simple speech about 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.

Explore Career Options (By Industry)

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Information Technology

Data Administrator

Database professionals use software to store and organise data such as financial information, and customer shipping records. Individuals who opt for a career as data administrators ensure that data is available for users and secured from unauthorised sales. DB administrators may work in various types of industries. It may involve computer systems design, service firms, insurance companies, banks and hospitals.

Bio Medical Engineer

The field of biomedical engineering opens up a universe of expert chances. An Individual in the biomedical engineering career path work in the field of engineering as well as medicine, in order to find out solutions to common problems of the two fields. The biomedical engineering job opportunities are to collaborate with doctors and researchers to develop medical systems, equipment, or devices that can solve clinical problems. Here we will be discussing jobs after biomedical engineering, how to get a job in biomedical engineering, biomedical engineering scope, and salary.

Ethical Hacker

A career as ethical hacker involves various challenges and provides lucrative opportunities in the digital era where every giant business and startup owns its cyberspace on the world wide web. Individuals in the ethical hacker career path try to find the vulnerabilities in the cyber system to get its authority. If he or she succeeds in it then he or she gets its illegal authority. Individuals in the ethical hacker career path then steal information or delete the file that could affect the business, functioning, or services of the organization.

GIS officer work on various GIS software to conduct a study and gather spatial and non-spatial information. GIS experts update the GIS data and maintain it. The databases include aerial or satellite imagery, latitudinal and longitudinal coordinates, and manually digitized images of maps. In a career as GIS expert, one is responsible for creating online and mobile maps.

Data Analyst

The invention of the database has given fresh breath to the people involved in the data analytics career path. Analysis refers to splitting up a whole into its individual components for individual analysis. Data analysis is a method through which raw data are processed and transformed into information that would be beneficial for user strategic thinking.

Data are collected and examined to respond to questions, evaluate hypotheses or contradict theories. It is a tool for analyzing, transforming, modeling, and arranging data with useful knowledge, to assist in decision-making and methods, encompassing various strategies, and is used in different fields of business, research, and social science.

Geothermal Engineer

Individuals who opt for a career as geothermal engineers are the professionals involved in the processing of geothermal energy. The responsibilities of geothermal engineers may vary depending on the workplace location. Those who work in fields design facilities to process and distribute geothermal energy. They oversee the functioning of machinery used in the field.

Database Architect

If you are intrigued by the programming world and are interested in developing communications networks then a career as database architect may be a good option for you. Data architect roles and responsibilities include building design models for data communication networks. Wide Area Networks (WANs), local area networks (LANs), and intranets are included in the database networks. It is expected that database architects will have in-depth knowledge of a company's business to develop a network to fulfil the requirements of the organisation. Stay tuned as we look at the larger picture and give you more information on what is db architecture, why you should pursue database architecture, what to expect from such a degree and what your job opportunities will be after graduation. Here, we will be discussing how to become a data architect. Students can visit NIT Trichy , IIT Kharagpur , JMI New Delhi .

Remote Sensing Technician

Individuals who opt for a career as a remote sensing technician possess unique personalities. Remote sensing analysts seem to be rational human beings, they are strong, independent, persistent, sincere, realistic and resourceful. Some of them are analytical as well, which means they are intelligent, introspective and inquisitive.

Remote sensing scientists use remote sensing technology to support scientists in fields such as community planning, flight planning or the management of natural resources. Analysing data collected from aircraft, satellites or ground-based platforms using statistical analysis software, image analysis software or Geographic Information Systems (GIS) is a significant part of their work. Do you want to learn how to become remote sensing technician? There's no need to be concerned; we've devised a simple remote sensing technician career path for you. Scroll through the pages and read.

Budget Analyst

Budget analysis, in a nutshell, entails thoroughly analyzing the details of a financial budget. The budget analysis aims to better understand and manage revenue. Budget analysts assist in the achievement of financial targets, the preservation of profitability, and the pursuit of long-term growth for a business. Budget analysts generally have a bachelor's degree in accounting, finance, economics, or a closely related field. Knowledge of Financial Management is of prime importance in this career.

Underwriter

An underwriter is a person who assesses and evaluates the risk of insurance in his or her field like mortgage, loan, health policy, investment, and so on and so forth. The underwriter career path does involve risks as analysing the risks means finding out if there is a way for the insurance underwriter jobs to recover the money from its clients. If the risk turns out to be too much for the company then in the future it is an underwriter who will be held accountable for it. Therefore, one must carry out his or her job with a lot of attention and diligence.

Finance Executive

Product manager.

A Product Manager is a professional responsible for product planning and marketing. He or she manages the product throughout the Product Life Cycle, gathering and prioritising the product. A product manager job description includes defining the product vision and working closely with team members of other departments to deliver winning products.

Operations Manager

Individuals in the operations manager jobs are responsible for ensuring the efficiency of each department to acquire its optimal goal. They plan the use of resources and distribution of materials. The operations manager's job description includes managing budgets, negotiating contracts, and performing administrative tasks.

Stock Analyst

Individuals who opt for a career as a stock analyst examine the company's investments makes decisions and keep track of financial securities. The nature of such investments will differ from one business to the next. Individuals in the stock analyst career use data mining to forecast a company's profits and revenues, advise clients on whether to buy or sell, participate in seminars, and discussing financial matters with executives and evaluate annual reports.

A Researcher is a professional who is responsible for collecting data and information by reviewing the literature and conducting experiments and surveys. He or she uses various methodological processes to provide accurate data and information that is utilised by academicians and other industry professionals. Here, we will discuss what is a researcher, the researcher's salary, types of researchers.

Welding Engineer

Welding Engineer Job Description: A Welding Engineer work involves managing welding projects and supervising welding teams. He or she is responsible for reviewing welding procedures, processes and documentation. A career as Welding Engineer involves conducting failure analyses and causes on welding issues.

Transportation Planner

A career as Transportation Planner requires technical application of science and technology in engineering, particularly the concepts, equipment and technologies involved in the production of products and services. In fields like land use, infrastructure review, ecological standards and street design, he or she considers issues of health, environment and performance. A Transportation Planner assigns resources for implementing and designing programmes. He or she is responsible for assessing needs, preparing plans and forecasts and compliance with regulations.

Environmental Engineer

Individuals who opt for a career as an environmental engineer are construction professionals who utilise the skills and knowledge of biology, soil science, chemistry and the concept of engineering to design and develop projects that serve as solutions to various environmental problems.

Safety Manager

A Safety Manager is a professional responsible for employee’s safety at work. He or she plans, implements and oversees the company’s employee safety. A Safety Manager ensures compliance and adherence to Occupational Health and Safety (OHS) guidelines.

Conservation Architect

A Conservation Architect is a professional responsible for conserving and restoring buildings or monuments having a historic value. He or she applies techniques to document and stabilise the object’s state without any further damage. A Conservation Architect restores the monuments and heritage buildings to bring them back to their original state.

Structural Engineer

A Structural Engineer designs buildings, bridges, and other related structures. He or she analyzes the structures and makes sure the structures are strong enough to be used by the people. A career as a Structural Engineer requires working in the construction process. It comes under the civil engineering discipline. A Structure Engineer creates structural models with the help of computer-aided design software.

Highway Engineer

Highway Engineer Job Description: A Highway Engineer is a civil engineer who specialises in planning and building thousands of miles of roads that support connectivity and allow transportation across the country. He or she ensures that traffic management schemes are effectively planned concerning economic sustainability and successful implementation.

Field Surveyor

Are you searching for a Field Surveyor Job Description? A Field Surveyor is a professional responsible for conducting field surveys for various places or geographical conditions. He or she collects the required data and information as per the instructions given by senior officials.

Orthotist and Prosthetist

Orthotists and Prosthetists are professionals who provide aid to patients with disabilities. They fix them to artificial limbs (prosthetics) and help them to regain stability. There are times when people lose their limbs in an accident. In some other occasions, they are born without a limb or orthopaedic impairment. Orthotists and prosthetists play a crucial role in their lives with fixing them to assistive devices and provide mobility.

Pathologist

A career in pathology in India is filled with several responsibilities as it is a medical branch and affects human lives. The demand for pathologists has been increasing over the past few years as people are getting more aware of different diseases. Not only that, but an increase in population and lifestyle changes have also contributed to the increase in a pathologist’s demand. The pathology careers provide an extremely huge number of opportunities and if you want to be a part of the medical field you can consider being a pathologist. If you want to know more about a career in pathology in India then continue reading this article.

