motivational speech on covid 19 for students

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2 Minute Speech on Covid-19 (CoronaVirus) for Students

The year, 2019, saw the discovery of a previously unknown coronavirus illness, Covid-19 . The Coronavirus has affected the way we go about our everyday lives. This pandemic has devastated millions of people, either unwell or passed away due to the sickness. The most common symptoms of this viral illness include a high temperature, a cough, bone pain, and difficulties with the respiratory system. In addition to these symptoms, patients infected with the coronavirus may also feel weariness, a sore throat, muscular discomfort, and a loss of taste or smell.

10 Lines Speech on Covid-19 for Students

The Coronavirus is a member of a family of viruses that may infect their hosts exceptionally quickly.

Humans created the Coronavirus in the city of Wuhan in China, where it first appeared.

The first confirmed case of the Coronavirus was found in India in January in the year 2020.

Protecting ourselves against the coronavirus is essential by covering our mouths and noses when we cough or sneeze to prevent the infection from spreading.

We must constantly wash our hands with antibacterial soap and face masks to protect ourselves.

To ensure our safety, the government has ordered the whole nation's closure to halt the virus's spread.

The Coronavirus forced all our classes to be taken online, as schools and institutions were shut down.

Due to the coronavirus, everyone was instructed to stay indoors throughout the lockdown.

During this period, I spent a lot of time playing games with family members.

Even though the cases of COVID-19 are a lot less now, we should still take precautions.

Short 2-Minute Speech on Covid 19 for Students

The coronavirus, also known as Covid - 19 , causes a severe illness. Those who are exposed to it become sick in their lungs. A brand-new virus is having a devastating effect throughout the globe. It's being passed from person to person via social interaction.

The first instance of Covid - 19 was discovered in December 2019 in Wuhan, China . The World Health Organization proclaimed the covid - 19 pandemic in March 2020. It has now reached every country in the globe. Droplets produced by an infected person's cough or sneeze might infect those nearby.

The severity of Covid-19 symptoms varies widely. Symptoms aren't always present. The typical symptoms are high temperatures, a dry cough, and difficulty breathing. Covid - 19 individuals also exhibit other symptoms such as weakness, a sore throat, muscular soreness, and a diminished sense of smell and taste.

Vaccination has been produced by many countries but the effectiveness of them is different for every individual. The only treatment then is to avoid contracting in the first place. We can accomplish that by following these protocols—

Put on a mask to hide your face. Use soap and hand sanitiser often to keep germs at bay.

Keep a distance of 5 to 6 feet at all times.

Never put your fingers in your mouth or nose.

Long 2-Minute Speech on Covid 19 for Students

As students, it's important for us to understand the gravity of the situation regarding the Covid-19 pandemic and the impact it has on our communities and the world at large. In this speech, I will discuss the real-world examples of the effects of the pandemic and its impact on various aspects of our lives.

Impact on Economy | The Covid-19 pandemic has had a significant impact on the global economy. We have seen how businesses have been forced to close their doors, leading to widespread job loss and economic hardship. Many individuals and families have been struggling to make ends meet, and this has led to a rise in poverty and inequality.

Impact on Healthcare Systems | The pandemic has also put a strain on healthcare systems around the world. Hospitals have been overwhelmed with patients, and healthcare workers have been stretched to their limits. This has highlighted the importance of investing in healthcare systems and ensuring that they are prepared for future crises.

Impact on Education | The pandemic has also affected the education system, with schools and universities being closed around the world. This has led to a shift towards online learning and the use of technology to continue education remotely. However, it has also highlighted the digital divide, with many students from low-income backgrounds facing difficulties in accessing online learning.

Impact on Mental Health | The pandemic has not only affected our physical health but also our mental health. We have seen how the isolation and uncertainty caused by the pandemic have led to an increase in stress, anxiety, and depression. It's important that we take care of our mental health and support each other during this difficult time.

Real-life Story of a Student

John is a high school student who was determined to succeed despite the struggles brought on by the Covid-19 pandemic.

John's school closed down in the early days of the pandemic, and he quickly found himself struggling to adjust to online learning. Without the structure and support of in-person classes, John found it difficult to stay focused and motivated. He also faced challenges at home, as his parents were both essential workers and were often not available to help him with his schoolwork.

Despite these struggles, John refused to let the pandemic defeat him. He made a schedule for himself, to stay on top of his assignments and set goals for himself. He also reached out to his teachers for additional support, and they were more than happy to help.

John also found ways to stay connected with his classmates and friends, even though they were physically apart. They formed a study group and would meet regularly over Zoom to discuss their assignments and provide each other with support.

Thanks to his hard work and determination, John was able to maintain good grades and even improved in some subjects. He graduated high school on time, and was even accepted into his first-choice college.

John's story is a testament to the resilience and determination of students everywhere. Despite the challenges brought on by the pandemic, he was able to succeed and achieve his goals. He shows us that with hard work, determination, and support, we can overcome even the toughest of obstacles.

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My Get Up and Go Got Up and Went

• Posted May 10, 2021
• By Andrew Bauld
• Counseling and Mental Health
• Disruption and Crises
• Social Emotional Learning
• Student Achievement and Outcomes
• Teachers and Teaching

EVERYONE KNEW learning during a pandemic wouldn’t be easy, but could we have guessed it would be quite this hard?

Schools are still battling everything from poor internet service to low attendance. Parents are overwhelmed in homes that have also become workplaces and classrooms. Teachers are demoralized. And students are exhausted, burned out after hours of online classes, and that is if they even show up at all.

The result is students — and teachers — who have lost so much of what used to keep them motivated. Without the ballast of most extracurricular activities like athletics, drama, and band to keep them engaged, many students lost the motivation this year to turn in homework or turn on cameras during remote lessons. Teachers are burnt out, many discouraged by not keeping up with curriculum standards and constantly having to find new ways to keep their students invested in their learning.

Some schools have gone back, but with a return to “normal” school unlikely for many districts until the fall of 2021, teachers and students are having to find new ways to stay motivated to learn during a school year unlike any other.

The Science of Motivation

Abigail Williamson, Ed.M.’15, teaches English Language Development on Martha’s Vineyard. Her middle school students are brand new to the United States, working hard to learn a new language, many of them also taking care of younger siblings at home during remote learning while their parents are at work.

But for five minutes every day, students put aside the challenges they are facing and turn on their favorite song. Some students don sunglasses or fun hats, others grab stuffed animals to join them onscreen for their class DJ Dance Party.

“I wanted to give the kids jobs to keep them engaged and give them some ownership,” says Williamson. “The dance party offers some lightness and fun, but I believe also contributes to our strong attendance and participation.”

Especially during these stressful times, it is important for teachers to think about how students are doing not only academically but also emotionally, and to find ways to inject joy into their lessons.

Christina Hinton, Ed.M.’06, Ed.D.’12, founder and CEO of Research Schools International, which partners with schools to carry out collaborative research, says lessons like the DJ Dance Party can make a huge impact for students.

“There’s a misconception that learning can either be rigorous or fun. That’s not what we’re finding in our research,” Hinton says. “The more they are flourishing and happy, the better, on average, students are doing academically.”

Happy students are also motivated ones. Research has found that motivation is driven by a combination of a person’s earliest experiences and innate biological factors. According to a recent report from the Center on the Developing Child at Harvard University and the National Scientific Council on the Developing Child, there are two types of motivation: one that seeks out pleasure (known as approach motivation) and the other that avoids danger (known as avoidance motivation).

Both of these types of motivation develop early in childhood, and both are influenced by intrinsic (like a child’s desire to explore or master a skill) and extrinsic factors (external validation from grades or awards). A healthy motivation system is one built on intrinsic drivers supported by positive extrinsic feedback.

For teachers and parents, there are many ways to encourage motivation. Activities like the DJ Dance Party that provide children space for playful exploration help fuel intrinsic motivation. Activities that appropriately challenge students are also great, but they must be carefully selected as students will lose motivation when an activity is too hard or too easy. Students are also more motivated when they feel a sense of ownership over their work.

These types of activities can also spur in students a sense of curiosity, another good driver of motivation. Ed School associate professor and cognitive research scientist Elizabeth Bonawitz says that curiosity is a core drive that all human beings are born with.

“It’s a drive like hunger or thirst, and it can get us learning very rapidly,” Bonawitz says. Under particularly stressful environments, however, say like during a global pandemic, the body must balance all its needs. “Do I have time to be curious or am I worried about my next meal, or if grandma is going to get sick? If you’re under a lot of duress, you don’t have time to indulge your curiosity,” so actively finding ways to encourage curiosity in the classroom is so important.

Williamson came up with the idea for the dance party at the beginning of this unusual school year, trying to think of ways to replicate traditional classroom management techniques for online learning. Some of her more hesitant learners were hooked from the beginning. Besides the opportunity to get up and move around, it also provided students a chance to show a bit about their personalities, connect over shared interests, and extend their learning, since the songs they choose have connections to the vocabulary they are learning.

Williamson says this break in the day has also given her a unique insight into her students. In her first year at a new school, Williamson says she was initially worried about building connections with students she had never met, but she says the same theories for building community when in-person apply to remote learning.

“Their creativity in activities like the dance party motivates me to find more ways to let them express their personalities,” Williamson says. “I ask students about their lives and listen and incorporate that into my lessons. You can have deep relationships with students even online.”

Find New Ways to Connect

Those relationships are a critical component of motivation. As Bonawtiz has found in her research, humans are social beings with minds designed to learn from other people. When students lose those important relationships with teachers and peers, they are far less likely to be motivated to learn.

The pandemic and remote learning have seriously disrupted those important connections, resulting in huge numbers of students losing the motivation to even show up for virtual classes, let alone participate. Bellwether Education Partners, an education nonprofit, estimates that between 1 million and 3 million U.S. students haven’t attended school since pandemic-related school closures began in March 2020, hitting high-risk groups including homeless students and children with disabilities particularly hard. And there is no silver bullet to solving the problem. Sruti Sriram is a current Ed School student and teaches English to 11th- and 12th-graders at a boarding school in Pune, India. Sriram says her school has tried different ways to keep students engaged, trying to find a balance between learning models. While there was early success with each new attempt, student engagement would inevitably drop off.

Sriram says from her own positive experience as a student in her Ed School classes, she has been inspired to be more intentional using tools like virtual breakout rooms to build relationships. She’s also recognized that, this year especially, the emphasis needs to be on how students are doing emotionally, not just academically.

“My students are going through so much at home. I’ve realized how important it is for students to feel supported in the classroom before I can harangue them about incomplete homework or give them a lot of corrections,” she says. “That’s always been true, but in remote learning it’s an even more apparent reminder that the job is to care for the whole student.”

Even during normal times, these relationships are important to academic development. During the pandemic, they are crucial. Research has shown that when teachers can build a good rapport with their students, those students are more motivated to do well in school. To build that rapport, students need to believe that their teacher has a good sense of their abilities.

“It’s critical to learning that a teacher has an accurate understanding of their students,” says Bonawitz. “When a child thinks a teacher doesn’t have a good sense of their abilities, it totally shapes what kind of exploration and projects they think they can pursue.”

In one lab experiment, Bonawitz has found that when children as young as 6 think their teacher is overestimating their abilities, they will choose less challenging work, while if a teacher underestimates their abilities, they will seek work that might be too difficult for them.

With the pandemic removing much of the one-on-one time for students and teachers to get to know each other well, it’s important for teachers to find new ways to show their students they know them.

“Reciprocity is really critical to make sure there is maximum engagement,” Bonawitz says. “Regular feedback and mini-assessments can help so that students know the teacher is aware of their current place and the teacher is using that information for tailoring the learning.”

Hinton says making room to provide students extra emotional support this year is so important, and finding additional opportunities, like through virtual office hours, can make a big difference for students and teachers to build relationships while apart and maintain motivation.

Jill Goldberg, Ed.M.’93, credits her students staying motivated thanks to recognizing new ways of building relationships. Goldberg, who teaches sixth grade English language arts in upstate New York, says it was challenging at first teaching to static profile pictures of students or empty black rectangles because her district, like many across the county, does not require students to turn on cameras when remote.

But then students, some shy or just unwilling to turn their cameras on during full class activities, started to reach out in other ways. Many found their voice over email. Others requested private Zoom breakout meetings to connect between classes or after school, sometimes to talk about academic work, other times just to share something personal, like a pair of twins in her class excited to share news of a new pet.

“It’s wonderful how many kids are so much more comfortable and proficient and proactive in initiating contact” over digital platforms, Goldberg says. Remote learning has also given Goldberg and her students a change of pace to their normal in-person schedule that left little time in the day to connect. Now, students have breaks between periods and teachers can use that time for extra help sessions or just one-on- one check-ins.

Professor Jal Mehta isn’t surprised that some students and teachers are finding positives during remote learning. Mehta says that while traditional in-person school can be exhausting for students required to be “on” and engaged all day with teachers and peers, remote learning has given some students a chance to slow down. “Teachers have reported more contact and conversations with students and families. I think some people have experienced that there’s less rush and a chance to do things in more depth,” Mehta says.

Caring for the Adults in the Room

Of course, not everyone is finding remote learning a happy new environment. In November, the Education Week Research Center found that nearly 75% of teachers say their morale is lower than it was before the pandemic. Trying to learn new technology, keep students invested, and deal with the challenges of their own lives is leaving many teachers burnt out.

With teachers feeling dejected from not keeping up with curriculum standards or blaming themselves for students falling behind, Hinton says now it’s more important than ever for teachers to not only show compassion for their students but also for themselves.

“Teachers have to treat this as a totally different year and be patient with themselves,” she says. “A great rule of thumb for practicing self-compassion is to treat yourself the way you would treat a best friend.”

That change in mentality was important for Ian Malmstrom, Ed.M.’10, a middle school history teacher and athletic director in Illinois.

“The most discouraging thing was realizing I wasn’t going to accomplish as much as I have in past years. That bothered me at first, the feeling I wasn’t doing as well as a teacher. But putting that stress on myself wasn’t going to work. I’ve accepted that,” Malmstrom says.

Malmstron isn’t alone. A survey by the RAND Corporation found in its American Educator Panels Survey in October that most classrooms are not proceeding at their normal pace, with 56% of teachers saying that they had covered half, or less than half, of their normal curriculum, and only 1 in 5 teachers saying they were on the same schedule as years past.

Rather than putting pressure on themselves to jam as much of the old curriculum into this year, experts like Mehta are advocating a “Marie Kondo” approach to curriculum, borrowing from the Japanese tidying expert. In his recent New York Times opinion piece, Mehta encourages teachers to accept a “less is more” attitude by “discarding the many topics that have accumulated like old souvenirs, while retaining essential knowledge and topics that spark joy.”

At her school in Providence, Rhode Island, academic dean Kaitlin Moran, Ed.M.’20, has worked with faculty and administrators to reduce their academic program to the most essential content and setting realistic learning goals. The school day itself has been shortened and longer blocks of instruction in subjects like math, science, and social studies have been shortened to accommodate students, including taking into account time spent on screens.

“I think what has helped students and teachers feel more motivated is by setting bite-size achievable goals that work towards a grade-level standard. As much as we can collaborate on best practices, that has also helped keep our team engaged and motivated,” Moran says.

To that end, Moran has also worked with teachers to implement targeted learning goals to address missed learning from the spring by having each student complete a diagnostic assessment, allowing teachers to know which areas of instruction to focus on to help close gaps. Not everything can simply be replaced virtually. One of the biggest losses since the pandemic hit has been extracurriculars. Malmstrom says athletics have been virtually nonexistent in Illinois since the start of the pandemic, and without them, many students have just given up.

