by dropping out, should be one of the highest priorities that local, state, and federal governments should be addressing currently—the value lost to the overall economy and to the earning potential of each of those dropouts will negatively impact the United States for decades to come if it is not addressed.
The pandemic has also led to increased occurrences of mental illness in teachers and their students. Students coping with a loss of connection with their peers. Teachers struggling to maintain a balance between work and personal lives as well as manage feelings of grief. Students and teachers are both dealing with the loss of connection from friends and peers, while also being forced to reckon with the loss and grief from the death of loved ones. The isolation that individuals feel has tangible and measurable impacts on their mental health which can affect them for the rest of their lives. For students whose brains are still developing, it will take a number of years before society determines whether there are long-term effects for the continued isolation mandated by social distancing.
The pandemic has pushed the boundaries of nearly every institution in our nation and exacerbated their faults and problems. Hopefully solutions will be implemented to prevent the further deterioration of poor educational outcomes faced by students from lower-income families in the face of COVID-19.
[1] World Health Organization, Novel Coronavirus-China, (January 12, 2020), https://www.who.int/csr/don/12-january-2020-novel-coronavirus-china/en/.
[2] Id.
[3] Id.
[4] Cathy LI and Farah Lalani, The COVID-19 Pandemic has Changed Education Forever. Here is How, World Economic Forum, (April 29, 2020), https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/.
[5] Id.
[6] Emma Garcia, Elaine Weiss and Lora Engdahl, Access to Online Learning Amid Coronavirus is Far from Universal, and Children Who Are Poor Suffer from a Digital Divide, Economic Policy Institute (April 17, 2020), https://www.epi.org/blog/access-to-online-learning-amid-coronavirus-and-digital-divide/.
[7] Id.
[8] Id.
[9] Id.
[10] Laura Faith Kebede, Memphis staff searching for about 3,000 students who haven’t attended class or claimed their device, Chalkbeat (September 14, 2020), https://tn.chalkbeat.org/2020/9/14/21437350/scs-staff-searching-for-students-who-havent-attended-virtual-school-or-claimed-laptop.
[11] Id.
[12] NY Educ. Law Sec. 3205.
[13] Qureshi, Zia. Tackling the inequality pandemic: is there a cure? November 17, 2020. The Brookings Institute. https://www.brookings.edu/research/tackling-the-inequality-pandemic-is-there-a-cure/
[14] Papay, Murnane, Willett. Income-Based Inequality in Educational Outcomes. Educational Evaluation and Policy Analysis. May 2015, Vol. 37, No. 1S, pp. 29S-52S.
[15] Id.
[16] Id.
[17] Bailey & Dynarski. (2011). Inequality in post-secondary education. In G. J. Duncan & R. J. Murnane (Eds.), Whither opportunity? Rising inequality, schools, and children’s life chances (pp. 117–132).
[18] Id.
[19] Id.
[20] Duncan & Magnuson, (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. In G. J. Duncan & R. J. Murnane (Eds.), Whither opportunity? Rising inequality, schools, and children’s life chances (pp. 47–70).
- [21] Papay, Murnane, Willett, supra
[22] Bianna Golodryga and Yon Pomrenze, Teachers and Social Workers Search for Students Who are Missing in the Pandemic, CNN (October 19, 2020), https://www.cnn.com/2020/10/19/us/students-missing-class-pandemic-wellness/index.html.
[23] Id.
[24] Nicole Gaudiano, Missing: Millions of students, Politico (October 26, 2020) https://www.politico.com/newsletters/weekly-education-coronavirus-special-edition/2020/10/26/missing-millions-of-students-791170.
[25] Id.
[26] Hailly T.N. Korman, Bonnie O’Keefe and Matt Repka, Missing in the Margins: Estimating the Scale of the Covid-19 Attendance Crisis, Bellwether Education Partners (October 21, 2020), https://bellwethereducation.org/publication/missing-margins-estimating-scale-covid-19-attendance-crisis#Introduction.
[27] Attendance Works, Chronic Absence, (2018), https://www.attendanceworks.org/chronic-absence/the-problem/.
[28] Id.