Veterinary Doctor

Speech therapist, gynaecologist.

Gynaecology can be defined as the study of the female body. The job outlook for gynaecology is excellent since there is evergreen demand for one because of their responsibility of dealing with not only women’s health but also fertility and pregnancy issues. Although most women prefer to have a women obstetrician gynaecologist as their doctor, men also explore a career as a gynaecologist and there are ample amounts of male doctors in the field who are gynaecologists and aid women during delivery and childbirth.

Audiologist

The audiologist career involves audiology professionals who are responsible to treat hearing loss and proactively preventing the relevant damage. Individuals who opt for a career as an audiologist use various testing strategies with the aim to determine if someone has a normal sensitivity to sounds or not. After the identification of hearing loss, a hearing doctor is required to determine which sections of the hearing are affected, to what extent they are affected, and where the wound causing the hearing loss is found. As soon as the hearing loss is identified, the patients are provided with recommendations for interventions and rehabilitation such as hearing aids, cochlear implants, and appropriate medical referrals. While audiology is a branch of science that studies and researches hearing, balance, and related disorders.

An oncologist is a specialised doctor responsible for providing medical care to patients diagnosed with cancer. He or she uses several therapies to control the cancer and its effect on the human body such as chemotherapy, immunotherapy, radiation therapy and biopsy. An oncologist designs a treatment plan based on a pathology report after diagnosing the type of cancer and where it is spreading inside the body.

Are you searching for an ‘Anatomist job description’? An Anatomist is a research professional who applies the laws of biological science to determine the ability of bodies of various living organisms including animals and humans to regenerate the damaged or destroyed organs. If you want to know what does an anatomist do, then read the entire article, where we will answer all your questions.

For an individual who opts for a career as an actor, the primary responsibility is to completely speak to the character he or she is playing and to persuade the crowd that the character is genuine by connecting with them and bringing them into the story. This applies to significant roles and littler parts, as all roles join to make an effective creation. Here in this article, we will discuss how to become an actor in India, actor exams, actor salary in India, and actor jobs.

Individuals who opt for a career as acrobats create and direct original routines for themselves, in addition to developing interpretations of existing routines. The work of circus acrobats can be seen in a variety of performance settings, including circus, reality shows, sports events like the Olympics, movies and commercials. Individuals who opt for a career as acrobats must be prepared to face rejections and intermittent periods of work. The creativity of acrobats may extend to other aspects of the performance. For example, acrobats in the circus may work with gym trainers, celebrities or collaborate with other professionals to enhance such performance elements as costume and or maybe at the teaching end of the career.

Video Game Designer

Career as a video game designer is filled with excitement as well as responsibilities. A video game designer is someone who is involved in the process of creating a game from day one. He or she is responsible for fulfilling duties like designing the character of the game, the several levels involved, plot, art and similar other elements. Individuals who opt for a career as a video game designer may also write the codes for the game using different programming languages.

Depending on the video game designer job description and experience they may also have to lead a team and do the early testing of the game in order to suggest changes and find loopholes.

Radio Jockey

Radio Jockey is an exciting, promising career and a great challenge for music lovers. If you are really interested in a career as radio jockey, then it is very important for an RJ to have an automatic, fun, and friendly personality. If you want to get a job done in this field, a strong command of the language and a good voice are always good things. Apart from this, in order to be a good radio jockey, you will also listen to good radio jockeys so that you can understand their style and later make your own by practicing.

A career as radio jockey has a lot to offer to deserving candidates. If you want to know more about a career as radio jockey, and how to become a radio jockey then continue reading the article.

Choreographer

The word “choreography" actually comes from Greek words that mean “dance writing." Individuals who opt for a career as a choreographer create and direct original dances, in addition to developing interpretations of existing dances. A Choreographer dances and utilises his or her creativity in other aspects of dance performance. For example, he or she may work with the music director to select music or collaborate with other famous choreographers to enhance such performance elements as lighting, costume and set design.

Social Media Manager

A career as social media manager involves implementing the company’s or brand’s marketing plan across all social media channels. Social media managers help in building or improving a brand’s or a company’s website traffic, build brand awareness, create and implement marketing and brand strategy. Social media managers are key to important social communication as well.

Photographer

Photography is considered both a science and an art, an artistic means of expression in which the camera replaces the pen. In a career as a photographer, an individual is hired to capture the moments of public and private events, such as press conferences or weddings, or may also work inside a studio, where people go to get their picture clicked. Photography is divided into many streams each generating numerous career opportunities in photography. With the boom in advertising, media, and the fashion industry, photography has emerged as a lucrative and thrilling career option for many Indian youths.

An individual who is pursuing a career as a producer is responsible for managing the business aspects of production. They are involved in each aspect of production from its inception to deception. Famous movie producers review the script, recommend changes and visualise the story.

They are responsible for overseeing the finance involved in the project and distributing the film for broadcasting on various platforms. A career as a producer is quite fulfilling as well as exhaustive in terms of playing different roles in order for a production to be successful. Famous movie producers are responsible for hiring creative and technical personnel on contract basis.

Copy Writer

In a career as a copywriter, one has to consult with the client and understand the brief well. A career as a copywriter has a lot to offer to deserving candidates. Several new mediums of advertising are opening therefore making it a lucrative career choice. Students can pursue various copywriter courses such as Journalism , Advertising , Marketing Management . Here, we have discussed how to become a freelance copywriter, copywriter career path, how to become a copywriter in India, and copywriting career outlook.

In a career as a vlogger, one generally works for himself or herself. However, once an individual has gained viewership there are several brands and companies that approach them for paid collaboration. It is one of those fields where an individual can earn well while following his or her passion.

Ever since internet costs got reduced the viewership for these types of content has increased on a large scale. Therefore, a career as a vlogger has a lot to offer. If you want to know more about the Vlogger eligibility, roles and responsibilities then continue reading the article.

For publishing books, newspapers, magazines and digital material, editorial and commercial strategies are set by publishers. Individuals in publishing career paths make choices about the markets their businesses will reach and the type of content that their audience will be served. Individuals in book publisher careers collaborate with editorial staff, designers, authors, and freelance contributors who develop and manage the creation of content.

Careers in journalism are filled with excitement as well as responsibilities. One cannot afford to miss out on the details. As it is the small details that provide insights into a story. Depending on those insights a journalist goes about writing a news article. A journalism career can be stressful at times but if you are someone who is passionate about it then it is the right choice for you. If you want to know more about the media field and journalist career then continue reading this article.

Individuals in the editor career path is an unsung hero of the news industry who polishes the language of the news stories provided by stringers, reporters, copywriters and content writers and also news agencies. Individuals who opt for a career as an editor make it more persuasive, concise and clear for readers. In this article, we will discuss the details of the editor's career path such as how to become an editor in India, editor salary in India and editor skills and qualities.

Individuals who opt for a career as a reporter may often be at work on national holidays and festivities. He or she pitches various story ideas and covers news stories in risky situations. Students can pursue a BMC (Bachelor of Mass Communication) , B.M.M. (Bachelor of Mass Media) , or MAJMC (MA in Journalism and Mass Communication) to become a reporter. While we sit at home reporters travel to locations to collect information that carries a news value.

Corporate Executive

Are you searching for a Corporate Executive job description? A Corporate Executive role comes with administrative duties. He or she provides support to the leadership of the organisation. A Corporate Executive fulfils the business purpose and ensures its financial stability. In this article, we are going to discuss how to become corporate executive.

Multimedia Specialist

A multimedia specialist is a media professional who creates, audio, videos, graphic image files, computer animations for multimedia applications. He or she is responsible for planning, producing, and maintaining websites and applications.

Quality Controller

A quality controller plays a crucial role in an organisation. He or she is responsible for performing quality checks on manufactured products. He or she identifies the defects in a product and rejects the product.

A quality controller records detailed information about products with defects and sends it to the supervisor or plant manager to take necessary actions to improve the production process.

Production Manager

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What is coronavirus?

Learn the facts about coronavirus and what you can do….

If you’ve been watching the news lately, chances are you’ll have heard lots about an illness that’s affecting people around the world, called coronavirus.

It’s natural to feel worried about stuff you read in the news. If you’re feeling anxious about coronavirus, talk to a trusted grown-up , like a parent, guardian or teacher about how you’re feeling. You can also find online support on the Open Minds website .