“My students have just been starved for athletic opportunities,” Malmstrom says, citing several academically thriving students who have lost their motivation to do well in school. “We have more time, but people don’t have the desire to do as much as we used to. I have students who were mainly doing schoolwork to stay eligible for sports, and they’ve quit trying.”

Malmstrom and his colleagues have tried to find some replacements. In the fall, when the weather was nice, they started an afterschool running club, which had a great turnout of students eager to do any sort of outdoor activity. His school also launched a virtual chess club and quiz bowl team, offering online practices.

Malmstrom is realistic that these activities are only stopgaps until students can return to regular activities, but they have been helpful in keeping morale and motivation up.

“The students aren’t going to be interested in everything, but our hope is that each student can find something that engages him or her in addition to their regular classwork,” he says.

Eventually, the world will return to some new normal, and schools with it. While there are many challenges that students and teachers have faced during this year, there are some areas of remote learning that might endure.

Researchers like Mehta say the lessons learned during remote learning and the changes made to support students and teachers should spur an even greater effort to reimagine and rebuild schools.

“Schools weren’t working well for students pre-pandemic. To put things back exactly as they were is ignoring inequities and disengagement,” says Mehta.

When schools can be fully reopened, Mehta says leaders need to think about areas that helped keep students motivated this year and amplify them, including giving students greater agency over their learning and providing more time for teachers to connect with families.

“How do we create the space to do more of those things when we come back to regular school,” he says, “and what do we want to let go of to allow those things to grow? I think those are the questions I would ask everybody.”

Andrew Bauld, the communications coordinator at the Berkeley Carroll School in New York City, is a frequent contributor to Ed.

Happy Students Are Motivated Students

Ed. Magazine

The magazine of the Harvard Graduate School of Education

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Editor's note: Anne Laurie Pierre is one of three students from Massachusetts profiled in " COVID and the Classroom ,” a project by Boston public media outlet GBH News. The Everett High senior lost her father to COVID-19 and helped her mother battle both the virus and leukemia. The project's finale “ Class of COVID " debuts on Monday, June 21 at 7:30-pm ET. Pierre will join a panel discussion following the half hour retrospective, which streams for a national audience on Facebook live and YouTube . Read Pierre's high school's graduation speech here:

2021 Warriors

Good evening class of 2021, administrators, faculty, and loved ones. My name is Anne Laurie Pierre and I am the senior president here at Everett High school. Before I begin, I’d like for everyone here to give a big round of applause to the teachers, school faculty, city leaders and everyone who had a hand in our curriculum, educational funds, and activities.

I am truly honored to be standing here in front of the class who I refer to as Warriors, so please give YOURSELVES a round of applause.

The years 2019 through 2021 have been a blessing yet a curse. People have lost opportunities, homes, jobs, and even loved ones in a span of a couple of months while being forced to stay indoors with our thoughts, and it was hard. It was mentally exhausting. Throughout that time, some people coped by picking up a new hobby, such as making jewelry, art pieces and so much more, but also many people battled with their inner thoughts and family circumstances causing them to lose all types of motivation, develop depression, and even self-destruct.

...we acknowledge that Black people shouldn’t be killed for jogging, wearing a hoodie, sleeping in their own homes or just SIMPLY BEING BLACK.

And it amazes me how the same individuals I’m talking about are here today, sitting right in front of me ready to step into the next chapter of their lives, still fighting on the battlefield. YOU should be very proud of yourself, my peers.

We were hit with this unexpectancy before we even had the chance to put up our armor, and it was perplexing— but the same warrior mentality we had throughout this whole pandemic to keep pushing and grinding is the same mentality we will need when we enter the real world.

As a Black activist, I can say that I am truly proud of my generation— the millennials and the Xennials, might think that we were a reckless and rebellious generation and I agree, we are, but that’s only because we know our worth, we acknowledge that Black people shouldn’t be killed for jogging, wearing a hoodie, sleeping in their own homes or just SIMPLY BEING BLACK. We understand that innocent Asian elderly shouldn’t be beaten or mistreated for a pandemic they had NOTHING to do with—

Because of OUR voice we are seeing the change that should have been in place a LONG time ago and that is something we should be proud of.

Before I end my speech, I would like to present a gift to Everett public schools on behalf of the class of 2021. You have been supportive, thoughtful and unwavering in your support for us.

I’d like to thank the teachers and leaders in my life that pushed me to be the best version of myself. Thank you for always having faith in me and speaking success into my life. Your words are something I will take with me to Howard and the rest of my path.

Some people ask me how am I still pushing through despite all the challenges I’ve faced and I’m telling you now, it’s by the Grace of the lovely God that I serve. I can promise you that if it wasn’t for the strength that He gives me— my lovely mother, a survivor, wouldn’t be amongst the others in the crowd today. That’s a true warrior right there.

RELATED: Mom Coming Home (Anne Laurie Pierre Video Diary)

So today I ask you all to be Warriors, be conquerors of your trials and tribulations, and rejoice in your victory here today.

Finally, I’d like to close out by saying, JUSTICE FOR Breonna Taylor, Junito Falcon, Daunte Wright, Eric Garner, Tamir Rice, Tanisha Anderson, Jacob Azevedo, Vincent Chin, Oluwatoyin Salau, Mikayla Miller, and many other lives that were lost due to discrimination of race, gender, and religion. Congratulations Class of 2021. Thank you.

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Student Motivation During COVID 19 Pandemic 

by Anna Nell, Miles Hood and Haylee Graff 

Introduction

Our class brainstormed what were the most important obstacles in online learning and we came up with four main categories:

Environment, Motivation, Organization/Structure, and Communication

We were assigned motivation and as we brainstormed further we became more and more interested in how grades and pass/fail affect our motivation. We hope that by gathering the opinions of college students across the country, we can help to give administrators  a sense of how to work with students to make this learning meaningful  in such uncertain and confusing times.

Academic motivation is typically fuelled by grades. For many of us currently, it is the only thing that is motivating us. 

In many of our situations though, motivating to complete school work is exceedingly difficult when things are happening in our  lives that are so much bigger.

For students in Boulder’s community and across the country, more serious issues are taking precedence over schoolwork, causing grades to suffer.

Methodology 

For the research element of our project, we thought that one of the most effective ways to grasp college students’ overall motivation and factors affecting it was through a survey via Survey Monkey. Through this survey we are able to receive unbiased responses that help us to get a better sense of students' thoughts about the transition to online learning during COVID-19. In this survey, we aim to reach as many college students from across the country as possible. Our questions are:

How would you describe your overall academic motivation before the transition to online school? (1-10, 1 being extremely low/none and 10 being extremely high)

How would you rate your overall academic motivation currently? (1-10, 1 being extremely low/none and 10 being extremely high)

Are there any specific factors that you think are influencing your motivation? (ex: lack of structure, lack of in person contact, disorganization, family issues)

• Do you think that continuing to have graded assignments is a major contributor to your motivation? (yes or no) 

Do you think that having grade security (grade cannot go down) would affect your motivation levels? (none-a great deal)

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Summary of Results (so far)

Factors: Percentage of Respondents (40 total)

Lack of Structure: 47.8%

Change in Environment: 50.7%

Lack of Communication: 18.8%

Disorganization (Teachers and Self): 21.7%

Lack of In person Contact: 36.2%

Other: 36.2%

Do you think that continuing to have graded assignments is a major contributor to your motivation? (yes or no)

The work that we have done has been very beneficial in giving our group a sense of how college students feel during the current pandemic and how their motivational levels have been possibly adversely or positively affected.  As you can see with our data, the majority of the responses we collected show that college students around the country feel a low sense of academic motivation during the current pandemic. For many, the so-called “campus life” feeds their sense of academic motivation and even their overall well-being. The virtual classes are oftentimes confusing and contain an overload of information to keep track of. Deadlines are iffy, assignments are misleading, and exams are extremely difficult for students to study for. Our survey worked as a way to better understand the way college students are feeling about Universities nationwide transitioning to online classes.

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One Year Into The COVID-19 Pandemic, Six Stories That Inspire Hope

March 11 marks  one year since COVID-19 was officially declared a pandemic . While the past year has been  tremendously challenging , there have been remarkable stories of human resilience, ingenuity, and creativity.

On this grim anniversary, we wanted to bring you stories from around the world that inspire. The following six stories are not billion-dollar projects, but the tales of everyday entrepreneurship and innovation happening on a small scale with a big impact. The World Bank Group is continuing to support the poorest countries as they look to a build a sustainable, resilient, and inclusive recovery.

1. Lao PDR: Unlocking the Full Potential of Small- and Medium-Sized Enterprise

The village of Phailom is situated about an hour’s drive outside the capital, Vientiane. In recent years village’s network of talented woodworking artisans have become renowned suppliers of souvenirs to tourists wishing to remember their visit to the Lao People’s Democratic Republic. 

Among these artisans is Vorachith Keoxayayong, who has been continuing this village’s long tradition of wood sculpture since he was a child.  

His art is not just a hobby, however. His company, Vorachith Wood Carving, employees 23 people – providing meaningful and sustainable employment in his community.  Small enterprises, like his, as well as medium-sized enterprises account for more than 80 percent of employment and some 94 percent of all registered firms in Lao PDR, according to the  Lao Statistics  Bureau. 

With the onset of COVID-19 and decreased tourism, the artisans of Phailom — like other small- and medium-sized enterprises (SMEs) across Lao PDR — have been hit hard. 

The pandemic has created new challenges for these enterprises, many of which were already struggling for other reasons.  Despite their highly-refined skills and popularity with tourists, Mr. Vorachith and other entrepreneurs behind SMEs across the country struggle to access credit, and this limits their ability to expand operations and grow their employee base. 

The situation has started to change, however. The World Bank Group’s  SME Access to Finance Project  has unlocked formal funding that was once out of reach for many of these firms. 

“In the past, expanding was tough as we had to take out informal loans with very high interest rates. I feel much more at ease borrowing money from a bank,” explained Mr. Vorachith. 

While their economic recovery will be a long process, the World Bank and the Lao government are building on the success of the SME Access to Finance project, forging pathways to help small companies weather the effects of the pandemic and get their firms back on solid financial ground as travel restrictions are gradually lifted.

Read more .

2. Costa Rica: Women Firefighters on the Frontlines of Resilient Recovery 

As Costa Rica – like countries the world over – looks to mount a sustainable, resilient recovery after COVID-19, the country’s brigadistas will be on the frontlines.

These female firefighters are gaining increasing recognition for fighting stereotypes just as effectively as they fight the country’s pervasive forest fires.  Protecting the country's forests is a central to Costa Rica's efforts to promote sustainability and tackle climate change.

“There is always that myth or macho thought that a woman cannot grab a machete, a back pump, a leaf blower, that she can't go up a big hill,” says one brigadista, Ana Luz Diaz.

Women in Costa Rica play key roles in conservation and the sustainability of forests and farmland. But they – as is the case in many countries – face gender stereotypes and disproportionately burdensome caregiving responsibilities. These factors can limit their ability to play bigger roles in green activities and projects.

However, efforts are underway to address these disparities, and better recognize the unique ways that men and women contribute to efforts related to the environment, forestry, and climate action.

“I want to be someone, to be seen, not be invisible. I want both men and women to see each other and the support that we too can give,” said another brigadista, Melissa Aviles.

In 2019, Costa Rica, with funding from the Forest Carbon Partnership Facility (FCPF), a World Bank Group program, developed a Gender Action Plan (GAP) that supports the country’s efforts to reduce emissions stemming from forest degradation and deforestation.

The GAP will play a central role in shaping Costa Rica’s recovery into one that is not just sustainable and resilient, but inclusive as well, and the country is sharing its experience and knowledge with others so that they may benefit as well.

3. Pakistan: Prioritizing Patients by Phone

Pakistan’s rural population, like so many people around the world, struggles to find affordable access to health services.  Journeys into populated cities to seek care are costly – especially when multiple trips are required. And when the pandemic struck these problems were magnified.

But what if healthcare could be made more accessible? What if routine services could be conducted by phone?

That’s where Pakistani entrepreneur Maliha Khalid enters the story.  She and her team run Doctory, a hotline service that helps patients avoid the multiple referrals often required for treatment by connecting people to the right doctor immediately.  The innovative company, alongside six others, beat out 2,400 other applicants to win the World Bank Group’s  SDGs & Her  competition last year.

When the pandemic reached Pakistan, the Doctory team sprang into action, launching Pakistan’s National COVID-19 Helpline, connecting people across the country to fast, high-quality care – saving them countless amounts of time and money.

4. Kenya: Creating Sustainable Jobs for Youth

When the Kenyan government implemented lockdown measures to help contain the spread of COVID-19, the economic side effects were felt especially by poor communities.

Finding opportunity in crisis, the government created the National Hygiene Program – known colloquially as Kazi Mtaani (loosely translated as “jobs in our hood”) – which finds meaningful employment for the most vulnerable, especially youth, in jobs that improve their environments.

These programs include bush clearance, fumigation, disinfection, street cleaning, garbage collection, and drainage clearance.  

Byron Mashu, a resident of the Kibera settlement, express his gratitude for the program, saying that it allowed youth to “fend for our families and settle our bills, but it is also ensuring that young people are less idle as they are engaged at work during the day which has significantly minimized crime rates in our area”.  

The program was kickstarted through World Bank Group’s Kenya Informal Settlements Improvement Project, which has seen jobs created across 27 settlements in eight counties across the country.  

Don Dante, a youth leader in the Mukuru Kwa Njenga settlement, told the Bank that as a result of the program, “We have seen the reduction of petty crimes and dependency on other people and our environs are clean”.

Given the project’s success and popularity, the Kenyan government is working to expand it using its own financing – extending jobs to 283,210 workers across 47 counties.

5. Greece: Supporting Small Food Producers and Supplying the Vulnerable

Melina Taprantzi arguably has more experience with economic crises than most.

The Greek entrepreneur lived through the Greek Financial crisis, witnessing suffering and rising poverty. From those experiences she decided to dedicate her work towards addressing social needs.  

Her business, Wise Greece, connects small-scale food producers with those in need by providing a six kilogram box of basic food and supplies. Melina won the SDGs and Her competition in 2020.

When COVID-19 entered the scene, Wise Greece didn’t sit idly by.  Instead, they moved quickly to partner with multinational companies to provide these boxes not just to those in need, but also to the elderly and vulnerable who can’t leave their homes.

Since 2013, the company has contributed some 50 tons of food supplies.  During the pandemic alone, it has made at least 6 tons available to vulnerable communities.

6. Chad: Kickstarting Sanitizer Production

With the pandemic sparking unprecedented demand for sanitizing products, supply chains around the world were hammered.

“People waited in line sometimes for hours to procure the alcohol-based sanitizer,” reported the World Bank’s Edmond Dingamhoudou in Chad’s capital, N’Djamena. “Some went so far as to cross the border to stock up in Kousseri, a Cameroonian city some 20 kilometers from N’Djamena on the opposite bank of the Logone River.”

With these critical supplies difficult to find, officials and scientists came together in record time. A laboratory constructed with support of the International Development Assocation was repurposed for the quick and effective manufacturing of gel hand sanitizer – launching Chad’s first ever local production of the product.

As of mid-April 2020, the facility was able to produce approximately 900 liters of hand sanitizer per day, with 20 to 25 technicians overseeing production, quality control, and packaging.