[29] Id.
[30] Id.
[31] Id.
[32] Id.
[33] Id.
[34] Id.
[35] Id.
[36] Carolyn Jones, Alternative Schools Relentless Fight to Keep Track of Students during Pandemic, EdSource (August 6, 2020), https://edsource.org/2020/alternative-schools-relentless-fight-to-keep-track-of-students-during-pandemic/637750.
[37] Id.
[38] Id.
[39] Id.
[40] Id.
[41] Id.
[42] Id.
[43] Id.
[44] Dorn, Hancock, Sarakatsannis, Viruleg.COVID-19 and student learning in the United States: The hurt could last a lifetime. (Accessed January 6, 2021). https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-student-learning-in-the-united-states-the-hurt-could-last-a-lifetime
[45] Id.
[46] Id.
[47] Id.
[48] Id.
[49] Id.
[50] Id.
[51] Id.
[52] Id.
[53] Id.
[54] Id.
[55] Id.
[56] Id.
[57] Id.
[58] Kuhfeld, Tarasawa, Ruzek, Lewis. How is COVID-19 affecting student learning? December 3, 2020. https://www.brookings.edu/blog/brown-center-chalkboard/2020/12/03/how-is-covid-19-affecting-student-learning/
[59] Id.
[60] Id.
[61] Texas Education, Trauma, Teacher Stress and Covid-19, (August 10, 2020),
https://education.utexas.edu/news/2020/08/10/trauma-teacher-stress-covid-19.
[62] Id.
[63] Psychology Today, How Covid-19 Has Influenced Teachers’ Well-Being, (September 8, 2020),
[64] Id.
[65] Id.
[66] Texas Education, Trauma, Teacher Stress and Covid-19, (August 10, 2020),
https://education.utexas.edu/news/2020/08/10/trauma-teacher-stress-covid-19.
[67] Psychology Today, How Covid-19 Has Influenced Teachers’ Well-Being, (September 8, 2020),
[68] Id.
[69] Id.
[70] Id.
[71] Id.
[72] Id.
[73] Id.
[74] Id.
[75] Sandilos LE, Cycyk LM, Hammer CS, Sawyer BE, López L, Blair C. Depression, control, and climate: An examination of factors impacting teaching quality in preschool classrooms, (2015),
https://www.tandfonline.com/doi/full/10.1080/10409289.2015.1027624.
[76] EducationWeek, How Teachers’ Stress Affects Students: A Reasearch Roundup, (June 7, 2017)
https://www.edweek.org/education/how-teachers-stress-affects-students-a-research-roundup/2017/06.
[77] America’s Promise Alliance, The State of Young People during COVID-19, June 2020, https://www.americaspromise.org/sites/default/files/d8/YouthDuringCOVID_FINAL%20%281%29.pdf.
[78] Society for Research in Child Development, Close Friendship Strength and Broader Peer Group Desirability as Differential Predictors of Adult Mental Health, (August 21, 2017), https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/cdev.12905.
[79] New York Times, Teens in Isolation: I Felt Like I was Suffocating, (November 12, 2020), https://www.nytimes.com/2020/11/12/health/covid-teenagers-mental-health.html.
[80] Id.
[81] HealthCentral, The Growing Mental Health Effects of Covid-19 for Young Adults, (August 20, 2020),
https://www.healthcentral.com/article/mental-health-effects-of-covid-19-on-students.
[82] Id.
[83] Id.
[84] Id.
[85] Loades et al, Rapid Systemic Review: The Impact of Social Isolation and Loneliness on the Mental Health of Children and Adolescents in the Context of COVID-19. J. Am. Acad. Child Adolesc. Psychiatry. June 3, 2020.
[86] Id.
[87] Id.
[88] Dorn, Hancock, Sarakatsannis, Viruleg. Supra.
[89] Dorn, Hancock, Sarakatsannis, Viruleg, supra.
[90] McMahon, New York State Has Dug Itself Into Its Deepest Hole On Record. September 16, 2020. https://www.empirecenter.org/publications/new-york-state-has-dug-itself-into-its-deepest-hole-on-record/
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