In this article we’ll answer your questions like, what is coronavirus , how is it spread and what can I do …

Coronaviruses are a family of viruses that affect animals . Occasionally, coronaviruses have been known to move from animals to humans. The coronavirus we’re talking about today is a new virus, which causes an illness called COVID-19 .

How did the coronavirus outbreak start?

It’s not completely clear how the outbreak started, but it’s thought it’s likely to have begun in Wuhan, China at a local meat market known to sell wild animal meat.

We still don’t know for sure which animal sparked the outbreak, but it’s thought that the new virus could have originated in bats . Bats weren’t sold at the market, but they may have come into contact with the animals that were.

How is coronavirus spread?

What is coronavirus: boy sneezing into tissue

Because we haven’t encountered this virus before, scientists have had to work hard to discover exactly how it spreads . Similar viruses, like colds and flu , spread through water droplets in coughs and sneezes. These droplets can live on surfaces and spread when someone touches them with their hands . People become infected when they then touch their hands to their mouth, nose or eyes.

Coronavirus is mostly spread through the air , when people are in close contact with each other. This is why it’s very important that we socially distance from other people, and wear a mask . Wearing a mask over your mouth and nose helps to stop your water droplets from reaching other people. If we all wear masks, we all keep our droplets to ourselves!

Being in places with lots of fresh air also helps stop these droplets from reaching other people, which is why we don’t have to wear our masks outside. Some places you go to, like your school, might open windows and doors to help with this, too.

What are the symptoms of coronavirus?

For the most people, including kids, this coronavirus isn’t dangerous . It will make them feel poorly for a short time, before they make a full recovery. For a few people, like the elderly and people who have long-term health conditions such as diabetes, heart disease or asthma, the risk of becoming very ill is more serious. That’s why these people are making extra efforts to have less face-to-face contact with others at the moment.

That means you might have to change the way you keep in touch with grandparents, friends or family who are vulnerable, for the time-being. For example, how about video calling your grandparents, or sending them a letter? It’s good to keep in touch, but in a way that keeps you and others safe.

Coronavirus symptoms include:

– a high temperature

– a new, continuous cough

– a loss or change to your sense of smell and taste

If you feel poorly, tell a trusted adult like a parent, guardian or teacher.

What can i do.

What is coronavirus: girls washing their hands

There are plenty of small, easy things you can do . You probably do some of them already, but at this time, we all just need to be extra sensible and cautious as we go about our daily lives and activities:

– Wash your hands more regularly, for at least 20 seconds – that’s about as long as it takes to sing Happy Birthday twice ! Dry them with a paper towel and then chuck it in the bin!

– If you can’t wash your hands with soap and water, then use hand-sanitiser .

– Avoid touching your face, especially your eyes, nose and mouth .

– Wear your mask properly, everywhere that you need to. Make sure it covers your mouth and nose , and don’t forget to put it in the wash regularly, too!

– Cover your nose and mouth with a tissue when you cough or sneeze . Bin the tissue and wash your hands afterwards.

– Try to avoid hand-to-hand contact with others outside of your immediate family, and stay a safe distance from them. There are all sorts of ingenious ways that people around the world are learning to make contact with each other without touching hands, like ‘footshakes’ instead of handshakes !

– Avoid contact with people who feel unwell , or if you feel poorly, let a trusted adult know.

What are people doing about coronavirus?

Thankfully, there are lots of people like scientists , government officials and medical professionals working extremely hard to learn how to better prevent, control and treat this virus.

Scientists have created a vaccine for COVID-19, in record time! Vaccines give people protection from the virus. In the UK, they’re being given to the most vulnerable people, like grandparents and hospital staff, first, because they are at the highest risk of catching coronavirus. Some people have already received the vaccine, which is brilliant news!

In the meantime, there are lots of changes being made to help slow the spread of coronavirus. Some of them might feel a bit scary or unusual , but rest assured, they’re being made to keep you and others safe:

– People who feel unwell, and the people they live with, are being asked to self-isolate . This basically means staying at home for 14 days so that you don’t pass the virus on to others. People can’t come to visit you during this time, but you can go outside if you have a private garden or balcony.

– Everyone is now ‘ social distancing ‘ from most other people. This basically means keeping your distance from others , avoiding social gatherings like meeting with friends, going to sporting events or gigs. This is to help prevent the virus from passing from person to person.

– Your parents may be asked to work from home . This might mean your family routine changes while they spend more time than usual at home.

– Your school may be closed , meaning that you will be staying at home during the week. Your teacher may set you school work for you to do at home, or even teach classes online .

– Cafés , restaurants , events and other public places may be closed.

These changes won’t be around forever, but they are important steps towards slowing the spread of coronavirus.

Should I be worried?

You might feel worried about coronavirus , about how it might affect you, your family and friends, and the changes that we are making to our daily lives at this time. The important thing to remember is that we are all in this together. Talk to your friends and family about your worries and work out how you will support each other during the coming weeks, ensuring you all stay happy and healthy .

Things you can do:

– Do things that make you happy like drawing , reading , and playing games .

– Have a break from talking or thinking about coronavirus. Keep yourself busy and don’t overcheck the news.

– Don’t believe everything that your friends tell you about coronavirus. Check the facts with a parent or trusted adult.

– Your parents, family and friends might be under more stress than usual, especially if they are working from home, or having to self-isolate, so think about things you can do to cheer them up . Perhaps you could help by tidying the house or writing them a note to brighten up their day ?

You can access free online school resources in our Primary Resources section! We cover all of your favourite subjects like Ancient Egypt , rainforests , dinosaurs and space !

Images ⓒ Getty Images: coronavirus structure (1209871896), sneezing boy (1127920667), children handwashing (700709633), girl reading (909239264).

Did you find our coronavirus article helpful let us know by leaving a comment below…, leave a comment.

Your comment will be checked and approved shortly.

WELL DONE, YOUR COMMENT HAS BEEN ADDED!

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INTERESTING

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LETS DO SOMETHING ABOUT IT A GOOD THING ABOUT IT

We are doing that:)

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wash your hands and where a mask, stay 6 feet apart

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now I know so much thank

Let's Take Action

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its important to wash our hands always .use mask to protect our self.

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Hello Nat geo kids! Thanks for creating an article about the coronavirus, it’s helped me and my friends and family a lot

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Best COVID 19 Facts ever

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We have to keep others safe by: keeping distance, coughing or sneezing on your elbow or on a tissue, calling each other on the phone or a computer.

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wash your hands every day

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if I have already sent you a comment sorry! I have read this and I feel much better

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muy bien explicado para los niños

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[…] If you want some kid-friendly information about the Coronavirus, take a look at this post from National Geographic Kids. […]

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Protect yourself!

interresting

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i feel bad for China Iran the US and the UK and every one infeted

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Is there a cure?

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Italy,China,Iran,what happened

this is cool but sad how much people died

CUSTOMIZE YOUR AVATAR

More like general science.

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Facts about coronavirus

What kids need to know

Coronavirus (or, as doctors and scientists call it, COVID-19) has been part of everyone’s life since mid-March 2020, when most schools, businesses, and communities quickly changed how they operated to prevent the spread of the virus. Because the disease infected a large number of people all over the world, experts call this a pandemic.

For over a year, many kids attended school at least partly from their houses; their parents might’ve worked from home, too. This was all to avoid catching the virus from other people outside the home.

Lots of people helped their neighbors throughout the pandemic. First responders, like healthcare workers, police officers, and firefighters, kept people healthy and safe; essential workers such as grocery store employees, delivery drivers, and postal workers worked in-person to make sure other folks had what they needed to live.

Nearly 190 million people in the world have been infected by COVID-19, and more than four million people have died. But the good news is that the number of people getting the virus in the United States is going way down, thanks to testing, vaccines, and other preventative measures, like wearing masks and social distancing.

Here are answers to some questions you might still have about coronavirus.

So … what is COVID-19? And what’s a "coronavirus?"

The term "coronavirus" actually refers to a family of viruses that causes many different types of diseases, including the common cold. COVID-19 is a "novel coronavirus," which means it’s a new disease unfamiliar to scientists and doctors. Its name is actually a mash-up of three words: CO stands for "corona," which means "crown" in Latin, and the viruses are named for the crown-like spikes on their surface; VI stands for "virus"; and D is for "disease." The "19" comes from the year 2019, when the disease was first detected.

How did COVID-19 start?