• The World Bank Group’s Response to the COVID-19 (coronavirus) Pandemic
• Infographic: World Bank Group COVID-19 Crisis Response
• World Bank Group COVID-19 Crisis Response Approach Paper

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Words of Encouragement

All of our lives have changed, and that is dramatically true for our current students.

SHU Alumni have shared some words of encouragement as they face this crisis. We hope that these words will inspire our students and remind them that your relationship with Sacred Heart does not end when you graduate. Today’s Pioneers will benefit from your advice, wisdom, and support.

Submit Your Own Words of Encouragement

Carmella Colangelo Bartimole ‘78

Although my experience was not as life altering as this COVID-19 challenge is today, I remember commuting to SHU every day during the gas crisis in the 1970s. Those were the days where you could purchase gas either on even or odd numbered days, depending on the last number of your license plate. I’m still not sure how I managed to complete my classes as I had enough to worry about between balancing school and work without trying to remember when I could buy gas. I’m sure there were a few times someone took pity on me because I was there on the wrong day—my lesson in humility! We won’t even talk about the lines of cars at the gas station and the wait time. This was before cell phones and the internet too! 

That was just an inconvenience. This pandemic is more serious because it affects health and lives and there is so much we don’t know about it. This uncertainty is part of life and you WILL get through it. It will make you wiser, stronger and more resilient. That’s the Pioneer Spirit! You have excellent faculty, administrators and staff who care about you and will assist you.  You will make it through this difficult time. “You are Braver than you believe, Stronger than you seem, and Smarter than you think.” (A. A. Milne Christopher Robin “Winnie the Pooh”)

In the meantime, find a way to stay in touch with loved ones through social media, phone calls and texts, or even old fashioned hand written notes. Record your thoughts and feelings as you navigate through these days of insecurity. You are now part of history in the making; imagine the stories you can tell our youth in a few years. 

Whatever you do, don’t be discouraged. Be mindful of what is still within your power to do and do it.  Keep moving, keep being productive. Take time to reflect on who or what is most important to you. This is a good time to take good care of yourselves and to be kind to others. We can learn from those who lived before us and also struggled. In the words of St. Padre Pio, “Pray, hope, and don't worry. Worry is useless. God is merciful and will hear your prayer.” Be safe.

Alexa Brisson '17

“Train yourself to find a blessing in everything” Someone once said these words to me, which have stayed in my mind throughout my life. I truly believe that we are not put into a situation that we cannot conquer. Seeing the light in the midst of darkness is a lesson we all should learn, not only during this difficult time, but all the time. Stay focused on the good and making it better. It can only go up from here!

Anonymous '17

Your friends are always there for you no matter if they are a room next door or a FaceTime call away!

Shaquille Saunchez '17

It’s tough to see the light in times of darkness. My advice for students is to continue to be positive and never give up hope. It’s when we start to lose hope that we begin to struggle mentally. Lend a listening ear to everyone; sometimes all someone needs is a person willing to listen. We all need to come together in this time and continue to check on loved ones, friends, teammates, roommates, and classmates.You never know the impact of what a simple 5 minute phone call could do for someone. Spread that love each and everyday.

Mandy Baniszewski '18

“Life throws you curves but you learn to swerve.” No one is ever really prepared for God’s greater plans, but we figure it out, taking it one day at a time. During my time at SHU, there were some unfortunate events, but we always came together as a community to get it through it as one. Now more than ever, we need to take care of each other. Luckily we live in a world we can talk with friends and family virtually. Take care of yourself and your loved ones. We’ll all look back on this time and remember the ones who helped us through this challenging time.

Marissa Lauretti '14

During this challenging time I find myself coming back to the same thought every morning, be grateful. Be grateful for the fact that you are alive, healthy and breathing. Be grateful for this extra time with family and friends, even though it may be through a virtual platform. Be grateful that businesses are live streaming classes for me to keep my body moving. Be grateful for my education that allows me to continue doing what I love, even in a limited capacity and mostly be grateful to live in a country that is trying to keep me safe. While there is a lot of uncertainty in the world right now, one thing is for sure; We will come out stronger on the other side, we will learn and grow from our mistakes and circumstances and we will be ready to fight whatever the future holds for us!

Soleil Avena '18

The struggle you are in today is developing the strength you need for tomorrow. Being challenged in life is inevitable, but you have the choice to decide how you will react to these situations. Especially now, in this time of crisis and uncertainty, change the changeable and accept the unchangeable. We may not be able to see it in the moment, but everything happens for a reason. Use this time to make a difference in your life or in the lives of someone else. Work on all areas of personal growth, spend quality time with family, and focus on goals for the future. "When something goes wrong in life just yell 'plot twist!' and keep grinding." Keep your chin up, everything will work out just fine; you are not alone in this.

Stephen Shaffer '86

To Colleen Class of 2022 - we know this isn't what you planned or how you thought it would be, but by the grace of God, we will get through this with strength and appreciation. Stay the course, and simply smile. Your favorite album from the OTHER SHU Class of 86 #jpwasthere

Anonymous '21

Today is only one day in all the days that will ever be; but what you do today will impact everything that happens in all the days that will ever be. Choose wisely. Be positive. Be hopeful. Be helpful.

Michaela Albano '15

Sacred Heart University is a place I will always consider a home away from home. And while times right now are uncertain, difficult and scary - they are also a time to reflect on yourself, be with your loved ones and help spread a little more love and positivity into this seemingly darker world we’ve all become accustomed to. There is no doubt that what the world is going through right now is awful, but in the face of adversity, we tend to come out on the other end a little brighter. To all of the students and alumni, SHU has a habit of uniting in difficult times, of coming together through faith and love and being there for each other. Let us be there for one another now and always. And always remember one thing... home is truly where the Heart is. ❤️

Natalie DiGennaro '15

Keep your head up, Pioneers! The Sacred Heart Community is the best around. Lean on your friends, classmates, faculty & staff during this time. We're all in this together and we will get through it. "It is what it is" stay positive, active, and get outside. #WeAreSHU

Richard Fohrenbach '83

My wife Linda and I graduated from SHU and our start there has helped us to have a great life filled with jobs, sons, and different states to have adventures in. You will be fine. Walter Curtis had a great vision to start our school. God is with us all.

Eileen Gianakopoulos '10

While this may not be the “college experience” you were hoping for, take just a minute to be super grateful for the support system SHU has provided you to get through this time. Things on campus look much different from when I was a “shudent” just 10 years ago, but I know the feeling is the same. As someone who’s not been a student on campus for many years, know that the SHU Spirit stays with you no matter where you are learning from. Take some time to zoom with your suite mates and roommates and team mates. Heart is forever where home will be, no matter how far you are from Bridgeport ♥️ You got this!

Noah Decaminada '22

Never, ever give up! Go Pioneers

Meredith Bertoni '19

Hey, SHU community! I hope you all are staying well during this unprecedented time. I want you to remember that we CAN do hard things. One step, one day at a time...together. Remember that. There is much to look forward to once this passes.

As I currently work in healthcare in Boston, I am awe-inspired by the dedication, fearlessness, and compassion that is being shown by colleagues and patients alike; now more than ever when it is needed most. I believe a community like Sacred Heart instills these values in its students, and prepares them for any challenge that may come their way.

May the sky stay blue, may the wind be at your back, and may you find something that makes you smile each and every day! Be safe, be there for others, and we will get through this.

Ted Rosner '19

Fellow SHU Pioneers: Always keep your head in the game and you will do great with everything. I remember when I was in your shoes; studying for exams, balancing social and schoolwork life, and adjusting to life at college. I ended up loving it. Make sure to get involved as much as you can and to not miss out on opportunities; you may never see them again. I do understand that tough times happen in college life, but just stay positive through everything. You will make the best memories at SHU; your friends, your professors and classes, everything. The ways you grow and learn are unbelievable. I also understand that COVID-19 has drastically hurt chances to see your friends and to get more involved; just stay positive and things will be back to normal soon. Instead of seeing your friends in person, try calling, texting, or FaceTiming them; limitless possibilities. I am always very proud of the SHU community for all of the hard work everyone does to keep the university flourishing as always. Plus, never be afraid to try new things and to get yourself out there; it's the best way to meet new people and enhance your college experience. I have always loved SHU from the minute I first stepped in; an amazing experience.

Benjamin Bello '22

Keep moving forward. All of you are a part of something larger than yourselves. We will not let a global pandemic stop any of us from becoming who we want to be in the future. Give everything that you can, never give up, stay positive, strong, healthy, and resilient!

Rebecca Senetcen '14

To the class of 2020: The future holds no promises, but rather mysteries and surprises. What you’ve learned will prepare you for both. Congratulations and all the best for the future! Alyssa Eannotti I am so proud of you! Congrats on becoming a nurse.

"Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less." "A life lived in fear is a life half lived."  These are two quotes that have spoken to me during this troubling time and I feel will speak to others as well. This is a time to reflect on what you have and to keep in touch with how grateful you are to be where you are today. Change your mindset. This is not a time to live in fear and focus on what’s changing around us, think of it as a break. The world needed this break. Use this time to spend with family and friends, work on yourself, improve yourself, rearrange that closet that has been crazy for months. Fear will not get us through this pandemic, coming together as a community – as one – will help us put into perspective what is really important in life, because as we have all experienced, it can be taken from us in a split second. Give yourself 5 minutes to just think to yourself and reflect on what you have beside you – your family, friends, a home, health, love, ANYTHING and EVERYTHING. Many Families are struggling during this troubling time, say a prayer for them.

Ashley Nordone '17

I know this is not the graduation that many of you envisioned upon entering SHU four years ago. You dreamed of Senior Week, spending those cherished moments with the friends that you made and the rest of the SHU seniors celebrating a long, hard-earned relaxation and last big event before graduation. Each one of you dreamed of walking across the stage and receiving that diploma from SHU that opens all the doors. While these are things that unfortunately cannot happen due to COVID-19, know that the impact that all of you have had on the SHU community these past four years are not denoted. Each of you contributed to SHU in different ways, whether it was Greek Life, Student Government, Clubs, Athletics, Band, and any other remarkable opportunities that SHU has given you. You are a Pioneer, and being a pioneer is not just four years it's for life. Home is where the heart is and always remember that no matter where you go, you always have a home at SHU. Congratulations on your graduation, Class of 2020, and good luck with everything!!

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The Coronavirus Crisis

Reflections on a lost senior year with hope for the future.

Diane Adame

Elissa Nadworny

East Ascension High School Valedictorian Emma Cockrum at her home in Prairieville, La., on June 1, 2020. Emily Kask for NPR hide caption

East Ascension High School Valedictorian Emma Cockrum at her home in Prairieville, La., on June 1, 2020.

Emma Cockrum was in her second week of quarantine when her father discovered an old bike behind their house.

And that bicycle turned out to be a gift: With school closed at East Ascension High School in Gonzales, La., bike riding for Emma became a way of coping with the loss of the rest of her senior year.

"I would say the first two to three weeks we were out of school, I was not the most fun person to be around. I was a ticking time bomb," says the 18-year-old, who's headed to Northwestern State University in the fall. "One minute, I would be fine and dandy, and then the next minute, I would be crying."

As she pedaled through her neighborhood each day, those bike rides forced her to stop and take in the world around her — and they became the inspiration behind these words in her valedictorian speech:

"I got to see life happening. I saw families spending time together, like children playing basketball on their driveways, or fathers teaching their own kids to ride bikes. When we stop to observe our surroundings, we are oftentimes provided with new perspectives on our situations."

Dear Class Of 2020: Graduation Messages From Frontline Workers

The coronavirus pandemic has caused many high school graduations to be replaced with virtual, drive-in and other alternative ceremonies. And so, the tradition of valedictorians and salutatorians addressing their classmates at this huge moment in their young lives is a little different this year.

NPR spoke with a few student leaders about their speeches and how a not-so-typical senior year inspired their words for the class of 2020.

Emma Cockrum

Valedictorian, East Ascension High School, Gonzales, La.

East Ascension High School Valedictorian Emma Cockrum with her dog Hercules in front of her old play house at her home in Prairieville, La. Emily Kask for NPR hide caption

East Ascension High School Valedictorian Emma Cockrum with her dog Hercules in front of her old play house at her home in Prairieville, La.

Aside from her bike rides, Cockrum was also inspired by a few words from Sol Rexius, a pastor at The Salt Company Church of Ames in Iowa. She says Rexius uses the analogy of a dump truck full of dirt being emptied all over their senior year. Here's how she put it in her address to her classmates:

This may sound harsh, but it's not untrue to how some of us feel. It is easy to feel buried by our circumstances. However, he [the pastor] goes on to paint a picture of a farmer planting a seed. Did the farmer bury the seed? Well, yes, but he also planted it. Instead of feeling buried by our situation, we must realize that the pain and heartache that has been piled upon us is not meant to bury, but to plant us in a way that will allow us to grow and prosper into who we are meant to be. As you stop and take in the circumstances around you, will you allow yourself to be buried or to be planted? 

As we move on from this place and embark on the next big journey of life, whether that's college, the workforce or something else, life will at some point begin to feel like it's going too fast. My bike rides have taught me a new way to handle these times because they allow me to exercise and be among the beauty of nature, which are things that cause me to slow down. When life becomes too much like a race for you, it may not be riding a bike. It may be playing an instrument, sport, creating art or something else entirely. I encourage you to find that one thing that allows you to unwind and refocus when life seems too much to handle.  Now, I'd like to take you on a bike ride with me as we share this experience together in our faces, something that is both exciting and terrifying: freedom. We sit atop our bikes of life as high school graduates and now have the freedom to choose who we are and where we will go.  

Salutatorian, Paducah Tilghman High School, Paducah, Ky.

Chua says he wanted to make his speech something that would provide some happiness to people, even if only be for a little while. Before offering some advice, he began his speech with a personal take on the famous line from Forrest Gump : "Life is like a box of chocolates."

"Life is like a fistful of Sour Patch Kids," Chua says in his speech, recorded on video from his home in Paducah. "Right now things are sour, but eventually they will turn sweet."

The sharing of knowledge is just as important as receiving it because, without sharing, knowledge has no value. The first piece of advice I want to share is to always try new things and challenge yourself, even if you think it's a bad idea in the process. Always attempt to answer questions and solve problems. Find new ways to do the same tasks. Wear all white to black out. Take that ridiculously difficult course load. Buy that oversized $30 pack of UNO that is literally impossible to shuffle just so you can say you own it. Just spend responsibly, kids. All in all, just make life spicy. Make life something you want to reminisce on.  The second lesson is simple. Just be nice to people. Trust sows the seeds of freedom, and a little respect truly does go a long way. It could even solve a few of the world's problems. You never know when you'll need to fall back on someone, so build strong connections early and maintain them.  Lastly, the phrase "I don't know" is powerful. By admitting ignorance, you are asking to learn. Inevitably, I know I will come upon a hard stop, and I hope that when I do, I'll remind myself to pause and ask for a hand of enlightenment, so that I might come back from that hard experience knowing more than when I started. Life rarely hands you a golden opportunity, so make one. Just as the tornado creates a path in the wake of its destruction, this class of 2020 will, too, create their own, hopefully without the whole destruction part.

Kimani Ross

Valedictorian, Lake City High School, Lake City, S.C.

Valedictorian Kimani Ross leads the Lake City High School parade through downtown Lake City, SC. Taylor Adams/SCNow hide caption

Ross says she wanted to remind her class that they can get through any obstacle. She recalls the adversities they've gone through together — like the death of a beloved coach — and the people that doubted her.

Ross says she'll attend North Carolina A&T State University in the fall, where she plans to study nursing.

