As administrators and educational therapists focus on planning for the upcoming school year, they must review the processes, procedures, and philosophies that carried them through the current one. We’ve all learned valuable lessons from COVID-19’s effects on the educational system, and we should consider these important lessons moving forward.
COVID-19’s continuation has forced all of us to make dramatic changes to the delivery of instruction, pediatric therapy services, and mental health services. Also, the pandemic has opened minds about implementing programs and strategies that weren’t originally part of the norm.
While it’s true that these challenges have resulted in new learning, they’ve also exposed faulty educational practices that have continued for some time. Unfortunately, these practices have prevented students from obtaining equal access to educational opportunities. However, despite the challenges that COVID-19 placed upon the education community, these obstacles have created new opportunities for positive change and improvement. In this article, I want to highlight two possibilities that will generate positive staff and student outcomes: the rise of virtual education and exposure to learning disparities and the increased need for mental health services.
The Benefits and Challenges of Virtual Education
When schools converted to online education, we became keenly aware of the issue of technology disparity. News reports and research studies reported that many students had no internet access and did not have computers.
While administrators tried to address these issues, they faced the challenge of instituting an effective online education program with limited knowledge about best practices. Also, administrators directed teachers to provide instruction after receiving little training. Subsequently, this instruction type didn’t appropriately address all student populations’ needs, such as those with disabilities, limited English proficiency, etc.
Fortunately, these challenges have also evolved into more significant opportunities for improvement. For instance, most educators agree that virtual education has expanded the realm of possibilities when designed and implemented correctly.
Utilizing this instructional type has softened philosophical perspectives among administrators concerning virtual learning’s efficacy. Based on current discussions occurring within schools, I believe it’s safe to say that virtual education is here to stay.
There’s been a rapid–and greatly needed–turnabout in administrative philosophy concerning distance learning’s use as a credible instructional option. In the past, schools would have given little to no consideration to its use.
However, schools have now actively engaged in discussions to include distance learning as a viable option for instruction and to engage students and parents in the educational process. Additionally, schools are considering using this technology continually for parent training and meetings.
The initial implementation period of virtual learning started with a rocky beginning. It is highly encouraging to observe school officials’ willingness to embrace this alternate instructional form. After realizing such a program’s value, educators now devote their time to making substantial improvements in program development and accessibility for all students. As schools move to enhance this aspect of their instructional program, more information is emerging on how to improve the processes, training, and technology.
An Education Week article published in May 2022 depicted innovative information provided by Sal Khan and colleagues that offered suggestions beyond regular training and processes. For example, Khan acknowledged that while recommendations provided through the research are valuable, it’s also essential to consider the tips below:
- Find a balance between using in-person and virtual instruction.
- Be aware of technology fatigue among staff and students.
- Choose technology purchases wisely.
- Develop strategies for playing catchup for unfinished learning.
While schools work on improving their virtual offerings, they’re also charged with solving resources and accessibility gaps. Administrators are applying for grants, partnering with internet companies, and using ESSR funds to address inequities.
Administrators are carefully screening which students would benefit from this instructional type. Educators know that resolving the disparity issue will be difficult due to schools’ consistent underfunding. Nevertheless, they’re actively exploring funding sources to achieve this goal.
The Growing Need for Mental Health Services
Another key lesson from the past two years is the renewed focus on mental health awareness and services. Before COVID-19 started, school officials recognized the need for mental health services, and at the time, these services primarily focused on students.
Students arrived at school emotionally distressed, which significantly interfered with their achievement. While some students hid their issues, others expressed their need for assistance by disrupting the instructional program. However, there was a limitation of resources and funding to address mental health needs; for many, pediatric therapy services were minimal.
However, this all changed when students returned to in-person instruction. The need for such mental health services has grown exponentially–not only for students but for staff. The stress level experienced by the entire learning community has greatly affected schools. The anxiety, depression, and burnout evidenced throughout the school community require an expansion of mental health services and programs to support students and adults.
With the return to in-person instruction, teachers and administrators encountered students who lost loved ones, grew complacent due to sporadic virtual attendance, demonstrated socialization issues, etc. Administrators and staff also experienced personal stressors coupled with the expectations placed upon them by the state and federal governments. As a result, many educators have left the profession due to burnout or illness.
Therefore, it’s unsurprising that teacher and administrative shortages are now at critical levels for in-person instruction. As a new academic year approaches, administrators will continue to face staff shortages and possibly enrollment declines within their schools. Parents who have also experienced great stress are opting to transfer their children out of the public school system to pursue other educational opportunities.
However, enrollment decreases lead to less funding allocation, and as of yet, there has been no sign of extending the emergency COVID-19 funding by the federal government. Schools will have to use district or private financing to meet their communities’ mental health needs if there is no extension.
The silver lining behind this dilemma is that the federal and state governments have grown more concerned about the lack of mental health services because of the recent increase in serious criminal events, usually resulting from an individual possessing an underlying mental health concern.
Therefore, calls from our leaders for increased mental health awareness, funding, and services are an encouraging sign. Suppose the government enacts a possible IDEA (Individuals With Disabilities Education Act) funding increase, which is also under discussion, coupled with a federal funding increase. In that case, schools can use these funds to provide necessary mental health and pediatric therapy services.
Moving Forward From COVID-19: Accepting the “New Normal”
In conclusion, while COVID-19 wreaked havoc on the educational system, the pandemic has also provided opportunities to change the system’s landscape for the better. Online education has arrived at the front lines for addressing instruction, resolving staff shortages, and involving parents. Schools are working towards resolving disparity issues, and there is a greater emphasis on mental health awareness and services.
As a former administrator with 30+ years of special education experience, I believe the lessons learned from the pandemic have strengthened education. COVID-19 has forced us to rethink our policies, practices, and philosophies about educating our children while also caring for those working within schools.
If the pandemic had not occurred, it might have taken years for these changes to take place, if they had taken place at all. So, let’s continue down this path of change in the upcoming school year and put our best foot forward. Our school community deserves it.