Scientists don’t know the exact origin of COVID -19, and they might never have all the answers. But they do know that some diseases start in animals before spreading to humans. These types of diseases are called zoonotic (pronounced zoh-uh-NAH-tik). Cows, bats, and camels are among the animals that have spread diseases to humans in the past. The COVID-19 disease is also zoonotic, with the first cases popping up in December 2019 in Wuhan, China. The affected humans were all connected to a nearby market that sold live animals.

How does someone catch COVID-19?

COVID-19 can be transmitted by little droplets from coughs or sneezes, which is why doctors say unvaccinated people should wear masks when they’re indoors or close to others. According to the Centers for Disease Control and Prevention (CDC), there's no evidence that a dog, cat, or any other pet can transmit COVID-19. But more studies are needed to understand how COVID-19 could affect different types of animals.

How can I protect myself?

Kids older than 12 can now get the Pfizer COVID-19 vaccine. For older kids who aren’t vaccinated, as well as kids 11 and younger, research shows that taking small steps—like staying six feet (about two arm lengths) from others, wearing face masks that cover the mouth and nose, washing hands often, and seeing friends outside—can make a big difference in stopping the spread of the virus. (Vaccines for kids under 12 are expected to be available later in 2021.)

Learn how vaccines work and why they’re so effective .

OK, but what happens if I do get it?

Most people—including kids— who catch COVID-19 get better, and their illness is usually mild. But if you do catch COVID-19, you might have a dry cough, a fever, and shortness of breath. But just like when you’ve had a cold, the best treatment is to stay in bed—and away from anyone who might catch it from you. (Like your grandparents! Older people are more at risk for catching and getting sick from COVID-19 .) You might also not even know you have it, so keep washing your hands and wearing a mask, just in case. Masks work best when everyone wears one.

Will it go away?

Researchers expect that as more people are vaccinated and become immune to COVID-19, the number of cases will continue to go down. Immunity to the virus means the body can fight it off and won’t spread it to another person. When enough people are immune to COVID-19 so that the illness is no longer a serious threat, that’s called herd immunity . Experts say that for herd immunity to work in a community, between 75 and 85 percent of people need to be vaccinated. Almost 60 percent of Americans are fully vaccinated, depending on where you live: Some places are higher, and others are lower.

The majority of new cases in the United States are in unvaccinated people. They can also transmit the coronavirus to others, which is why the CDC recommends they still wear masks indoors and at crowded outdoor events.

What about school?

The latest guidelines from the CDC say that students and teachers who are fully vaccinated—meaning it’s been two weeks since their second COVID-19 shot—can be in class without masks. For students too young to get the vaccine, the recommendation is to keep doing what you’ve been doing in school: wear masks and social distance. Scientists say that keeping just three feet indoors in school is enough to keep kids safe.

This story has been updated with new information about vaccines for children.

Easy to Read COVID-19 Materials

These Easy to Read COVID-19 materials were primarily developed for people with intellectual and developmental disabilities and others who read or listen with understanding below a third-grade level.

COVID-19 Can Make You Feel Sick
Get a COVID-19 Test
Stay Safe from COVID-19
Prevent the Spread of COVID-19
Stay Safe When People Visit Your Home
Improving the Air in Your Home
People with Weakened Immune Systems
People with Disabilities and COVID-19
Make a COVID-19 Plan
What to Do if You Have Been Around Someone With COVID-19
Get Your COVID-19 Vaccines
Protect Children and Teens from COVID-19

If You Are Sick

Get Medicine for COVID-19
What to do if you have COVID-19

Schools and Child Care

Help Children Stay Healthy at School

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CDC is not responsible for Section 508 compliance (accessibility) on other federal or private website.

How to Write About Coronavirus in a College Essay

Students can share how they navigated life during the coronavirus pandemic in a full-length essay or an optional supplement.

Writing About COVID-19 in College Essays

Serious disabled woman concentrating on her work she sitting at her workplace and working on computer at office

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Experts say students should be honest and not limit themselves to merely their experiences with the pandemic.

The global impact of COVID-19, the disease caused by the novel coronavirus, means colleges and prospective students alike are in for an admissions cycle like no other. Both face unprecedented challenges and questions as they grapple with their respective futures amid the ongoing fallout of the pandemic.

Colleges must examine applicants without the aid of standardized test scores for many – a factor that prompted many schools to go test-optional for now . Even grades, a significant component of a college application, may be hard to interpret with some high schools adopting pass-fail classes last spring due to the pandemic. Major college admissions factors are suddenly skewed.

"I can't help but think other (admissions) factors are going to matter more," says Ethan Sawyer, founder of the College Essay Guy, a website that offers free and paid essay-writing resources.

College essays and letters of recommendation , Sawyer says, are likely to carry more weight than ever in this admissions cycle. And many essays will likely focus on how the pandemic shaped students' lives throughout an often tumultuous 2020.

But before writing a college essay focused on the coronavirus, students should explore whether it's the best topic for them.

Writing About COVID-19 for a College Application

Much of daily life has been colored by the coronavirus. Virtual learning is the norm at many colleges and high schools, many extracurriculars have vanished and social lives have stalled for students complying with measures to stop the spread of COVID-19.

"For some young people, the pandemic took away what they envisioned as their senior year," says Robert Alexander, dean of admissions, financial aid and enrollment management at the University of Rochester in New York. "Maybe that's a spot on a varsity athletic team or the lead role in the fall play. And it's OK for them to mourn what should have been and what they feel like they lost, but more important is how are they making the most of the opportunities they do have?"

That question, Alexander says, is what colleges want answered if students choose to address COVID-19 in their college essay.

But the question of whether a student should write about the coronavirus is tricky. The answer depends largely on the student.

"In general, I don't think students should write about COVID-19 in their main personal statement for their application," Robin Miller, master college admissions counselor at IvyWise, a college counseling company, wrote in an email.

"Certainly, there may be exceptions to this based on a student's individual experience, but since the personal essay is the main place in the application where the student can really allow their voice to be heard and share insight into who they are as an individual, there are likely many other topics they can choose to write about that are more distinctive and unique than COVID-19," Miller says.

Opinions among admissions experts vary on whether to write about the likely popular topic of the pandemic.

"If your essay communicates something positive, unique, and compelling about you in an interesting and eloquent way, go for it," Carolyn Pippen, principal college admissions counselor at IvyWise, wrote in an email. She adds that students shouldn't be dissuaded from writing about a topic merely because it's common, noting that "topics are bound to repeat, no matter how hard we try to avoid it."

Above all, she urges honesty.

"If your experience within the context of the pandemic has been truly unique, then write about that experience, and the standing out will take care of itself," Pippen says. "If your experience has been generally the same as most other students in your context, then trying to find a unique angle can easily cross the line into exploiting a tragedy, or at least appearing as though you have."

But focusing entirely on the pandemic can limit a student to a single story and narrow who they are in an application, Sawyer says. "There are so many wonderful possibilities for what you can say about yourself outside of your experience within the pandemic."

He notes that passions, strengths, career interests and personal identity are among the multitude of essay topic options available to applicants and encourages them to probe their values to help determine the topic that matters most to them – and write about it.

That doesn't mean the pandemic experience has to be ignored if applicants feel the need to write about it.

Writing About Coronavirus in Main and Supplemental Essays

Students can choose to write a full-length college essay on the coronavirus or summarize their experience in a shorter form.

To help students explain how the pandemic affected them, The Common App has added an optional section to address this topic. Applicants have 250 words to describe their pandemic experience and the personal and academic impact of COVID-19.

"That's not a trick question, and there's no right or wrong answer," Alexander says. Colleges want to know, he adds, how students navigated the pandemic, how they prioritized their time, what responsibilities they took on and what they learned along the way.

If students can distill all of the above information into 250 words, there's likely no need to write about it in a full-length college essay, experts say. And applicants whose lives were not heavily altered by the pandemic may even choose to skip the optional COVID-19 question.

"This space is best used to discuss hardship and/or significant challenges that the student and/or the student's family experienced as a result of COVID-19 and how they have responded to those difficulties," Miller notes. Using the section to acknowledge a lack of impact, she adds, "could be perceived as trite and lacking insight, despite the good intentions of the applicant."

To guard against this lack of awareness, Sawyer encourages students to tap someone they trust to review their writing , whether it's the 250-word Common App response or the full-length essay.