Many people didn't, and probably still don't believe that I have worked hard enough to be where I am now. I've had people tell me that I don't deserve to be where I am now, and that really made me contemplate, "Do I really deserve this? Should I just give up and let them win?" But look at where I am now. I'm glad that I didn't stop. I'm glad that I didn't let them get to me.  I'm especially glad that I earned this position so that all of the other little girls around Lake City and surrounding areas can look and say that they want to be just like me. I want those little girls to know that they can do it if no one else believes in them, I will always believe in them. Classmates, when we're out in the real world, don't get discouraged about the obstacles that will approach you. As Michelle Obama once said, you should never view your challenges as a disadvantage. Instead, it is important for you to understand that your experience facing and overcoming adversity is actually one of your biggest advantages.

Valedictorian Kimani Ross and her family at the Lake City graduation in Lake City, SC. Taylor Adams/SCNow hide caption

Valedictorian Kimani Ross and her family at the Lake City graduation in Lake City, SC.

Lindley Andrew

Salutatorian, Jordan-Matthews High School, Siler City, N.C.

Andrew says her mind flooded with high school memories as she tried to write her speech. This inspired her to get her fellow seniors involved. With the help of her class, she strung together a timeline of national events and local victories.

"Sometimes it's the small, seemingly pointless experiences that leave the most lasting and impactful memories," she says.

Some of us lost our senior sports seasons, our chances to be captains and team leaders. Some lost our final chances to compete for clubs that we've given our all to for the last four years. Some of us lost our final opportunities to perform or display our art, and all of us lost the chance to have all of the fun and closure that we were promised would come in the last three months of our senior year.  Losing the last third of our senior year to a virus was not what we had planned, but it's definitely an experience that will affect our lives forever and a memory that we will never, ever forget. We are made up of our experiences and memories. All of the things that we have been through up to this point make us who we are, and the best part is, we're not done yet. We'll continue to experience things and make memories every day that mold us here and there and to who we truly are and who we are meant to become.  What kind of experiences will you create for yourself? What kind of memories will you make? When things don't go quite as planned, like our senior year, how you handle the disappointments and challenges that you face will determine the experience that you have and the memory you walk away with. 

Favio Gonzalez

Valedictorian, Central Valley High School, Ceres, Calif.

Gonzalez says there were many other events besides the pandemic that helped his class develop their character. In his speech, he highlights the election of President Donald Trump and the prevalence of school shootings. Despite what was happening in the world, he says his class never victimized themselves.

Gonzalez will be attending the University of California, Riverside, where he plans to study biology.

The real test came our senior year with the current pandemic. Although society has developed a higher level of understanding, comprehension and acceptance in years prior, self-victimization has become a common occurrence and is a major impediment in achieving our goals. We expect others to find the solutions to our problems and to provide excessive help, since we truly are powerless in stopping the external factors that impact us constantly, whether it'd be natural disasters, terrorism or disease.  Yet, what many people don't realize is that the impact these unfortunate events have on our lives can be nullified by the effort we place in improving our condition. Learning this from past experiences, our class did not victimize itself. Studying and mastering new material is difficult enough with the help of our amazing teachers, with the added responsibilities of helping more at the house, working an essential job and other challenges that come with being at home, it seemed impossible to keep up with schoolwork. We had to face a multitude of barriers with our unrelenting will to succeed. Standing here today, despite all of the setbacks and obstacles, because of our drive, our perseverance, our willpower to endure is stronger than any deterrent.  Now, as we step into adulthood and start to reach our goals, there will be harder challenges to overcome. But our willpower has been proven irrevocable. Never forget classmates, that as long as you use your unrelenting well, you're an unstoppable force.

Barrie Barto

Valedictorian, South High School, Denver

Barto says when her school closed, she tried ignoring some of the emotions she was processing. "I realized that you need to take the time to acknowledge what we have lost and celebrate how we have grown and how this is going to change us as a class," she says.

This inspired her to write the speech she felt that she needed to hear.

To be honest with everyone, when I sat down to write this speech, I really wanted to avoid talking about everything we miss as a class. It would be way easier to reminisce about when the homecoming bonfire was in the back parking lot. But when people told me they were sorry that my whole senior year was turned upside down, I shrugged it off and said it's not a big deal. It's a hard thing to talk about, and not talking about it seems less painful. But it is a big deal. We missed senior prom and graduation and our barbecue and awards. I would even go back for one more class meeting in the auditorium just to sit in South for one more Thursday. This pandemic was not the defining event for our class. Don't let it be. We had monumental events occur every year we were at South. We have supported our teachers when they rallied for themselves. They've supported us when walking into school was harder than it was any other day. We supported each other through the pains of block day, and air conditioning only working in the winter time, but also shifts in friendships and hard times with family. South brought us all together to teach us something about ourselves that we didn't know before.

Haylie Cortez

Valedictorian, Bartlett High School, Anchorage, Alaska

Cortez says she feels lucky to still be able to give a message and was inspired by what has been helping her cope.

"One of the things that pushes me through everything is knowing that things will go on and stuff will change," she says. "I just want to remind everyone that the future is still there and it's still coming to us."

Cortez plans on attending the University of Alaska Fairbanks in the fall, where she wants to study civil engineering.

We all deserve to celebrate and be proud of ourselves. It's upsetting that we won't have a traditional graduation ceremony and sadly, we cannot control the circumstances that we face today.  What we can do is choose how we respond to it as we take these next steps in life. It can be hard to imagine what life could look like as time progresses. The only certainty we have is that time goes on and the future will arrive. We can use the pandemic as an excuse for why we can't move on in life, or we can use it as a motivator to find our purpose. Whether we plan to go to college, trade school, the military or straight into the workforce, there is no denying that society will gain something worthwhile. The situation we are living through shows how valuable everyone in society is. The world is finally realizing the importance of the jobs of janitors, cashiers, teachers, politicians, first responders and more. Whatever we plan on doing after we graduate, it will impact society. I invite everyone to look to who you can't thank, and take your time to do so, although the door for high school has abruptly shut for us. I would like to remind everyone that another has opened and we can do with it what we want.

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Academics sends messages of hope, inspiration and solidarity amidst COVID-19 pandemic

June 3, 2020 | 10:32 am

Home / A-Team On-Line Publication / Academics sends messages of hope, inspiration and solidarity amidst COVID-19 pandemic

“I won’t let the Academic Community succumb to this COVID-19 pandemic. Learning continues. Teaching continues. Academic Service support continues. Staff support continues. Our operations continue for Learning knows no boundaries. Together, and by association, we shall all prevail”.

Juanito O. Cabanias, LPT, MAE, PhD Vice Chancellor for Academics

“At the end of the day all we need is hope and strength. Hope that it will eventually get better and strength to hold on till it does”. And while we are waiting; whatever hardship, challenges, indecisions and fears that we are facing, we just remember that these too shall pass and by the grace of God we will overcome. To our students we hope that they continue to trust us that what we do today will define what kind of health professionals they will all be in the future. We promise that excellence will still be part of everything that we do for them and our community. Just remember that tomorrow is still full of wonderful possibilities for all of us here in DLSMHSI.”

Alicia P. Catabay, RPh, MSc, PhD Dean, College of Pharmacy

“We are all in the gutter, but some of us are looking at the stars.” Oscar Wilde As a Lasallian community, may we continue to reach out to those who may have forgotten the light that shines above. There’s light in this darkness; all we need is to look up.”

Sigfredo B. Mata, RPh Vice Dean, College of Pharmacy

“Spanish flu (1918-1920); Asian flu (1957-1958); Hong Kong flu (1968-1969); H1N1/09 flu (2009-2010);

Which have lost an outrageous number of lives.

Then, COVID-19 (this too shall pass). Four words that may have given hope and resurrection to millions, then and now.

Life may be short, but God made sure it is wide and tall”

Jose Antonio P. Amistad, MD, FPSA Dean, The Student Affairs

“St. John Baptist de La Salle believes that education gives hope and opportunity for people. And so, during this time of COVID-19 uncertainty, let us remember that we were chosen to continue the mission of St. La Salle in nurturing the young, through education, especially those who had little hope for educational advancement due to COVID-19 pandemic.”

Marlon G. Gado, RL, MLIS Director, Center for Innovative Education and Technology Integration

“Weak? Tired? Feel like giving up? Take heart…We have Someone greater than all these challenges.

Isaiah 40:28-29, 31 says, “….The everlasting God, the Lord, The Creator of the ends of the earth, Neither faints nor is weary…. He gives power to weak, And to those who have no might He increases strength…. ….those who wait on the Lord Shall renew their strength;”

Maria Corazon E. Gurango, MD, MPH, FPAFP Director, Center for Community Engagement and Health Development Program

“This pandemic has caused anxieties, fears, and uncertainties. But we are capable, strong, and resilient. We may not be able to control the situation but we can control ourselves: our thoughts, actions, and choices. We can rise above these challenging times and continue our mission and ministry together as one Lasallian community.”

Efren M. Torres, Jr., RL, MLIS Director, Romeo P. Ariniego, MD, AFSC Library

“The COVID-19 pandemic brings new challenges unfolding each week, compelling us to re-configure our academic strategies with urgency but with uncertainty, and oftentimes beyond our capacity to cope. We must not lose hope, and as one community in Christ, continue with our mission inspired by John Baptist De La Salle.”

Lemuel A. Asuncion, OTRP OT Chair, Clinical Education College of Rehabilitation Sciences

“The Lord gives His toughest battles to His strongest soldiers”.

The greatest weapon we can have today is guarding ourselves with faith and prayer. May this situation help us realize that the Lord is always with us and will never leave us.”

Jion P. Dimson, RMT, MSMLS Chair, Student Development and Activities Department, The Student Affairs

“As Lasallians in these time of pandemia, let us compose ourselves as mature, responsible, and self-disciplined individuals minding our health and safety, as well as our academic responsibilities in achieving our full potentials. By simply staying at home and doing worthwhile things, we are expressing our reverence for life.”

Roberto L. Cruz III, RN, MAN Chair, Student Discipline and Security Department The Student Affairs

“As Lasallians we still continue to serve our partner communities despite the threats of COVID-19 along our way because nothing can stop our great desire to improve the health of our communities. We will continue to empower the people in the community for heath equity and for God’s greater glory!”

Jose Marcelo K. Madlansacay, MDC Chair, Community Service-Learning Projects Center for Community Engagement and Health Development Program

“The challenges of COVID-19 may seem unnerving yet, it can be an opportunity for growth and positive changes. May we strive to be hopeful, courageous and resilient despite the adversities we have to face. Let us draw strength from each other as we pray for healing around the world.”

Ma. Sheila Q. Ricalde, MAEd, RPm, RGC Vice Chair, Student Life The Student Affairs

“You are capable to handle this. I BELIEVE IN YOU. This health crisis can be overwhelming and that is PERFECTLY NORMAL. You may not think and/or feel at your best this time but THAT IS OKAY. YOU can still be a beacon of hope amidst this pandemic.”

Cesar M. Lago, MAEd, RGC Vice Chair, Student Success The Student Affairs

COVID-19: A Blessing?!

“COVID-19 can be considered as a blessing in disguise. Because of it, many have changed. All the busy streets were emptied, all the malls were closed, all were required to stay home. Everyone started to help one another, family ties were strengthened, everybody started again to turn to God and pray, pollution was lessened and Mother Earth started to recuperate. Let’s look on the brighter side. Stay well Lasallians!”

Jose Royce P. Aledia, RGC Chair, Student Wellness and Guidance and Counseling Department The Student Affairs

“As we face this time of uncertainty, the COVID-19 pandemic, do not forget that God is with us, we have to intensify our faith, be mindful that protection from sickness must begin within us, always wear mask, wash our hands frequently and observe distancing, take care not only our physical health but also our mental health. Keep safe everyone!”

Irene B. Maliksi, RN Chair, Student Health and Safety Department The Student Affairs

“There is light at the end of the tunnel, a rainbow after the rain and every cloud has a silver lining. Despite the pandemic, we, the Non-Teaching Personnel, will continue to support the administration in fulfilling the mission set forth by our Founder, St. John Baptist De La Salle. Together we will fight. Forever, we stand as ONE.”

Leslie V. Brito Administrative Assistant, College of Medical Laboratory Science

“Congratulations, graduating class of 2020! We might not have experienced the momentous march of our graduation, yet. Our victory should set blaze in our hearts and actions, not doused even by COVID-19. As the Wolff’s law says, “Strengthened under force of pressure, and overtime will become stronger to resist it.””

Christ Don E. Apuntar President, DLSMHSI Institutional Student Council

“As we face this global health crisis that causes major upheaval, we encounter challenges and become anxious about what’s going to happen. But surely, the presence of the Lord provides us hope of healing and certainty of the future. All you need to do is pray and strengthen your faith in Him! He will never leave us. He is our Emmanuel (God with us).”

“Even though I walk through the valley of the shadow of death, I will fear no evil, for You are with me; Your rod and Your staff, they comfort me”. —Psalms 23:4

Joren B. Fernecita President, College of Medicine Student Council

“We all know the dangers brought about by this pandemic, but worry less since everything is going to be alright. I do believe that we just need to have faith in God to overcome this. He will be the one to give us hope and strength to hold on until it gets better.”

Renee E. Andal President, College of Pharmacy Student Council

“To everyone, these are trying times but never forget to have faith in God and always seek guidance from Him. Always remember to stay safe and healthy. Let us fight this pandemic as One La Salle!

To our front liners, going above and beyond the call of duty is the essence of heroism. Some have fallen, but a lot more are continuing the fight. Heavy sacrifices have been, and continually being made. Words cannot capture the gratitude we wish to convey. But still, thank you front liners, heroes all, in every sense of the word.”

Christian Derik L. Aquino President, College of Humanities and Sciences Student Council

“COVID-19 has changed our way of living and has transformed us to something we have never imagined. This pandemic has affected all of us. As we face more challenges along our way, let us all be determined to keep on learning despite the hindrances. None of us can say with certainty when will it be safe…when will we get back to normal…when will this be over. Let not fear hold us back and may our faith help us triumph over this unseen enemy.

Stay safe. As Lasallians, We are One in this battle!”

Neil Vincent D. Guyamin President, College of Medical Imaging and Therapy Student Council

“As we face an invisible enemy, let’s take this opportunity to come together with clasped hands to pray for each and everyone’s safety. COVID-19 might have changed our way of viewing things, yet let’s be thankful for the life we have. At times like these, you may feel anxious; but do remember that you matter. You are not alone. We will bounce back and will continue to fight this pandemic as One Lasallian Family.”

Maria Veronica Louise C. Cabubas President, College of Medical Laboratory Science Student Council

“This COVID-19 pandemic has taught us a lot of things. We became closer to our family, realize the importance of our healthcare workers, and reflect that no one is safe unless you follow the guidelines set by our government. Even though we are far from its end, it is vital for us to always know that there is hope. That someday, we will see the light and overcome this darkness.

We shall conquer this together, Animo La Salle!”

Marvin Jay C. Salvador President, College of Nursing Student Council

“During his time, the Founder faced adversaries not too different from ours – poverty, hunger, sickness, corruption. He fully surrendered the work to God and succeeded. Likewise, let us remain steadfast in faith, bringing light to those who feel lost in the dark. Let us be vigilant whilst being empathetic to protect and nurture the weak and the weary. As we go through this pandemic, encourage a neighbor, check on a friend, hug a family member, donate to an organization, pray for the world; hope grows from the service we give – small or big. God will win the battle for us and we will call it our victory.”