Experts tend to agree that the short-form approach to this as an essay topic works better, but there are exceptions. And if a student does have a coronavirus story that he or she feels must be told, Alexander encourages the writer to be authentic in the essay.

"My advice for an essay about COVID-19 is the same as my advice about an essay for any topic – and that is, don't write what you think we want to read or hear," Alexander says. "Write what really changed you and that story that now is yours and yours alone to tell."

Sawyer urges students to ask themselves, "What's the sentence that only I can write?" He also encourages students to remember that the pandemic is only a chapter of their lives and not the whole book.

Miller, who cautions against writing a full-length essay on the coronavirus, says that if students choose to do so they should have a conversation with their high school counselor about whether that's the right move. And if students choose to proceed with COVID-19 as a topic, she says they need to be clear, detailed and insightful about what they learned and how they adapted along the way.

"Approaching the essay in this manner will provide important balance while demonstrating personal growth and vulnerability," Miller says.

Pippen encourages students to remember that they are in an unprecedented time for college admissions.

"It is important to keep in mind with all of these (admission) factors that no colleges have ever had to consider them this way in the selection process, if at all," Pippen says. "They have had very little time to calibrate their evaluations of different application components within their offices, let alone across institutions. This means that colleges will all be handling the admissions process a little bit differently, and their approaches may even evolve over the course of the admissions cycle."

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Free Speech on Campus: COVID-19 and Beyond

February 11 & February 25, 2021 12:00 PM to 1:00 PM ET

Free speech is central to democracies and part of the lifeblood of college and university communities. Knight Foundation research shows that student attitudes about and experiences of free speech were changing even before the disruptions of COVID-19, the racial justice movement, and the 2020 presidential election. These two webinars explore how these changes are shaping free speech on campus and how leaders should respond in relationship to efforts to increase inclusion and the growing role of communications technologies.

February 11, 2021 12:00 PM to 1:00 PM ET

Amid political turmoil, hyperpolarization, and social distancing, supporting students’ free speech rights while also cultivating an inclusive campus culture is more difficult than ever. In a survey from Knight Foundation and Gallup, 81 percent of students say they want to be exposed to all kinds of speech on campus, but 69 percent also believe inclusion is essential. Women and minority students have far less faith that the First Amendment protects them, even as they embrace their free speech rights to lead a new generation of civil right activism.

In this webinar, leaders promoting and supporting free speech and civic engagement on campuses will discuss how to make sense of these tensions to embrace both free speech and inclusion in the present environment.

View the webinar recording below.

Evette Alexander - Director, Learning and Impact, Knight Foundation -

February 25, 2021 12:00 PM to 1:00 PM ET

Already a central channel for speech within campus communities, social media and other forms of digital communications have become the primary means through which students and faculty seek information, debate issues, and organize for action during the COVID-19 pandemic. Students, particularly those who are BIPOC or LGBTQ, are increasingly the target of online bullying and misinformation campaigns. But these same students are embracing technology to advance social justice on an unprecedented scale. This webinar will explore how colleges and universities can safeguard students’ free speech in digital forums while also combatting deception and extreme polarization, encouraging inclusion and democratic deliberation.

View the webinar recording below.

Jonathan Alexander - Associate Dean, Division of Undergraduate Education, and Chancellor's Professor of English and Informatics, University of California, Irvine -

This event is generously sponsored by the Knight Foundation .

View the Recordings

Free speech and inclusion in higher education, campus free speech and technology, learn more.

Prepare for the events by reading these documents.

The First Amendment on Campus 2020 Report: College Students’ Views of Free Expression

To the Point: Campus Inclusion and Freedom of Expression: Managing Social Media (PDF)

Inclusion and Free Speech: Strategic for Managing Tensions

Inclusion and Free Speech: The Right to be Heard

Free Speech in the US and on College Campuses Today

Conversations: Free Speech and Expression

College Admissions in 2024: "A Year Like No Other"

K-12 Resources By Teachers, For Teachers Provided by the K-12 Teachers Alliance

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How to Talk to Students about COVID-19

Misty hance.

March 27, 2020

COVID-19 spelled out surrounded by the virus.

Schools across the nation are taking extra measures in response to the Coronavirus (COVID-19) to keep students and staff safe. While these steps are certainly necessary, it can be unsettling for students who may not know exactly what is happening but see the changes taking place. Administrators and teachers can do a lot to reduce the fear and inform students with facts on a developmental level appropriate for each child.

Provide Accurate Information in a Calm and Reassuring Manner

Adults hear a lot of information, and some can be misleading and a lot can be overwhelming. It is human nature to then share the message and discuss the concerns. However, this type of “water-cooler” banter must not take place in the presence of students, especially those who may not be able to fully separate the fact from opinion. When talking about COVID-19 in the presence of students, it is important to provide accurate information, in a way that is understandable to them. It is also important to present yourself in a calm and reassuring manner, even if you personally have questions or concerns on the subject. Students of any age feed off of their teacher’s energy. If a teacher appears stressed and anxious, then students will often react in the same way. However, if the teacher appears to be rational and peaceful, then students will be more relaxed as well.

It is okay to let high school students know that this is a new strand of a virus that has been around for nearly 60 years. Older students will be able to grasp how new strands may develop and it takes time to build immunity, find cures, and create vaccines. A good history lesson that might lessen their fears would be to share how we have overcome previous medical concerns such as polio and discovered medicines such as penicillin through similar trials in our past.

Avoid Using Language that Blames Others or Leads to Stigma

No matter the age of the students, this is not the time to be sharing political views or placing blame on those believed by some to be responsible for this pandemic. Keeping a positive message for students is best, such as reminding students that there are scientists all over the world currently working on vaccines and medications to help.

Create an Open Dialogue

Allow students time to ask questions, share concerns, and relay things they have heard in order to help validate their feelings and lessen their fears. This is a time to be honest but limited in information. Be prepared to answer questions with facts, and make sure to keep answers on an age-appropriate level. When students are sharing things they have heard, it is important to correct misinformation in a reassuring way. Be careful not to spread panic. To get the most up-to-date information, teachers and students can visit the Center for Disease Control website .

Likewise, if students know of someone who has contracted the virus, it is best to be reassuring that medical staff can provide support and quarantining can help stop the spread of the virus. Do not go into details about mortality rates at this time. If students ask about the possibility of death, place emphasis on chances of recovery and allow parents to dive deeper into that conversation as they choose.

It might be added that it is best to keep these discussions brief, as children, like adults, can become consumed by the “what-ifs” and inundated with constant talk of COVID-19. Teachers can address questions as they arise or set aside a few minutes to address questions and concerns. Keep the main focus of the day the intentional lesson of the class.

Show Students Everyday Actions to Reduce Spread

Emotions are high for everyone, especially when a sneeze or cough is heard across the classroom. Remind students to cough or sneeze in the way your school or district has determined most appropriate. Some ways include coughing or sneezing into a tissue or into the bend of the elbow; but this can still spread some droplets, so have sanitizer nearby. Handwashing is another very important activity to encourage frequently. While hand-sanitizer may be adequate, students should be allowed time to wash with soap and water that is warm several times throughout the day.

This is a great time to teach about health and communicable diseases and how they spread, again at an age-appropriate level. Let students take part in experiments demonstrating how germs are spread from person to person by using flour or baby powder and watching how it spreads across the room as someone touches varies items. For those who are ready to understand, have conversations about the need for social distancing and how this is effective in flattening the curve so that our medical facilities can care for all the patients in need.

It is also a good time to talk about other healthy habits such as eating a balanced diet and getting exercise and appropriate amounts of rest required to restore the body. Share with students that these are important ways to help your body prepare for an illness so that it can recover more quickly and be less affected by any type of illness. Use this time to focus on what is truly important, like good hygiene and preventive measures.

Messages for Students as Schools Close

More schools are beginning to close in an effort to provide safer alternatives to gathering in classrooms. This is the time to assure students that things will be different for a little while, but they will get back to normal. Provide fun, engaging activities they can do at home to stay busy and be creative. Encourage students to take advantage of free educational sites that help them sharpen their skills while they are home. Remember the teacher is there to educate and provide facts. Keep in touch through online sites used by the school, and continue to share positive, calm messages to reassure students in this unusual time.

#Coronavirus , #COVID19 , #SocialDistancing

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The impact of COVID-19 on student voice: Testimonies from students and teachers

The COVID-19 pandemic disrupted the schooling of more than 1.6 billion students and youth, with the most vulnerable learners being hit hardest.

Maintaining student voice and participation during the pandemic has been particularly challenging, exacerbating the pre-COVID-19 feeling of many students that their voices were not being listened to, inside and outside of school.

UNESCO asked students and their teachers from around the world to share their testimonies and stories via the Associated Schools Network (ASPnet) . The videos illustrate the impact of the pandemic on students, the lessons learned from this experience, as well as recommendations for the future.

Marita, student, Lebanon

Vanilda, student, Angola

Buta, teacher, Angola

Leonardo, teacher, Mexico

Filipa, teacher, Portugal

Seyun, student, Republic of Korea

Jatziry, student, Mexico

Ander, student, Costa Rica

Mary, Teacher, Lebanon

More on this subject

Award ceremony for the UNESCO Associated Schools Project Network laureates of "When sounds creates image" competition and screening of the 20 nominated short films

How is COVID-19 affecting student learning?

Subscribe to the brown center on education policy newsletter, initial findings from fall 2020, megan kuhfeld , megan kuhfeld senior research scientist - nwea @megankuhfeld jim soland , jim soland assistant professor, school of education and human development - university of virginia, affiliated research fellow - nwea @jsoland beth tarasawa , bt beth tarasawa executive vice president of research - nwea @bethtarasawa angela johnson , aj angela johnson research scientist - nwea erik ruzek , and er erik ruzek research assistant professor, curry school of education - university of virginia karyn lewis karyn lewis director, center for school and student progress - nwea @karynlew.

December 3, 2020

The COVID-19 pandemic has introduced uncertainty into major aspects of national and global society, including for schools. For example, there is uncertainty about how school closures last spring impacted student achievement, as well as how the rapid conversion of most instruction to an online platform this academic year will continue to affect achievement. Without data on how the virus impacts student learning, making informed decisions about whether and when to return to in-person instruction remains difficult. Even now, education leaders must grapple with seemingly impossible choices that balance health risks associated with in-person learning against the educational needs of children, which may be better served when kids are in their physical schools.

Amidst all this uncertainty, there is growing consensus that school closures in spring 2020 likely had negative effects on student learning. For example, in an earlier post for this blog , we presented our research forecasting the possible impact of school closures on achievement. Based on historical learning trends and prior research on how out-of-school-time affects learning, we estimated that students would potentially begin fall 2020 with roughly 70% of the learning gains in reading relative to a typical school year. In mathematics, students were predicted to show even smaller learning gains from the previous year, returning with less than 50% of typical gains. While these and other similar forecasts presented a grim portrait of the challenges facing students and educators this fall, they were nonetheless projections. The question remained: What would learning trends in actual data from the 2020-21 school year really look like?

With fall 2020 data now in hand , we can move beyond forecasting and begin to describe what did happen. While the closures last spring left most schools without assessment data from that time, thousands of schools began testing this fall, making it possible to compare learning gains in a typical, pre-COVID-19 year to those same gains during the COVID-19 pandemic. Using data from nearly 4.4 million students in grades 3-8 who took MAP ® Growth™ reading and math assessments in fall 2020, we examined two primary research questions:

How did students perform in fall 2020 relative to a typical school year (specifically, fall 2019)?
Have students made learning gains since schools physically closed in March 2020?

To answer these questions, we compared students’ academic achievement and growth during the COVID-19 pandemic to the achievement and growth patterns observed in 2019. We report student achievement as a percentile rank, which is a normative measure of a student’s achievement in a given grade/subject relative to the MAP Growth national norms (reflecting pre-COVID-19 achievement levels).

To make sure the students who took the tests before and after COVID-19 school closures were demographically similar, all analyses were limited to a sample of 8,000 schools that tested students in both fall 2019 and fall 2020. Compared to all public schools in the nation, schools in the sample had slightly larger total enrollment, a lower percentage of low-income students, and a higher percentage of white students. Since our sample includes both in-person and remote testers in fall 2020, we conducted an initial comparability study of remote and in-person testing in fall 2020. We found consistent psychometric characteristics and trends in test scores for remote and in-person tests for students in grades 3-8, but caution that remote testing conditions may be qualitatively different for K-2 students. For more details on the sample and methodology, please see the technical report accompanying this study.

In some cases, our results tell a more optimistic story than what we feared. In others, the results are as deeply concerning as we expected based on our projections.

Question 1: How did students perform in fall 2020 relative to a typical school year?

When comparing students’ median percentile rank for fall 2020 to those for fall 2019, there is good news to share: Students in grades 3-8 performed similarly in reading to same-grade students in fall 2019. While the reason for the stability of these achievement results cannot be easily pinned down, possible explanations are that students read more on their own, and parents are better equipped to support learning in reading compared to other subjects that require more formal instruction.

The news in math, however, is more worrying. The figure below shows the median percentile rank in math by grade level in fall 2019 and fall 2020. As the figure indicates, the math achievement of students in 2020 was about 5 to 10 percentile points lower compared to same-grade students the prior year.

Figure 1: MAP Growth Percentiles in Math by Grade Level in Fall 2019 and Fall 2020

$Figure 1 MAP Growth Percentiles in Math by Grade Level in Fall 2019 and Fall 2020$

Source: Author calculations with MAP Growth data. Notes: Each bar represents the median percentile rank in a given grade/term.

Question 2: Have students made learning gains since schools physically closed, and how do these gains compare to gains in a more typical year?

To answer this question, we examined learning gains/losses between winter 2020 (January through early March) and fall 2020 relative to those same gains in a pre-COVID-19 period (between winter 2019 and fall 2019). We did not examine spring-to-fall changes because so few students tested in spring 2020 (after the pandemic began). In almost all grades, the majority of students made some learning gains in both reading and math since the COVID-19 pandemic started, though gains were smaller in math in 2020 relative to the gains students in the same grades made in the winter 2019-fall 2019 period.

Figure 2 shows the distribution of change in reading scores by grade for the winter 2020 to fall 2020 period (light blue) as compared to same-grade students in the pre-pandemic span of winter 2019 to fall 2019 (dark blue). The 2019 and 2020 distributions largely overlapped, suggesting similar amounts of within-student change from one grade to the next.

Figure 2: Distribution of Within-student Change from Winter 2019-Fall 2019 vs Winter 2020-Fall 2020 in Reading

Source: Author calculations with MAP Growth data. Notes: The dashed line represents zero growth (e.g., winter and fall test scores were equivalent). A positive value indicates that a student scored higher in the fall than their prior winter score; a negative value indicates a student scored lower in the fall than their prior winter score.

Meanwhile, Figure 3 shows the distribution of change for students in different grade levels for the winter 2020 to fall 2020 period in math. In contrast to reading, these results show a downward shift: A smaller proportion of students demonstrated positive math growth in the 2020 period than in the 2019 period for all grades. For example, 79% of students switching from 3 rd to 4 th grade made academic gains between winter 2019 and fall 2019, relative to 57% of students in the same grade range in 2020.

Figure 3: Distribution of Within-student Change from Winter 2019-Fall 2019 vs. Winter 2020-Fall 2020 in Math

$Figure 3 Distribution of Within-student Change from Winter 2019-Fall 2019 vs. Winter 2020-Fall 2020 in Math$

It was widely speculated that the COVID-19 pandemic would lead to very unequal opportunities for learning depending on whether students had access to technology and parental support during the school closures, which would result in greater heterogeneity in terms of learning gains/losses in 2020. Notably, however, we do not see evidence that within-student change is more spread out this year relative to the pre-pandemic 2019 distribution.

The long-term effects of COVID-19 are still unknown

In some ways, our findings show an optimistic picture: In reading, on average, the achievement percentiles of students in fall 2020 were similar to those of same-grade students in fall 2019, and in almost all grades, most students made some learning gains since the COVID-19 pandemic started. In math, however, the results tell a less rosy story: Student achievement was lower than the pre-COVID-19 performance by same-grade students in fall 2019, and students showed lower growth in math across grades 3 to 8 relative to peers in the previous, more typical year. Schools will need clear local data to understand if these national trends are reflective of their students. Additional resources and supports should be deployed in math specifically to get students back on track.

In this study, we limited our analyses to a consistent set of schools between fall 2019 and fall 2020. However, approximately one in four students who tested within these schools in fall 2019 are no longer in our sample in fall 2020. This is a sizeable increase from the 15% attrition from fall 2018 to fall 2019. One possible explanation is that some students lacked reliable technology. A second is that they disengaged from school due to economic, health, or other factors. More coordinated efforts are required to establish communication with students who are not attending school or disengaging from instruction to get them back on track, especially our most vulnerable students.