Lizzy Jane Niquole Y. Ricardo President, College of Rehabilitation Sciences Student Council

“Yesterday is history, tomorrow is a mystery, today is a gift of God, which is why we call it the present.” ― Bill Keane

“Every day is a blessing and we should not forget to thank God for it. In this time of crisis, we need to strengthen our faith in Him and believe that this will soon be over. There’s no such thing as too much praying after all, for He can get us through this pandemic.”

Hennessy M. Frani President, SHSSHS Student Council

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Apr. 6, 2020

Six strategies for staying motivated during the covid-19 pandemic, by emily elia: i'm sharing some simple tips for staying motivated during this unusual time..

As social distancing and stay-at-home orders are extended throughout the country, many graduate students are coming to terms with the fact that we will be working from home and learning remotely for quite some time. The changing reality of this pandemic makes focusing on research and classes extremely difficult for many, but it also makes it clear that we will be in this “new normal” for the long haul. For most of us, the responsibilities of grad school continue, and we are trying to stay on track as best as we can. Below are some simple tips for staying motivated during this time.

1. Set small daily goals.

It is important to recognize that these aren’t normal times, and your productivity is likely not at its peak right now. That’s okay. Setting daily goals can help you to make your day as productive as possible, but be realistic with the goals you set. Big goals may seem insurmountable right now; instead, focus on small goals for each day that you can cross off your list. Get through the assigned articles for your upcoming class. Finish the first draft of a paper. Make progress on your data cleaning. Setting smaller goals that can feasibly be tackled in a day can help you stay on track. Try to make a short list of manageable tasks to get through every day.

2. Carve out time in your day for work and for relaxation.

Working from home can make it much harder to get through your daily tasks when the temptation of Netflix is quite literally right in front of you 24/7. For others, working from home can actually lead to a serious case of overworking now that we are no longer dependent on an office or lab space to restrict work hours. Scheduling when you will work and when you will relax can help you to manage a healthy work-life balance at home. For some, a conventional 9 to 5 schedule with a lunch break in the middle helps them to stay focused. After 5 pm, put down the work, make some dinner, and relax for the rest of the night. For others, their most productive times of the day may be less conventional. One pro of working from home is that you can fully embrace when it is that you work well. If you’re most productive in the early hours of the morning, get up early and work during the first half of the day. If you’re someone who works best at night, then spend time relaxing in the morning before jumping into work later on. The most important thing is that you can dedicate a chunk of your day to work and then keep your work out of your relaxation time. Plan out a schedule of work and play, and try to stick to this schedule Monday through Friday, like a regular work week.

3. Try pomodoro study sessions — social distance style.

For many graduate students, working from campus provides time to socialize with peers in the office or the lab. Being surrounded by others doing work can be very motivating, and so working from home can be hard when you’re sitting alone at a desk. Thanks to platforms like Zoom or FaceTime, you can still work with friends virtually! Try a pomodoro study session with your friends via Zoom. Pomodoro sessions, based on the Pomodoro Technique, prioritize working for 25 minute bursts with five minute breaks in between. Various apps, such as Tomato Timer or Focus Keeper , measure pomodoro sessions for you. Get a group of friends together on Zoom, and have somebody be in charge of the pomodoro timer. When the 25 minute study session begins, work “together” silently on Zoom. When the study session ends and your five minute break begins, take the time to chat together until the next study session starts. You’ll be motivated to stay focused with everyone while the timer is running, and you’ll get a chance to catch up with friends on your breaks.

4. Schedule virtual get-togethers with friends.

Social distancing can be the hardest aspect of this pandemic for many people. Not getting to spend time with friends can be emotionally taxing. However, social distancing does not mean you have to totally say goodbye to a social life. Schedule virtual get-togethers with your friends, and have them often! The promise of a set time and date to get together can be something to look forward to. Plan Zoom Happy Hours on Friday evenings to celebrate getting through another week, or have a virtual game night on Saturday with the use of different multiplayer apps, like the UNO app .

5. Prioritize your mental health.

Staying motivated can be near impossible when your mind is filled with anxieties. No work technique is going to keep you motivated when stress is unmanageable, and there is a lot to be stressed about right now. Taking care of yourself can help you to better manage your mental health during this time, so make sure you aren’t letting the basics fall through the cracks. Try to move a bit each day with a walk around your block or an online yoga class . Take time to eat balanced meals, and try not to work through lunch - step away from your laptop and take a lunch break. Don’t stay up until two in the morning. Maintain a normal sleep schedule, and aim to get at least eight hours of sleep a night. Allow yourself time to enjoy TV and social media, but try to reduce how much time you spend listening to pandemic news. Limit yourself to reading pandemic-related news for only a short amount of time in the morning, and then leave it alone. Stay informed from reputable sources, but avoid getting wrapped up in constant news coverage that will only heighten anxiety.

Please remember that if you’re struggling and need to talk to someone, there are resources available. Student Health Services , the Wellbeing and Counseling Center and SAFE office services continue to be available to students; click here for more information on all health-related services available.

6. Be okay with not being highly productive right now.

Some days you may not have much ability to focus at all, and that’s to be expected! Nobody’s life is normal right now. You may find that you have good days where you’re highly motivated to get through work and bad days where your motivation is nowhere to be found. When work seems impossible, prioritize what you must get done that day — what has a deadline tomorrow, what emails need to be sent before the evening? Get through high priority tasks, and then let yourself have the rest of the day off. And don’t beat yourself up for not getting through your entire to-do list! It’s okay to expect less from yourself right now.

As this new normal sets in, everybody is learning how to best adjust to working from home and being isolated from friends and family. Staying motivated can be tricky, but you can help make it a bit easier for yourself by setting realistic schedules and taking time to care for yourself. Though this pandemic can feel like it will be endless, it will eventually pass. Staying motivated can help refocus our attention away from these stressful changes and towards a more hopeful future.

About the author: Originally from Massachusetts, Emily Elia is a second-year Ph.D. student in political science. She graduated from the University of Alabama in 2018 and currently studies comparative politics with a focus on Latin America.

Coronavirus Disease 2019

The coronavirus speech i’d give, realistic reasons for hope..

Posted March 21, 2020 | Reviewed by Jessica Schrader

Updated: Apr. 24, 2020

The media’s core message on the coronavirus is that even if we behave, coronavirus will change life as we know it for years to come: massive job loss, disease, and yes, death, rivaling the Spanish Flu, which killed 50 to 100 million people.

Perhaps a perspective from someone with little to gain from sensationalism nor from political blaming might replace some of the fear with realistic hope.

There are at least three reasons for realistic hope that the coronavirus problem will be satisfactorily addressed than is feared:

1. A simpler, faster test is here: Abbott Laboratories have developed a COVID-19 test that produces the results in five minutes, onsite, and the FDA has just authorized the first at-home swab test.

2. As of April 6, there were more than 200 coronavirus vaccines and treatments in development. It would seem that with some of the world's greatest minds working tirelessly, one will be developed, again, sooner than later. The WHO says that an effective treatment is likely just weeks or months away.

3. Social distancing works and in the U.S. compliance has risen to over 90 percent as of April 15, and since then, subjectively, I've noted ever greater compliance.

So live your life. Sure, practice social distancing, wear a mask in stores, and wash your hands often, but also take advantage of the slowed economy to do things you had wished you had time to do: Speak with friends, do a hobby, do volunteer work by phone or on the internet. Upgrade your skills and networking connections so when the economy and job market improves, you'll be ready. Love more.

Society will survive the coronavirus pandemic, not just because of improved preparedness for an epidemic but because we’ll live with a greater sense of perspective and appreciation of life’s small pleasures: from that first bite of food to the beauty of your loved ones to more present conversations with friends and family. Don’t let coronavirus deprive you of life's wonders. Live.

For some silver linings in the coronavirus situation, you might want to read my previous post, " My Shelter Diary ," including the excellent comment by "Your Reader in Pennsylvania."

I read this aloud on YouTube.

Marty Nemko, Ph.D ., is a career and personal coach based in Oakland, California, and the author of 10 books.

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Inspirational young people from covid-19 diaries, get to know the inspiring adolescents and youth participating in the covid-19 diaries campaign.

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Since we first announced the COVID-19 Diaries initiative back in April 2020, we have received more than 1.900 submissions from adolescents and youth sharing their experiences and stories of navigating life through the pandemic.

Each month, we will select one profile to be featured as part of our series “Inspirational Young People from COVID-19 Diaries.” Let's get to know them and get inspired by their actions!

Ebenhaezer Gesit Denandrya

Ebenhaezer Gesit Denandrya, or Eben, 11, is a fifth-grade student at an elementary school in Central Java. Currently, he lives in Ungaran, a small town about 25 km from the provincial capital Semarang. Eben likes playing hide and seek with his friends around his house, which is surrounded by rice fields. 

Before the pandemic, Eben actively participated in activities at school, such as Scouts and Little Doctors. He used his spare time to draw, accompanied by his sister and mother who often enters him in drawing competitions. During the pandemic, these competitions are now held online. Sometimes Eben wins and sometimes he loses, but his mother always supports him no matter the outcome. 

Eben dreams of becoming an architect. To achieve this goal, his mother advises him to study mathematics. "One day, when I become an architect, I will build a house decorated with lots of flowers for my mother, a beautiful school for underprivileged children and a city library," he said. 

Eben named his artwork “Let's Wear Masks.” He created this artwork to remind all of us that wearing a mask is an effective way to reduce the spread of COVID-19. Eben feels that many people still neglect this behaviour in their daily lives. 

Eben hopes that the pandemic will end soon so he can return to school and play with his friends again. He also wishes that everyone in Indonesia can stay healthy. 

Eben's message for children in Indonesia is to keep studying. “Many of our friends cannot study during this pandemic since they have no internet, no cell phones or because they need to help their parents. Therefore, we must be grateful that we can still study.” 

See Eben's artwork

“Many of our friends cannot study during this pandemic since they have no internet, no cell phones or because they need to help their parents. Therefore, we must be grateful that we can still study.”  Eben

Intan Rahmawati

Intan Rahmawati, 15, is currently a junior high school student in South Tangerang City. She describes herself as shy and quiet and has spent much of her time writing during the pandemic.

Writing is one of the hobbies that Intan took up while staying at home. For her, writing is an exciting activity. With a pen and paper, she can express her thoughts and imagination, and describe things that can be difficult for her to say. Intan writes at least one paragraph almost every day and then uploads her writing to an online blog. She feels optimistic and believes that when her writing is published, it can help people feel positive.

She named her artwork "Stay Productive at Home." Apart from writing, Intan also likes decorating plants and making crafts, like the one she shared on her Instagram post for #COVID19Diaries. Through her artwork, Intan hopes that even though we are at home now, we will not laze around or be silent. We can do productive and useful things that we have never done before. Her advice to others: "Let's use this time to progress, so that we don't just lay down, but make changes."

Intan hopes the pandemic will end soon and that Indonesian youth will no longer lose time to develop themselves. She hopes this pandemic will become an opportunity for us to improve ourselves and to be more aware of the importance of maintaining cleanliness, especially through small acts that have a big impact, such as handwashing.

Intan aspires to be a writer. An inspirational figure for her is Sapardi Djoko Damono, a prominent Indonesian poet who is known for his various poems.

Intan's message to other young people is to not give up hope. "Remember that after difficulties, there will always be ease. Day was created because the dark will not be forever dark. Everything will be fine in time. So, don't give up easily and keep up your spirit.”

See Intan's artwork

"Let's use this time to progress, so that we don't just lay down, but make changes." Intan

Hardyanto Aryo

Hardyanto Satrio, 20, is a student majoring in English at a university in Toraja.  Hardyanto, who is called Ardy by his friends, used to attend lectures in person before the pandemic. Since then, however, Ardy has had to continue his studies online. Even though the COVID-19 pandemic has impacted his daily life, especially his lack of physical activity with friends, Ardy believes it has also taught him a lot. He has made changes to his personal hygiene and health. He also spends more time with his family and uses his free time to improve his drawing skills.

He named his artwork "Sharpen the Talent.” Through his artwork, he advises us to make the best of our time by honing our talents and abilities.

Like all of us, Ardy wants the pandemic to end soon and hopes that we can see the positive side of this challenging time. "No matter how difficult the obstacles we face, if we still have hope, there will be light for us to pass through this darkness," he said.

Ardy has many dreams that he wants to achieve, including becoming a graphic designer, an English teacher and an international superstar. He wants to motivate and spread positivity to children all over the world.

Ardy hopes that young people in Indonesia always keep a positive attitude during the pandemic. His message to young people in Indonesia: "Make sure you have a healthy mindset when seeing and dealing with every situation. No matter how good something is, it will look wrong if you face it with bad thoughts.”

See Ardy's artwork

"No matter how difficult the obstacles we face, if we still have hope, there will be light for us to pass through this darkness." Ardy

Audy Amariztha Rapsolly

Audy Amariztha Rapsolly, or Ody, as she is usually called, is from Majalengka, West Java. During the pandemic, Ody is participating in online learning activities at home. She spends her spare time drawing and taking photos. 

Ody has many dreams and hopes to become a designer, which she says would allow her to be creative and create unique things. 

“Hello New Normal” is the title of her artwork. Through her artwork, she wants us all to be disciplined in maintaining our health and to stay at home. She urges us to remain productive when staying at home. One example she gives is to learn something new. 

Ody hopes that the pandemic will soon end and things can return to normal. “My message to children in Indonesia is to keep your spirits up every day. Use your time wisely to reach your full potential.” 

See Ody's artowork

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“My message to children in Indonesia is to keep your spirits up every day. Use your time wisely to reach your full potential.”  Ody

Pandu Permana

Pandu Permana is an illustrator based in Yogyakarta. Before the pandemic, he occasionally met with other illustrators to create drawings and designs together. Since the pandemic, he has mostly worked online and regularly shares his work on his Instagram account. 

“Stay creative at home, from us to us” is the title of his work. Pandu would like to encourage all of us to stay inspired and to improve our creativity based on our talents wherever we are and under any circumstances. He believes that we need to find ways to create and to give our best for ourselves, our families, friends and others.  

Pandu hopes that the pandemic will end soon and that we will not give up under these difficult circumstances. While he understands that everyone has their own difficulties, he believes that we still have something new to learn. “As long as we have that spark of hope, I’m sure we can do it,” he said. “So, we have two choices when facing a difficult situation: give up or rise and reach for a bright future. Which one will we choose?" 

Pandu has many dreams, one of which is to own his own animation company. Ever since he was a child, he has enjoyed watching cartoons. He loves how they always have positive messages and encourage the audience to have dreams and to work towards achieving them. In addition, Pandu also wants to travel the world and create a YouTube channel about his journey. "I’d like to know and learn about different cultures,” he said. “I want to share my journey so that people who watch it can be entertained and learn about cultures in different places." 

See Pandu's artwork

"We have two choices when facing a difficult situation: give up or rise and reach for a bright future. Which one will we choose?" Pandu

Fadilla Hersanti

Fadilla Hersanti is a tenth-grade student in the Sumber area in Cirebon, West Java. She loves painting, playing guitar, taking photos and studying.  

Before the pandemic, Fadilla participated in a variety of activities at school. But now, she spends her days studying, drawing and playing guitar at home. She also attends marching band practices in her neighbourhood while adhering to public health protocols. 

‘The New Normal for Children’ is the title of her painting. Through her work, Fadilla hopes that everyone who resumed their usual activities little by little during the new normal period will continue to follow health protocols. She hopes that we can experience our freedom soon, just like before the pandemic. 