Finally, we are only scratching the surface in quantifying the short-term and long-term academic and non-academic impacts of COVID-19. While more students are back in schools now and educators have more experience with remote instruction than when the pandemic forced schools to close in spring 2020, the collective shock we are experiencing is ongoing. We will continue to examine students’ academic progress throughout the 2020-21 school year to understand how recovery and growth unfold amid an ongoing pandemic.

Thankfully, we know much more about the impact the pandemic has had on student learning than we did even a few months ago. However, that knowledge makes clear that there is work to be done to help many students get back on track in math, and that the long-term ramifications of COVID-19 for student learning—especially among underserved communities—remain unknown.

What Students Are Saying About Living Through a Pandemic

Teenage comments in response to our recent writing prompts, and an invitation to join the ongoing conversation.

By The Learning Network

The rapidly-developing coronavirus crisis is dominating global headlines and altering life as we know it. Many schools worldwide have closed. In the United States alone, 55 million students are rapidly adjusting to learning and socializing remotely, spending more time with family, and sacrificing comfort and convenience for the greater good.

For this week’s roundup of student comments on our writing prompts , it was only fitting to ask teenagers to react to various dimensions of this unprecedented situation: how the coronavirus outbreak is affecting their daily lives, how we can all help one another during the crisis and what thoughts or stories the term “social distancing” conjures for them.

Every week, we shout out new schools who have commented on our writing prompts. This week, perhaps because of many districts’ move to remote online learning, we had nearly 90 new classes join us from around the world. Welcome to the conversation to students from:

Academy of St. Elizabeth; Abilene, Tex.; Alabama; Anna High School, Tex.; Arlington, Va.; Austria-Hungary; Baltimore, Md.; Bellingham, Wash.; Ben Lippen School; Bloomington, Ind.; Branham High School, San Jose, Calif.; Boston; Buffalo High School, Wyo.; Camdenton, Mo.; Cincinnati, Ohio; Collierville, Tenn.; Dawson High School, Tex.; Denmark; Desert Vista High School; Doylestown, Penn.; Dublin, Calif.; Dunkirk, N.Y. ; Eleanor Murray Fallon Middle School; Elmhurst, Ill.; Fairfax, Va.; Framingham, Mass.; Frederick, Md.; Hartford, Conn.; Jefferson, N.J.; Kantonschule Uster, Switzerland; Laconia, N.H.; Las Vegas; Lashon Academy; Lebanon, N.H.; Ledyard High School; Leuzinger High School; Livonia, Mich.; Manistee Middle School; Miami, Fla.; Melrose High School; Milton Hershey School, Hershey, Penn.; Milwaukee; Montreal; Naguabo, Puerto Rico; Nebraska; Nessacus Regional Middle School; New Rochelle, N.Y.; Newport, Ky.; Newton, Mass.; North Stanly High School; Oakland, Calif.; Papillion Middle School; Polaris Expeditionary Learning School; Pomona, Calif.; Portsmouth, N.H.; Pueblo, Colo.; Reading, Mass.; Redmond Wash.; Richland, Wash.; Richmond Hill Ontario; Ridgeley, W.Va.; Rockford, Mich.; Rovereto, Italy; Salem, Mass.; Scottsdale, Ariz.; Seattle, Wash.; Sequoyah School Pasadena; Shackelford Junior High, Arlington, Tex.; South El Monte High School; Sugar Grove, Ill.; St. Louis, Mo.; Timberview High School; Topsfield, Mass.; Valley Stream North High School; Vienna, Va.; Waupun, Wis.; Wauwatosa, Wis.; Wenatchee, Wash.; Westborough Mass.; White Oak Middle School, Ohio; and Winter Park High School.

We’re so glad to have you here! Now, on to this week’s comments.

Please note: Student comments have been lightly edited for length, but otherwise appear as they were originally submitted.

How Is the Coronavirus Outbreak Affecting Your Life?

The coronavirus has changed how we work, play and learn : Schools are closing, sports leagues have been canceled, and many people have been asked to work from home.

We asked students how their lives have changed since the onset of this pandemic. They told us about all the things they miss, what it’s like to learn online, and how they’re dealing with the uncertainty. But, they also pointed out the things that have brought them joy and peace amid the chaos.

Life as we know it, upended

Yesterday my school district announced that our school would be closed until May 5. Upon receiving the email, I immediately contacted my friends to share our responses. To most of my friends and me, this news was no surprise. Already finishing week one of quarantine, I find myself in a state of pessimism in regards to life in the midst of a pandemic. My days have blurred into Google Classroom assignments, hobby seeking, aimless searching on Netflix, and on exceptionally boring days, existential contemplation.

The dichotomy of chance freedom from school and yet the discombobulated feelings of helplessness and loneliness plague my time home alone. My parents are yet working and as an only child, I try my best to stay sane with blasting music and shows. Other times I call my friends to pass the time doing school assignments. Even then, schoolwork seems increasingly pointless.

With most of my classes being APs, the recent CollegeBoard update for the 2020 AP exams was a blow to my educational motivation. I am naturally a driven, passionate learner with intense intellectual curiosity. But in the midst of this chaos, I can’t help feeling like all the assignments from my classes are just busywork. I manage to stay afloat, keeping in mind that everyone is doing their best. Despite no ostensible end in sight, I hope this quarantine brings out the best in me, in society, and in nature.

— Brenda Kim, Valencia High School

The struggles (and joys) of distance learning

Although we do have online school now, it is not the same. Working from home is worse as I don’t care to admit, my work habits from home are not the best. I am easily able to procrastinate at home and having class in bed is not the best idea. Plus, I can no longer get the one on one help teachers provide if needed.

— larisa, california

The coronavirus affected me because now having to do school virtually is kinda hard because I don’t have much of a good wi-fi, and its nerve-racking to know about what we’re gonna do about the tests we have to take in order to pass because I do care about graduating, and going to next grade in order to keep going to finally graduate school and get my diploma I just hope this virus doesn’t affect anything else besides school.

— julien phillips, texas

I personally have to do 2-3 hours of work a day instead of the usual 8 hours (including homework), and it feels more tiring somehow. I’m in the comfort of my home all the time, but have to do this for a few hours, and it feels much more monotonous than 8 hours in a classroom, and that’s what everybody has been doing for a lot of their life.

But in that sense, it also feels a lot calmer not being around people constantly, having anxiety and autism. The people in classrooms are insane. It didn’t affect my life negatively by much, but it really makes me think. If the school system were like this in the near future, I think it would be much more sustainable, in many ways.

— Alexen, Lawrence, Massachusetts

I never understood how much social interaction I experienced at school until the end of the first week of my self quarantine. I had been trapped in my house with my family for about 5 days at that point, when my AP Language and Composition class had a Zoom conference. I had done them for other classes so I wasn’t exactly excited for the opportunity. It was just another zoom lecture.

As it turned out, it wasn’t a lecture, it was a conversation. It was a discussion about our last current events assignment that I didn’t know I desperately needed. The conversation was explosive. Differing opinions flew left and right, people brought their cats to join in the fun, family members popped in and out of the frames, and the controlled chaos felt incredible. I relished in the opportunity to argue and challenge their opinions. I didn’t even realize how isolated I was feeling until I was able to talk to them in a creative and intellectual setting once again.

— Yaffa Segal, New Rochelle High School

Finding new ways to socialize

Finding new ways to stay social has been essential, and recently, my friends and I all drove our cars to a large parking lot, parked more than 6 feet apart from each other, sat in our trunks, talked and enjoyed each other’s company for over an hour and a half. This was crucial in keeping our sanity. We missed each other and being in the presence of people other than our family; however, we were sure to maintain our distance and continue social distancing. We did not touch anything new and we stayed more than 6 feet apart from each other speaking about the adjustments we have been making and the ways we have been coping with all of the changes we are experiencing.

— Carly Rieger, New Rochelle High School

…[T]his “corona-cation” has given me a lot of time to reflect, and while I haven’t seen my friends in person for a week and half, I feel closer to them than ever. We’ve FaceTimed almost every day and we play some of our favorite group games; Psych and PhotoRoulette are two apps I highly recommend to have fun from the comfort of everyone’s homes.