"I hope this pandemic period will end soon, and we – the young people of Indonesia – can return to our activities as before," said Fadilla.  She encourages other young people to make good use of their time during the pandemic to better themselves and to not be lazy by trying new things, experimenting, being more disciplined and staying focused. 

Fadilla has many hopes and dreams. She is interested in learning more about children’s mental health and hopes to one day become a child psychologist, psychiatrist or paediatrician. 

See Fadilla's Artwork

"I hope this pandemic period will end soon, and we – the young people of Indonesia – can return to our activities as before." Fadilla

Olivia Amalia Valentine

Olivia Amalia Valentine, or Valent, as she is usually called, is from Yogyakarta. As an illustrator, she spends her days painting and creating illustrations and designs. During the COVID-19 pandemic, she has mostly stayed at home. However, this has not prevented her from being productive. In fact, she feels even more excited to paint and share positive messages through her visuals and illustrations.

Before the pandemic, she occasionally met with her fellow illustrator communities to organise art activities, such as painting exhibitions. Since the pandemic, she and her fellow illustrators from various regions in Indonesia have been regularly communicating virtually to share knowledge and remain productive by engaging in activities like virtual exhibitions.

“Stay productive when staying at home” is the title of her work. She would like to encourage all of us to keep being productive wherever we are and no matter our current circumstances. "Let’s keep spreading positive vibes to others," she said. "Let's not be discouraged. We can keep trying to do positive and useful things to encourage ourselves and others."

Valent hopes that the pandemic will end soon so that everyone can return to their normal activities. She believes everyone must have their own difficulties and that they are not easy to overcome when we feel hopeless. However, she reminds us all to stay positive and always be grateful in any difficult situation. "Believe me, if we remain grateful, think positively and always put 100 per cent into everything, I am sure everything will be beautiful in its time," said Valent.

Valent shared her dream of owning her own batik company. She loves making batik designs and hopes to create designs that have a meaningful story. "I want my designs to inspire many people, and I also want to support preserving batik in Indonesia."

See Valent's Artwork

"Believe me, if we remain grateful, think positively and always put 100 per cent into everything, I am sure everything will be beautiful in its time." Valent

Anfield Wibowo

Anfield Wibowo, 15, currently studies at SLB B Pangudi Luhur in Jakarta. During the COVID-19 pandemic, Anfield feels bored and confined, but the entire situation has also spurred his creativity. Anfield draws, paints and does other art activities every day at home.

For his whole life,  Anfield has faced challenges socializing and communicating with others due to his hearing impairments and Asperger’s syndrome. However, he always tries and never gives up. In addition to oral and written practice, Anfield uses painting as a medium to express himself and convey messages. By painting, Anfield feels liberated and free. His canvas is a playground for him. 

Since he was 2 years old, Anfield has learned to hold a pencil and draw firm and fast lines. Then, when he was 7 years old, he enrolled in a painting class and was mentored by an artist who introduced him to canvas. He understood Anfield and gave him the full freedom to paint. Everything around him can serve as his inspiration, including the works of other painters, picture books, TV shows or videos he sees on YouTube. He combines all this with his imagination. 

“My feelings and hopes” is the title of his work. Despite all the difficult circumstances, Anfield advises us that we must be grateful because life still exists and continues. He suggests that we remember there is light at the end of the dark tunnel. 

Anfield hopes that during the pandemic we can become even stronger, more resilient and optimistic. He also hopes that we can continue caring for each other.  "Don't give up, stay optimistic and keep working,” he said. “Let's use this time as best we can for ourselves, our families and others!"

Anfield hopes to continue studying and fulfil his dream of becoming a painter. "Hopefully my works can inspire  everyone. I dedicate them to my loved ones, to society and to the country."

See Anfield's artwork

"Don't give up, stay optimistic and keep working. Let's use this time as best we can for ourselves, our families and others! " Anfield

Yonathan Bimo Satrio

Yonathan Bimo Satrio, or Bimo, as he is usually called, is from Banjarbaru, South Kalimantan, and currently studies at Atma Jaya University in Yogyakarta, where he majors in sociology. Bimo loves to dance, draw, colour and create video content. Before the pandemic, Bimo spent his days participating in lectures and contributing to several campus communities, including On Fire and Tepus Story. In addition, Bimo dances every week. However, everything changed since the pandemic. Bimo returned home to Banjarbaru and is spending time with his family. All these activities are now taking place online through social media. During this time, Bimo continues to dance, create video content, draw, colour and plant various organic vegetable plants to stay productive and motivated.

“Everything will be beautiful in its time and we’re heading towards a better future,” is the title of his artwork. Bimo's inspiration came from his experiences with the Tepus Story community where he had the opportunity to teach children in Tepus and saw their passion for learning. However, he added, they don't forget to enjoy playing. "The pandemic is a challenge to start anew. It changed everything, but not our passion for a fresh start,” he explained. “Maybe you feel bored and tired at home, but you need to believe that one day you can get the key to a better future.”

Bimo hopes that after the pandemic is over, people will have better health and hygiene habits, such as eating healthy foods, washing hands frequently and always wearing masks when they are out. He also wants to continue to write in his daily journal and share stories with friends about the many things we learned during the pandemic.

As a closing to his story, Bimo shared his dream that he wanted to achieve someday: “My dream is to build an organization or NGO for children. I want this organization to focus on the welfare of children and young people by being a place for them to contribute and learn empathy.”

See Bimo's artwork

“The pandemic changed everything, but not our passion for fresh start. Maybe you feel bored and tired at home, but you need to believe that one day you can get the key to a better future.” Bimo

Rizka Raisa Fatimah Ramli

Rizka Raisa Fatimah Ramli, 19, lives in Makassar. Before the pandemic, she spent her days visiting the local library to study and draw or attend the drawing club. Since the pandemic, Rizka has spent her time studying and drawing at home and resting.

“Not everyone can feel safe in their own ‘home'’ is the title and message that Rizka wants to convey through her work for #COVID19Diaries, which was inspired by stories she read on the internet about domestic violence. The COVID19 pandemic and the social conditions that have followed can lead to an increased risk of children experiencing domestic violence. Rizka also heard various responses about her work. There were also some people who saw other messages, such as differences in the "class" of society in dealing with pandemic. But for Rizka, each of her works can have multiple interpretations, and she hopes they will inspire many people.

Rizka also expressed a message for all of us who are facing the pandemic: "This pandemic is a difficult time for all of us. Staying at home may feel boring, but hopefully people will only leave the house if it is necessary to reduce transmission. If your house no longer feels like 'home', make sure you contact your friends or other people you trust."

See Rizka's artwork

"If your house no longer feels like 'home', make sure you contact your friends or other people you trust." Rizka

Lulu Il Asshafa

Lulu Il Asshafa has just graduated from SMA Negeri 1 Purworejo and is currently preparing for university.

Based on the material provided from the videography workshop organised by UNICEF and Yayasan Setara, Lulu created a video that was published by UNICEF and received a warm response from many, with more than 260,000 likes. Lulu hopes her work can inspire all of us to spend the time we have during the pandemic productively.

Lulu also encouraged us to take care of our health during the pandemic. Not only our physical health, but also the health of our mind and heart. Let's maintain physical health by staying at home, wearing a mask when going outside and washing our hands frequently. It is also important to maintain a healthy mind by staying productive and to maintain a healthy heart by performing prayers at home.

"I wish the pandemic can be over soon, the economy will recover soon and education will return to normal. Indonesia is ready to welcome a new era with new strength," said Lulu in her closing message.

See Lulu's artwork

"I wish the pandemic can be over soon, the economy will recover soon and education will return to normal. Indonesia is ready to welcome a new era with new strength." Lulu

>> Back to COVID-19 Diaries page

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Here’s What I Want My Students to Know When We’re Not Together…

We miss you, we miss you, we miss you.

If your students can’t hear you correct their grammar, are you even teaching? Being away from our students has been a rude awakening, and we’re feeling all kinds of emotions. So, we asked the teachers in our WeAreTeachers HELPLINE group on Facebook to share their messages to students during COVID-19 school closures. Here’s what they said:

#1 You matter, and we miss you

Out of the hundreds of teachers who told us what they wanted students to know, 100% started by saying they miss them. We love our students like our own children and this separation is painful.

“That I am thinking of them and missing them daily. The memories of their smiles, stories, and antics bring me joy in rough times. That I will do my best to continue to support them and their families as we wade through uncharted territory. That I love them 💗” —Michelle T.

“ I miss them. That is all. I just really miss them.” —Cory L.

“I hope you are all safe and healthy. I miss each and every one of the kids in the pre-school, Pre-K, and kindergarten classes where I work. You bring me more joy and happiness than any of you can imagine, and I hope we are together again soon.” —Justin M.

#2 Stay safe

The whole purpose of this quarantine time is to keep as many of us safe and healthy as possible. So teachers want students to know that they should stay home and stay safe so that everything can return to normal as quickly as possible.

“School is important but so is your health. Take care of yourself and each other (from a safe distance of course). And, no matter what happens this year, be proud of yourself, your resilience, and your ability to adapt to extreme circumstances. I am proud of each and every one of you.” —Tressa S.

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#3 Be kind to your family

We know being home (in sometimes tight quarters) is tough on everyone, so now is the time to dig deep and be kind. Be kind to your little brother and your older sister. Help them understand the technology they might need for school. Set the table and do the dishes.

“I miss the opportunity to be with you and learn together. While we are apart, learn with your family—learn some family history with a photo album, go on a nature hike and appreciate the world outside together, read with a family member.” —Kristen W.

#4 Investigate your own interests

Being home means school time is a lot shorter. Teachers hope students take the time to figure out what they love and find out more about it.

“I hope they are still having fun and being silly despite the craziness going on in our outside world. I hope they are learning new things even if it’s not me teaching it to them.” —Laura D.

#5 Get creative

One of the best ways to relieve stress and discover what matters to you is to get creative . Teachers hope students create art in any way that matters to them.

“Make some art. Any art. Even if it’s just a pen and lined paper. Glue/tape recycled things together to make a sculpture. Bake cookies and decorate them. Build a snow sculpture. Work through the stress by creating.” —Amber D.

#6 Go outside every day

One of the best, safe activities for kids to do is get outside and play or exercise. So teachers hope that students are doing this every single day. Take a walk. Kick a ball around. Walk the dog. Just get outside.

“I want every one of my kids to get outside and look at how beautiful our world is. Walk slowly through your neighborhood or in your backyard and discover what Spring looks like.” —Cindy K.

#7 Find ways to make a difference

It’s easy to feel helpless in situations like this, but we can make small differences. Teachers hope kids will create We will get through this signs for their windows. We’re hoping students will be supportive and kind to each other remotely as well. 

“I hope you lift people up. Please call or text someone (a friend, your grandparent, or a cousin) to say hi. Knowing people are out there thinking of them can make all the difference in the world.” —Shannon S.

#8 We’ll be here when you get back

Teachers everywhere want students to know that they haven’t gone anywhere. They are merely waiting in the wings until it’s safe enough to be back in the classroom. Students are our purpose, so we feel a little lost without them.

“I’m here for them. This too shall pass. And we will pick up right where we left off!!!” —Jen O.

Besides saying they miss their students, nearly every teacher used the word love in their response. We teachers feel a love for students that’s hard for other people to imagine. They become our families each year and we love them fiercely, even when they can’t follow through or act out or don’t do the work. We love them.

We’d love to share your messages to students during COVID-19 school closures. Come and share in our WeAreTeachers HELPLINE group on Facebook.

Plus, how the pandemic shows us that schools are more important than ever.

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Words of Wisdom: 10 Inspirational Graduation Speeches

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Recently, Education Week and Education Week Teacher asked readers to send us 2012 high school commencement addresses that inspired them. Below you’ll find graduation remarks delivered by a superintendent, a judge, a school board member, a corporate executive, and, of course, students. In addition to the speeches submitted by readers, Education Week Commentary Intern Ellen Wexler scoured the Internet for stirring language from other high school commencement speakers. Read on, and feel free to add your own advice for the class of 2012 in the online comments section below.

I challenge you all to take everything you’ve learned from every experience, conversation, and lesson plan with you into the real world and make the best of it. No, it’s not going to be easy, nor will success knock on your door tomorrow night, but I want for you all to continue to make PROGRESS. Whether it be in school, at work, or just becoming a better person in life, always, always, always continue to make progress.

Gavin Barner Student Greensboro College Middle College, Greensboro, N.C. May 18, 2012 Read the full speech. (PDF)

Always remember, good ideas may come at you very rarely in life. Seize them, grab them, and act on them.

William A. Clark Manheim Central School District Superintendent Manheim Central High School, Manheim, Pa. June 8, 2012 Read the full speech. (PDF)

First, I believe that the world is not as ugly as it sounds. There is undue pressure put upon graduating classes that they need to go forth into society and fix it completely. We are led to think that we’re being sent off into a sick and tired planet Earth, full of chaos and disaster, on the brink of destruction, and we are supposed to roll up our sleeves like an old World War II poster and clean up the mess. But while we do owe a service to the world, I believe in a brighter outlook.

The world is not ugly, or broken. It is just much older than us, and has aged accordingly. ... It is easy to be scared by the horrors of the daily news, but I believe that it is our job to seek the good of it all—the good that will always exist amidst opposition.

Jenna Donahue President, Class of 2012 Avon High School, Avon, Conn. June 15, 2012 Read the full speech.

Complexity, diversity, and pace of change will characterize the business environment of the future, and you will necessarily have to compete in that environment by embracing change. It cannot be assumed for a minute that what was done, or was relied upon yesterday, will be viable tomorrow. ...

Don’t be satisfied with answers that are correct. Instead, train yourself to always look for better ways, better answers. Don’t settle for just being a good and competent employee. Be creative. Be innovative. See the big picture. You will have a huge advantage in the new industrial world. ...

Finally, make sure you learn to communicate well. Communication is perhaps the least-emphasized skill set in most educational programs, but I guarantee you that communication will be the ultimate key to your success.

Tom Brady Chairman, Plastic Technologies Inc.; Chairman, TECHS Governance Board Toledo Early College High School, Toledo, Ohio May 25, 2012 Read the full speech. (PDF)

I’d like to share with you just four recommendations on how to maximize the experience of college and prepare for later success in life:

• Be the first one to ask a question in class, and even more importantly, in large lecture halls. You’ll get noticed by your professors ... and, eventually, develop a relationship with your professors.
• Exercise every day.
• Take the lead to form study groups for one or more of your classes: The annual Harvard freshman study shows that students in study groups are happier and achieve higher grades than those who do all their work alone.
• Be a hero to someone. ...

Remember the words of Horace Mann in his last commencement speech in 1859: “Be ashamed to die until you have won some victory for humanity.”

Patrick F. Bassett President, National Association of Independent Schools Fountain Valley School of Colorado, Colorado Springs, Colo. June 26, 2012 Read the full speech. (PDF)

Character is not created with a single act, no matter how brilliant or bold. It is forged in the smallest of struggles, the product of a thousand, thousand strokes. Your tool for carving your character’s template lies, in the words of the poet Robert Lowell, within your “peculiar power to choose.” Ultimately, it is the choice of the fundamental over the frivolous, preferring what is true over what’s accepted, the choosing of what is right over what is easy.

Gary Brochu President, Berlin, Conn., Board of Education Berlin High School, Berlin, Conn. June 17, 2012 Read the full speech.

You’ve learned who you are and what needs to be done to build a better tomorrow. ... And it doesn’t have to be what we’ve done. Soccer players have stopped civil wars. The Innocence Project is ending wrongful imprisonment. Doctors stopped smallpox. Start an art studio, write inspiring folk music, build a soup kitchen. ... [M]ake a billion dollars and give it away. Just do something that makes you happy.

Elliott Witney School Leader, KIPP Academy KIPP Houston High School, Houston June 2, 2012 Read the full speech.

We were only in 2nd grade when the planes hit the World Trade Center, and we were only teenagers when the economy started to collapse. It’s hard to be so sure about your own future when the world doesn’t seem to know its own future.

But it is the generations that faced the most that turn out to make the biggest difference. We are one of those generations.

Will Eichhorn Co-valedictorian Perry Hall High School, Baltimore June 1, 2012 Read the full speech.

Is it really that difficult to find in ourselves the motivation and perseverance to keep fighting for a brighter future? All it takes is to believe that it is possible—that it is possible for us to achieve our goal, our dream. Our past is crucial for our future. We must use our past experiences to transform ourselves into an intellectual, responsible man or intellectual, responsible woman. ...

I believe that a person who endures unexpected challenges and hardship, yet emerges with an undefeated smile and a modest character, is a great leader. We must believe that we can be like those leaders and surpass what life gives us. Believing in ourselves is the greatest challenge. But believing in ourselves can also be our greatest accomplishment.

Fatima Salgado Student John Hancock High School, Chicago June 8, 2012 Read the full speech.

It was easier for me, nearly 50 years ago, than it is for you today, to believe in some basic and unchanging truths, to aspire to a code of conduct that was largely accepted as setting the standard for governing one’s actions, and to hold fast to traditional concepts of integrity and honesty. Fifty years ago, there was something akin to a generally accepted social compact, defining what was expected of people in their personal lives. The lines between right and wrong, between morality and immorality, between acceptable conduct and conduct that was to be condemned, were brighter and clearer and more easily drawn in 1965 than they are in 2012. ... You can accept personal responsibility for your actions and for your life. You do not need to be dependent on others to care for you, to protect you, to provide for you, and most importantly, to make decisions for you. Once you become dependent on others, you will discover that it is the caregiver, not you, who will determine not only how to satisfy your needs but, ultimately, what your needs are. You will sacrifice for perceived security your personal freedom to choose and chart your own course. You must not accept a life of dependency and mediocrity and forgo the opportunity to achieve great things by accepting the challenge of self-reliance.

Victor Ludwig Staunton, Va., Circuit Court Judge; President, Robert E. Lee High School Class of 1965 Robert E. Lee High School, Staunton, Va. June 2, 2012 Read the full speech.

Deputy Commentary Editor Mary-Ellen Phelps Deily contributed to this report. A version of this article appeared in the July 18, 2012 edition of Education Week

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Effects of remote learning during COVID-19 lockdown on children’s learning abilities and school performance: A systematic review

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This systematic review describes the effects of COVID-19 lockdowns on children’s learning and school performance. A systematic search was conducted using three databases. A total of 1787 articles were found, and 24 articles were included. Overall, academic performance was negatively affected by COVID-19 lockdowns, with lower scores in standardized tests in the main domains compared to previous years. Academic, motivational, and socio-emotional factors contributed to lower performance. Educators, parents, and students reported disorganization, increased academic demands, and motivational and behavioral changes. Teachers and policymakers should consider these results in developing future education strategies.

1. Introduction

The Coronavirus Disease 2019 (COVID-19) pandemic has had severe global impacts, from the deaths of millions of people to worldwide economic crises. The spread of this unprecedented disease has forced communities into social isolation, changing the ways we relate and socialize with others. Since March 11, 2020, when the World Health Organization declared a global pandemic, the world has increasingly transitioned toward remote communication, placing a virtual interface between human interactions ( Cucinotta and Vanelli, 2020 ). Children have been profoundly affected by this sudden lifestyle change. With the closure of schools and colleges, learning and education have increasingly become screen-dependent, impacting children’s cognitive, social, and emotional development ( Alban Conto et al., 2021 , Haleemunnissa et al., 2021 ).

Although remote learning benefits disease control, it has augmented socioeconomic inequalities regarding access to technological resources ( Hossain, 2021 ). During the pandemic, low-income families tended to have less access to reliable internet and devices compared with high-income families in the same city ( Francis and Weller, 2022 ). Consequently, children from less privileged households spent fewer hours learning and were more likely to drop out of school ( The Lancet, 2021 , Zagalaz-Sánchez et al., 2021 ). Indeed, UNICEF reports that the impacts of the COVID-19 pandemic on children’s education in Ghana were marked by a lack of access to essential tools and learning materials (such as computers and textbooks) and inadequate conditions for effective learning (overcrowded households, poor or no access to electricity, and improper space for learning). These circumstances were more common in children living in rural and remote areas. Children with disabilities and physical or learning impairments were also affected ( Karpati et al., 2021 ). Furthermore, a lack of high-quality education impacts individuals’ health and income, as well as professional opportunities in the future, because of the bidirectional links between health and education ( The Lancet, 2021 ).

Moreover, several adverse effects of remote learning on children’s mental health have been identified, mostly related to the excessive use of electronic devices and lack of in-person contact with school classmates and teachers. These reported effects include disturbed sleep patterns, attention deficits, frustration, stress, depression, and boredom ( Xie et al., 2020 ). However, positive effects of distance learning have also been reported, such as improved competitive and motor skills ( Sundus, 2017 ). Therefore, the overall impact of school closures and remote learning remains controversial.

Remote learning has also negatively affected children’s cognitive and academic performance throughout all age groups ( Colvin et al., 2022 ). Standardized assessments during and after obligatory confinement have revealed students’ difficulties meeting grade expectations, particularly in schools with less in-person class time ( Colvin et al., 2022 ). Specific academic difficulties have been reported in mathematics, language, and reading skills. More than 1.5 million students from across the United States exhibited worse performance in mathematics and reading scores compared with the previous academic year ( Colvin et al., 2022 ).

As the death rate from COVID-19 slows, people have gradually returned to in-person businesses, and schools have begun to reopen. Current evidence still needs to be more consistent regarding the effect of remote learning on academic performance. Although remote tools may facilitate access to education and allow the development of additional learning skills, the consequences of screen-dependent learning during confinement are likely to affect children in the post-COVID-19 era, and the long-term impact remains to be seen. Therefore, the current systematic review sought to describe the effects of COVID-19 lockdowns on children’s learning abilities and school performance.

2. Materials and methods

A systematic literature search was conducted on September 24, 2021, and February 3, 2023, to identify experimental, observational, or analytical studies. The search was performed in three online databases. The following terms were used in a search of PubMed (https://pubmed.ncbi.nlm.nih.gov/advanced/): (((((((((virtual) OR (virtually)) AND (learning)) AND (learning disorders)) AND (distance learning[MeSH Terms])) OR (distance education[MeSH Terms])) AND (pandemic[MeSH Terms])) OR (confinement)) AND (School children) AND (COVID-19)). For searching the Scopus database (https://www.scopus.com), we used the following terms: ALL ( virtual OR virtually AND learning AND learning AND disorders AND (“distance” AND “learning”) AND (“distance” AND “education”) AND (pandemic OR confinement) AND (“school” AND “children”) AND covid-19) AND (LIMIT-TO (SUBJAREA, “MEDI”) OR LIMIT-TO (SUBJAREA, “PSYC”) OR LIMIT-TO (SUBJAREA, “HEAL”) OR LIMIT-TO (SUBJAREA, “NEUR”)). Finally, for searching the Science Direct database (https://www.sciencedirect.com/search), we used the following terms: ((((((((virtual) AND (learning)) AND (learning disorders)) AND (distance learning[MeSH Terms])) OR (distance education[MeSH Terms])) AND (pandemic[MeSH Terms])) OR (confinement)) AND (school children) AND COVID-19. The ID 290696 was generated in the International Prospective Register of Systematic Reviews.

We found 1787 articles, removed duplicates, and filtered the remaining articles by title and abstract following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines ( Fig. 1 ). Articles were excluded if they: (I) assessed the impact of COVID-19 lockdown on physical education, metabolic diseases, or visual impairment; (II) focused on paternal stress or adult academic performance; (III) focused on mental health or lifestyle implications caused by confinement without analyzing the association with learning abilities; (IV) were book chapters or narrative reviews; or (V) were published in languages other than Spanish, English, and French. Consequently, we selected 24 articles. All included articles were evaluated using the Joanna Briggs checklist to guarantee quality (https://jbi.global/critical-appraisal-tools). Finally, we extracted the following information: title, year of publication, authors, digital object identifier number, objectives, period of the study, period of confinement in the country of the study, evaluated learning area, population and sample, tests implemented for learning assessment, and overall results. In addition, a final question was answered for each study: “Did learning improve, stay the same, or worsen after lockdown?” All investigators participated in the data collection process and the preparation for data presentation and synthesis.

Preferred reporting items for systematic reviews and meta-analyses flow diagram.

Articles included in the review were grouped based on the primary domain of children’s learning performance examined during COVID-19 lockdowns. First, children’s academic performance was clustered in mathematics, reading, language, and biology. Second, we grouped articles that examined emotional and behavioral impacts on academic performance, and those that focused on children’s, parents’, and teachers’ recollections regarding perceptions of learning ( Table 1 ). Twelve studies were conducted in Europe ( Álvarez-Guerrero et al., 2021 , Chambonnière et al., 2021 , Engzell et al., 2020 , Giménez-Dasí et al., 2020 , Haelermans et al., 2022 , Korzycka et al., 2021 , Maldonado and Witte, 2021 , Rose et al., 2021 , Scarpellini et al., 2021 , Spitzer and Musslick, 2021 , Tomasik et al., 2021 , Zagalaz-Sánchez et al., 2021 ), followed by four in Asia ( Cui et al., 2021 , Sakarneh, 2021 , Zhang et al., 2020 , Zhao et al., 2020 ), seven in North America ( Domingue et al., 2022 , Gaudreau et al., 2020 , Goldhaber et al., 2022 , Kuhfeld et al., 2022 , Kuhfeld et al., 2020 , Maulucci and Guffey, 2020 , Relyea et al., 2023 ), and one in South America ( González et al., 2022 ) ( Supplementary table ). Regarding evaluation methods, fifteen papers used standardized tests or formative assessment, eight studies used online questionnaires or surveys, and one study used an evaluation scale. Overall, we found that worsening learning outcomes were reported in 16 studies, whereas four studies reported improvements in children’s performance in mathematics, biology, and cognitive abilities, using adaptable teaching strategies for online classes. Finally, four studies reported stable learning performance. Further discussion of each study and the results is presented below.

Articles examining the impact of remote learning during the COVID-19 pandemic.

4. Discussion

4.1. effects of covid-19 lockdowns on children’s mathematics performance.

Six of the 24 studies evaluated differences in mathematical performance before and after lockdowns ( Cui et al., 2021 , Engzell et al., 2020 , Goldhaber et al., 2022 , Kuhfeld et al., 2020 , Rose et al., 2021 , Tomasik et al., 2021 ). Of these, only one study reported improved children’s academic outcomes, comparing the relative error and absolute error rates in mathematical problem sets in 2500 German students from grades 4–10 before and during school closures ( Spitzer and Musslick, 2021 ). The results revealed a positive effect of remote learning during COVID-19 lockdowns compared with the results from the previous year, particularly in students with previous lower academic achievement ( Spitzer and Musslick, 2021 ).

The other studies that evaluated students using standardized math tests in American, Swiss, Dutch, Flemish, and British schools reported mainly lower primary school scores during and after lockdowns ( Engzell et al., 2020 , Goldhaber et al., 2022 , Kuhfeld et al., 2020 , Maldonado and Witte, 2021 , Rose et al., 2021 , Tomasik et al., 2021 ). Differences in school performance varied among primary and secondary Swiss students, with the former being the most affected group ( Tomasik et al., 2021 ). Overall academic achievement was reduced in both groups, whereas only primary school students exhibited delayed learning with a distance learning system ( Tomasik et al., 2021 ). The authors proposed that cognitive, motivational, and socio-emotional effects were contributing factors ( Spitzer and Musslick, 2021 ). These findings align with projections of slower academic development after school closures in the United States ( Goldhaber et al., 2022 , Kuhfeld et al., 2020 ). A Policy Analysis for California Education report found that by the time students completed interim winter assessments in the 2020–21 school year, they had experienced a learning lag of approximately 2.6 months in English language arts (ELA) and 2.5 months in math ( Pier et al., 2021 ). Moreover, economically disadvantaged students, English learners, and students of color experienced a more significant learning lag than students not in these groups ( Goldhaber et al., 2022 , Pier et al., 2021 ).

4.2. Effects of COVID-19 Lockdowns on Children’s reading performance

Several studies in the United States, Netherlands, and England evaluated the effects of COVID-19 lockdowns on reading abilities in children ( Domingue et al., 2022 , Engzell et al., 2020 , Gaudreau et al., 2020 , Goldhaber et al., 2022 , Kuhfeld et al., 2020 , Rose et al., 2021 , Tambyraja et al., 2021 ). Engzell et al. analyzed performance in reading and comprehension of factual and literary subjects among 350,000 primary school students in national exams before and after an 8-week lockdown during the COVID-19 pandemic ( Engzell et al., 2020 ). The results revealed a post-pandemic decrease in reading performance of more than 3 % compared with pre-pandemic test results ( Engzell et al., 2020 ). Similar unfavorable results were reported by Rose et al.’s study in England during the spring and summer of 2020 ( Rose et al., 2021 ), which followed 6000 pupils for two years and evaluated learning performance using National Foundation for Educational Research standardized tests. The results revealed significantly lower reading performance in 2020 compared with a 2017 sample, with 5.2 % of students scoring two marks fewer. Moreover, reading assessments revealed a 7-month progress delay in 2020, compared with a 2019 sample ( Rose et al., 2021 ).

In the United States, Kuhfeld et al. proposed several projections regarding the impact of COVID-19 on learning patterns in 5 million students ( Kuhfeld et al., 2020 ). Data were extracted from Measures of Academic Progress Growth assessments in the previous two years. The authors made various predictions regarding best-case scenarios through to worst-case scenarios. Projections in a partial absenteeism scenario were predicted to result in 63–68 % of the expected annual learning gains in reading, whereas full absenteeism was predicted to result in less than 30 % of learning gains in reading. In addition, variability between students’ reading performance was estimated to be 1.2 times the standard deviation normally expected ( Kuhfeld et al., 2022 ).

Several studies reported that students’ socioeconomic status was a determinant factor for negative impacts on reading performance caused by COVID-19 lockdowns ( Domingue et al., 2022 , Engzell et al., 2020 , Kuhfeld et al., 2020 , Rose et al., 2021 , Tambyraja et al., 2021 ). In the United States, studies reported that students who attended high socioeconomic-status schools achieved better academic performance and had a more robust growth level than those who attended low socioeconomic-status schools or had reduced-price lunches ( Domingue et al., 2022 ). In the Netherlands, the decrease in reading learning performance was reported to be 60 % greater in children from disadvantaged homes ( Engzell et al., 2020 , Haelermans et al., 2022 ). Moreover, in England, Rose et al. reported that the gap between disadvantaged and non-disadvantaged students was 8.28 standardized points in the test, corresponding to an 8-month learning gap between the two groups ( Rose et al., 2021 ).

However, Gaudreau et al. proposed that during the COVID-19 pandemic, children’s remote vocabulary learning, and comprehension could be supported with virtual strategies designed to contribute to the educational progress of young students ( Gaudreau et al., 2020 ). The researchers evaluated reading comprehension and vocabulary learning in 58 4-year-old children under three different storytelling format conditions: live, video chat, and prerecorded storytelling. The results revealed that reading in all three formats positively stimulated verbal learning compared with children not exposed to reading, with more significant responses reported in the live and video chat conditions ( Gaudreau et al., 2020 ).

In addition, absenteeism significantly impacts students’ reading performance, indicating greater variability between children’s academic skills ( Kuhfeld et al., 2020 ). Some reading strategies used in remote learning environments may be beneficial for reading and could be implemented by teachers ( Gaudreau et al., 2020 ). Furthermore, social, and economic inequalities may contribute to gaps in reading performance between students that could last for years, requiring substantial mitigation efforts from schools and governments.

We found only a few studies conducted in other countries. Angrist et al. estimated learning losses in terms of oral reading fluency in sub-Saharan Africa from half a year to over one year in the short term, which can accumulate over time, and children might be unable to catch up. Their estimates suggest that short-term learning deficits for a child in grade 3 could accumulate to the equivalent of 2.8 years of lost learning by grade 10 ( Angrist et al., 2021 ).

4.3. Effects of COVID-19 Lockdowns on Children’s language performance

School closures caused by COVID-19 lockdowns have been reported to affect language learning negatively. Three of the 17 included studies reported reduced performance in language standardized tests compared with previous test results ( Engzell et al., 2020 , Maldonado and Witte, 2021 , Tomasik et al., 2021 ). Maldonado et al. evaluated mathematical and language scores in a Flemish school and reported lower Dutch and French learning results than in mathematics ( Maldonado and Witte, 2021 ). The authors proposed that the lack of Dutch speaking at home contributed to lower language performance. However, this difference was not found by Engzell et al., who evaluated reading, spelling, and mathematics scores in a Dutch school and reported lower scores in all three subjects than the previous year ( Engzell et al., 2020 , Maldonado and Witte, 2021 ). Children who relied on speech and language therapy faced a more significant challenge after school closures. The lack of access to in-person therapy and the shift to newly established teletherapy modalities contributed to therapy dropout and were likely to have decreased academic achievement in this population ( Tambyraja et al., 2021 ).

4.4. Effects of COVID-19 Lockdowns on Children’s biology performance

Biology and science performance was also assessed during COVID-19 lockdowns, and different virtual strategies have been proposed by researchers ( Maulucci and Guffey, 2020 ). Maulucci et al. examined the effects of Bybee’s 5E virtual academic model in biology lessons among 71 high school students. Bybee’s 5E model was integrated into a remote biology school curriculum, following two standard courses: The Alabama Course of Study and the Next Generation Science Standards. The authors examined responses to two biology pretest questions to assess misconceptions and evaluate students’ progress. The course involved several engaging, exploring, explaining, extending, and evaluating virtual activities. Analysis of the course dynamics revealed that students who attended live lessons benefited from discussion and feedback opportunities. This finding indicates that increasing live lessons and real-time participation may increase engagement, using tools like Nearpod, Zoom, and bio-interactive platforms. Overall, the results suggest that teachers’ and students’ technology skills must be developed quickly to enable new virtual strategies that guarantee the best learning environments for students ( Maulucci and Guffey, 2020 ).

4.5. Children’s, parents, and teachers’ perceptions of learning during COVID-19

Multiple investigators have studied the perceptions of students, parents, and teachers regarding the changes in education caused by COVID-19 ( Álvarez-Guerrero et al., 2021 , Cui et al., 2021 , Korzycka et al., 2021 , Sakarneh, 2021 , Scarpellini et al., 2021 , Zagalaz-Sánchez et al., 2021 , Zhang et al., 2020 ). Here we discuss the perceptions reported in these studies, emphasizing those that involve academic performance and learning skills. We will also review how students perceive their learning process and how parents and teachers perceive it from their perspectives.

4.5.1. Perceptions of parents’ and teachers of children with special needs

Regarding students with intellectual disabilities, five studies have been conducted so far ( Álvarez-Guerrero et al., 2021 , Averett, 2021 , Sakarneh, 2021 , Scarpellini et al., 2021 , Tellier, 2022 ). Some studies revealed negative perceptions and challenges of remote learning ( Álvarez-Guerrero et al., 2021 , Averett, 2021 , Sakarneh, 2021 ). In Jordan, Sakarneh interviewed ten parents of children with special needs about their perceptions regarding the use of online platforms, behavioral changes caused by lockdowns, and the level of inclusion of education ( Sakarneh, 2021 ). Parents reported two main issues regarding remote learning adaptation: first, the lack of motivation to complete tasks individually, and second, the use of conventional teaching techniques that were not adaptable to children’s particular needs because of strict schedules and inadequate learning material ( Sakarneh, 2021 ). Studies conducted in Spain, Italy, and the US highlighted the lack of virtual accommodations for the special needs population and the lack of social skills development due to virtual interactions ( Álvarez-Guerrero et al., 2021 , Averett, 2021 , Scarpellini et al., 2021 ).

On the contrary, some parents and teachers in the US and Canada shared positive experiences with remote learning in children with disabilities. They expressed stress relief, control of mood swings, time flexibility, increased accessibility, and support due to the hard work of school staff ( Averett, 2021 , Pellicano and Stears, 2020 , Tellier, 2022 ).

Several strategies have been proposed. Utilization of concept maps, prolonged work times, and decreases in the number of tasks as well as encouraging children to ask for help, promoting the preparation of the class materials, stimulating peer discussion, familiarization with the learning platform, and using an individualized student center method ( Cui et al., 2021 , Tellier, 2022 , Zhao et al., 2020 ). In Spain, Álvarez-Guerrero et al. analyzed the Dialogic Literary Gatherings responses of five children with moderate to severe intellectual disabilities ( Álvarez-Guerrero et al., 2021 ). Teachers' and parents' perceptions were also examined. Two teachers directed the meetings once a week for six months. Visual aids, such as photographs and drawings related to the literary content, facilitated children's comprehension. In addition, the role of families in learning interaction during gatherings was essential for the transition from face-to-face to virtual dynamics. Teachers perceived the benefits of debate and discussion in cognitive and behavioral processes. Moreover, Dialogic Literary Gatherings were reported to promote children's vocabulary, comprehension, and reading abilities and enhance their interactions with society ( Álvarez-Guerrero et al., 2021 ).

4.5.2. Perceptions of parents and teachers of neurotypical children

In neurotypical children, further studies were carried out that reflected essential concerns, which can be grouped into the following clusters: perception of virtual learning disorganization, increased academic demands, motivational and behavioral changes, and particular academic impact in rural areas ( Sakarneh, 2021 , Scarpellini et al., 2021 , Zagalaz-Sánchez et al., 2021 ).

First, the overall results reported a perception of the disorganization of distance learning. In Italy, 1601 mothers were interviewed to explore their perceptions of primary and middle school children's experiences with remote learning during COVID-19 lockdowns. The results revealed that 1.5 % of children lacked access to technology, particularly primary school students who were often exposed to less structured routines. Furthermore, the results revealed diminished teacher feedback and contact compared with face-to-face teaching formats. Regarding learning assessments, primary school students performed less than in the previous academic year. In contrast, middle school grades remained consistent because of better planning of tests and oral exams ( Scarpellini et al., 2021 ). In a survey conducted in Poland, school children's concerns were regarding the lack of feedback from teachers, unclear evaluation parameters for older students, and an absence of academic progress comparison with peers among younger students ( Korzycka et al., 2021 ).

Second, the curriculum structure was a perceived concern, particularly increased academic demands. A national survey in Poland assessed adolescents' perceptions of remote learning and performance during COVID-19 lockdowns ( Korzycka et al., 2021 ). For older students, curriculum structure was identified as a difficulty, particularly increased academic demands ( Korzycka et al., 2021 ). In China, Cui et al. conducted a questionnaire with 1008 elementary school children and parents, distributed in two data collection periods, one at the beginning and the other at the end of 40 days during China's COVID-19 lockdown ( Cui et al., 2021 ). According to the results, parents agreed that the lecture format was inadequate, surpassing students' capacities and potentially promoting emotional and behavioral disturbances ( Cui et al., 2021 ).

Third, a lack of motivation and behavioral problems were commonly raised in surveys. A survey by Cui et al. revealed that a trend for decreased motivation was reflected in uncompleted homework assignments and dissatisfaction with online lessons ( Cui et al., 2021 ). Moreover, Korzycka et al. reported that lack of motivation was thought by children to be secondary to the lack of a school environment and extracurricular activities ( Korzycka et al., 2021 ). Furthermore, Italian mothers also reported behavioral changes, such as reduced attention span (< 20 min), an increased need for breaks (every 10 min), restlessness in younger children (69.1 %), and anxiety in older children (34.2 %) ( Scarpellini et al., 2021 ). In addition, living conditions during COVID-19 lockdowns significantly affected children's motivation, and the degree of happiness and fatigue were related to the size of housing ( Zagalaz-Sánchez et al., 2021 ). Specifically, larger house environments were associated with greater happiness and less fatigue, while participants that lived in rural areas had increased levels of physical activity and reading ( Zagalaz-Sánchez et al., 2021 ). A survey performed in India regarding the perception of teachers and students towards online classes reported generalized negative feedback and overall preference for regular classes and highlighted the influence of learning environments on the quality of online learning and teaching ( Selvaraj et al., 2021 ).

Finally, specific academic impacts in rural areas were also reported in three studies ( Korzycka et al., 2021 , van Cappelle et al., 2021 , Zagalaz-Sánchez et al., 2021 ). In Spain, a 45-day cross-sectional study was performed to analyze the effects of living conditions during COVID-19 on educational activities and learning processes. A sample of 837 0–12-year-old children and their families responded to a validated questionnaire, and daily life activities were compared between children from urban and rural areas. Regarding technological devices, children with higher usage tended to live in apartments, followed by children without gardens in their houses, who mostly lived in urban areas ( Zagalaz-Sánchez et al., 2021 ). In addition, students in rural areas faced significant tech-support challenges in remote learning compared with students from large cities ( Korzycka et al., 2021 ).

Similarly, a study reflecting on the findings from a UNICEF survey in India found several factors related to adolescents' perception of their learning. The frequency of teacher contact and live video classes had a positive impact. However, time spent on domestic chores significantly decreased reported levels of perceived learning ( van Cappelle et al., 2021 ).

Overall, the authors proposed that the multiple stimuli involved in remote learning can overload children’s integrating learning abilities ( Korzycka et al., 2021 ). The lack of appropriate cognitive stimulation and social interaction caused by COVID-19 lockdowns might affect learning performance, particularly in young children ( Scarpellini et al., 2021 ). Further institutional efforts should focus on comprehending social determinants to improve interventions and academic conditions for children.

4.6. Emotional and behavioral impacts on academic performance

Some previous studies have focused on understanding the emotional and behavioral factors regarding learning and academic environments during the COVID-19 pandemic. However, only three studies have sought to relate these factors to children's school performance and learning abilities ( Giménez-Dasí et al., 2020 , Zhang et al., 2020 , Zhao et al., 2020 ). For example, resilience, emotional regulation, psychiatric disorders, and behavioral changes have been examined in various studies. In Spain, Giménez-Dasí et al. evaluated psychological and behavioral effects in 167 3-to-11-year-old children and their families ( Giménez-Dasí et al., 2020 ). The System of Evaluation of Children and Adolescents questionnaire was assessed twice: before and after 4–6 weeks of lockdown. The results were divided between older (6–11-year-olds) and younger (3-year-olds) children. Older children exhibited the worst emotional regulation, attention, self-control, and willingness to study. In addition, younger children's parents reported worsening psychological states (55 % in early Childhood and 64 % in Primary education), whereas 36 % reported no change, and 17 % felt that their child's psychological state had improved ( Giménez-Dasí et al., 2020 ). Similar results were reported by Zhao et al. in 2010 school-aged children, parents, and teachers, using online questionnaires for seven days in China ( Zhao et al., 2020 ). Overall, participants reported that homeschooling methods were acceptable, whereas teachers mentioned a possible decline in children's academic performance, motivation, and focus. In addition, the results revealed that 17.6 % of respondents suspected emotional and behavioral problems in children, and 68.8 % of parents reported that their children had more than 3 h of screen time per day, which exceeds the recommendations of the American Academy of Pediatrics ( Committee on Public Education, 2001 , Zhao et al., 2020 ). Another study conducted in Spain found that online digital storytelling activity during the pandemic crisis provided primary school cognitive, emotional, and social support ( Alonso-Campuzano et al., 2021 ).

In China, Zhang et al. evaluated emotional resilience and its effects on learning skills in 896 12–14-year-old middle school children ( Zhang et al., 2020 ). In addition, different questionnaires were implemented in seventh and eighth graders during the first lockdown period. The results revealed that greater resilience contributed to a better time, environment, and resource management abilities. However, the authors reported that the follow-up duration was short and suggested further studies examining other factors, such as academic performance, family support, and technology habits ( Zhang et al., 2020 ).

5. Limitations

The number of studies selected for qualitative analysis is low, which impedes significant overall conclusions of the effects of lockdowns on academic outcomes. Although studies analyzed in this review provide general conclusions about the impact of remote learning on children's school performance, additional studies are required to further evaluate the potential moderators of learning. Furthermore, articles included in this study are heterogeneous in terms of the number of subjects, study design, and evaluation methods, which makes results difficult to compare one to another, thereby reaching subjective conclusions rather than quantitatively significant results. We also acknowledge an important geographic bias since most of the studies with significant results in academic performance were conducted in selected regions, and we found less evidence from Latin America, Africa, and other developing countries.

6. Conclusions

A relatively small number of studies examining the impact of COVID-19 lockdowns on academic performance and learning abilities have been published to date. Our analysis suggested several negative consequences of lockdowns and the shift to virtual learning schemes for children's academic performance in different knowledge areas. However, in about 35 % of the studies included, no learning loss was reported; therefore, the negative impact of academic performance during lockdown should be tempered. Some contributing factors were identified: socioeconomic status (type of household and family income), access to technology, learning environment, quality of innovative remote resources, and teachers' feedback.

Furthermore, remote learning has increased the learning gap between students, including those with intellectual disabilities who face a more significant challenge. New learning strategies have been developed to improve assessment and interactive pedagogical tools for improving children's attention, motivation, and willingness to study. In addition, psychological support for the behavioral and emotional consequences of COVID-19 is needed to facilitate children's transition back into in-person learning routines. Further research should focus on the long-term learning impact on school performance after lockdown to establish truthful conclusions.

Preparation for a possible new emergency is deemed necessary. Consideration of flexible learning modalities and standardized tests for performance monitoring could help overcome language, geography, and disability barriers. In addition, psychological support for the behavioral and emotional consequences of COVID-19 is needed to facilitate children's transition back into in-person learning routines. Further research should focus on the long-term learning impact on school performance after lockdown to establish truthful conclusions.

Ethics approval and consent to participate

Consent for publication.

This research received no external funding.

CRediT authorship contribution statement

María C. Cortés-Albornoz: Conceptualization, Methodology, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing. Sofía Ramírez-Guerrero: Conceptualization, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing. Danna P. García-Guáqueta: Conceptualization, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing. Alberto Vélez-Van-Meerbeke: Conceptualization, Investigation, Resources, Writing – review & editing. Claudia Talero-Gutiérrez: Conceptualization, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Supervision.

Conflicts of interest statement

The authors declare that they have no competing interests.

Appendix A Supplementary data associated with this article can be found in the online version at doi:10.1016/j.ijedudev.2023.102835 .

Appendix A. Supplementary material

Supplementary material

Data Availability

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