Because my mom has a weak immune system, I’ve been quarantined since the moment my school closed, so social distancing has been a little more than 6 feet for me. However, my friends did make me a care package filled with my favorite candy and a puzzle which my family completed in a week.

— Jessica Griffin, Glenbard West HS Glen Ellyn, IL

Mourning canceled events

To say that this virus has completely changed my day to day living would just be an understatement. I went from having things to do from 7:20am to 8:45pm every week day to absolutely nothing. The whole month of March was going to be booked as well. I had activities such as the Wilmington Marathon that I work at and the Masters Swim meet that I was going to volunteer for. Then I had a club swim meet but everything got canceled. Everything that I was looking forward to just came to a halt and nothing is going to be postponed, just canceled.

— Ellen Phillips, Hoggard

As a High School senior, this quarantine has seemed to just chop off the fun part of our senior year. We had made it so far, and were so close to getting to experience all of the exciting events and traditions set aside for seniors. This includes our graduation, prom (which is a seniors only event at my school), senior picnic, theme weeks, and much more.

— Cesar, Los Angeles

Like many other students involved in their school theatre programs, I was severely affected by the closing of schools due the growing pandemic. My theatre company had been rehearsing our play for months and in an instant, we were no longer allowed to work on our show. The Texas UIL One-Act Play Contest was postponed because of the coronavirus, and while it is a reasonable action, it left an army of theatre students with nothing to do but vent through memes, TikTok, and other forms of social media. These coping mechanisms helped me, as well as my fellow company members, process the reality that after all the hard work we put in, we may never get to perform for an audience.

— Ryan C, Dawson High School

Living with mental, emotional and financial strain

The coronavirus is having a pretty significant impact on me. Physically, it’s reducing my daily physical activity to the point where the most exercise I get is walking around my house and dancing around my room to songs that make me feel like I’m not in the middle of a pandemic. Emotionally, it has also been very straining. My mom is a substitute teacher and she is out of work for the rest of the school year with no pay. I myself am missing my closest friends a lot right now, and feel lonely often.

— Sela Jasim, Branham High School

I struggle a lot with mental health. I have had depression and ptsd, as well as anxiety for years. Seeing people outside of my family is what keeps me sane, especially those closest to me. Having to FaceTime my therapist is weird and scary. Things are so different now, and I’m slowly losing motivation. My thoughts recently have been “don’t think about it” when I think of how long this could possibly last. I am scared for my grandparents, who live across the country. I feel like I haven’t spent enough time with them and I’m losing my chance. Everything is weird. I can’t find a better way to describe it without being negative. This is a really strange time and I don’t like it. I’m trying my hardest to stay positive but that has never been one of my strong suits.

— Caileigh Robinson, Bellingham, Washington

My mom is a nurse so she has to face the virus, in fact today she is at work, her unit is also the unit that will be taking care of coronavirus patients. My whole family is very afraid that she will get very sick.

— Maddie H., Maryland

Appreciating the good

Although we are going through a horrific time filled with all kinds of uncertainty, we are given the opportunity to spend more time with our loved family and learn more about ourselves to a broader extent while also strengthening our mental mindset. I can’t stress the amount of frustration I have to return to class and my everyday routine however, I’ve learned to become stronger mentality while also becoming creative on how I live my life without being surrounded by tons of people everyday.

— anthony naranjo, Los Angeles

Although I could list all the negatives that come with Covid-19, being a junior in high school, this quarantine has been a really nice calm break from a life that seemed to never stop. A break from 35 hour school weeks along with 15 hours worth of work, being able to sit down and do hobbies I missed is something I am really appreciating.

— Ella Fredrikson, Glenbard West, Glen Ellyn, IL

An upside to these past weeks of quarantine is being able to see my usually busy family more, especially my father. I’ve had more talks and laughs with my family the last few days than I’ve had in the past couple of months, which helped lighten such a stressful time in my opinion.

— Marlin Flores, Classical High School

Several months before the outbreak my mom randomly asked me what would I study if I could choose anything, not for a grade, not for any credit. Now, because of corona, I am learning Greek with my father! He can’t travel for work now and doesn’t attend meetings as frequently, so he is at home too.

— Lily, Seoul, Korea

How Can We Help One Another During the Coronavirus Outbreak?

In a series of recent Times articles , authors wrote about the need for solidarity and generosity in this time of fear and anxiety and the need for Americans to make sacrifices to ensure their safety and that of others in their community.

So we asked students what they and their friends, family and community could do to help and look out for one another during the coronavirus outbreak. Here is what they said:

Help your neighbors, especially the sick and elderly.

There are so many things we can do to help each other during this pandemic. Use gloves when you go shopping or are in public, masks if you think that it would be best for you, those who have more wiggle room financially can help out others who don’t have that same wiggle room financially and who are now struggling, buy groceries for those who can’t afford it or are at risk if they were to go out in public. Donate if you can, and help the elderly or those who desperately need it, and for goodness sake wash your hands and (for all that need to hear the reminder) SOCIAL DISTANCING IS A FRIEND. Social distancing is proven to help drastically, so please, social distance.

— Dakodah, Camdenton, MO

As a person, we have the ability to help our friends, families, elders, people with illnesses in our community and people with high risks of getting the virus. We can accomplish this by simply observing who may need help with shopping, for groceries or clothes, with yard work, or any kind of outside work that is done where there are rooms full of people, such as going to the bank. As a younger person and a person with a low risk of getting the virus, I have the capability to walk to places and go in and out of buildings with a smaller chance of getting the virus as compared to one of my elder neighbors. My friends and I can go around the neighborhood and see who needs help during this hard time, whether I have to give them money or food to help them out.

— Adrianna P, New York

Many elderly people in my vicinity suffer from chronic conditions and illnesses and there are others who often live alone. Going to the grocery store or the pharmacy can also be hassle for many. Due to the recent pandemic, people are stocking up necessities however, some people are not being practical and overstock, not leaving anything for others. Fights are breaking out in grocery stores and this is a dangerous situation to put the elderly in.

— Sydney, B

In our American society we tend to be very individualistic. This pandemic has truly proved that point as people do not care for other but themselves. During this time we should consider not only ourselves but the people in need, which are the elderly and young children. Instead of hoarding all the food share some with a neighbor or an old person that doesn’t quite have the ability to run around store to store grabbing what they can. Make sure when you feel ill or if a family member feels ill to stay contained in your home. If this is not an option you could always take your ideas to social media, posting ways to stay clean and making sure we support the people who need it.

— Marley Gutierrez, Pomona, CA

Stay connected.

We could help one another just by the simple ways of: texting your friends every now and then and keep them in check and give them positive reinforcements; call your far away family and report to them on how you are doing and make sure that they are doing OK as well; help elders that are not safe to go out by running errands for them.

— Xammy Yang, California

It’s really important for everyone to stay in contact with others. Be open to talking to people you don’t necessarily talk to all the time just so you can fulfill your own social requirements. It’s also important to listen to others and take into account their feelings. We are all in a time of stress and anxiety about the unknown and we have to just go with the flow and wait it out. I’m stressed about possibly missing milestones in my life, like prom and graduation, but there are others suffering. We all just need to be prepared, stay healthy, and reach out to others.

— Elysia P., Glenbard West HS, Glen Ellyn, IL

Stay apart.

The most important thing one can do during this time of uncertainty is to protect oneself, that is how one can protect others. By practicing social distancing, the risk of spreading germs or disease is reduced. From within one’s home, much can be done. Keeping in touch with close friends and family, donating money and food to those in need and not hoarding or stockpiling too much are all things one could do to support one’s community. Every little thing counts.

— Francheska M-Q, Valley Stream North

Honestly, as boring as it sounds, staying home is the best way we can help against the coronavirus. The second best in my opinion would be spreading the word and encouraging others to wash their hands often and to not go in large groups. Our number one priority should be protecting the elderly and people more vulnerable to getting the disease, or more likely for it to be fatal. If I were to get the virus, my chances of death would be very low, but I would be most worried about accidentally passing on the virus to an elderly person who might not be so lucky. Staying home, clean, and avoiding large groups is the safest and best way for us to help in efforts against the coronavirus.

— Christian Cammack, Hoggard High School In Wilmington, NC

Stay informed.

During this time of crisis, seeking accurate information should remain people’s main focus. Reading articles from trusted sources such as the CDC and New York Times rather than sensationalized media that spreads false rumors for attention will improve reactions to this scary situation because it has the potential to reduce panic and allow people to find ways proven to slow the spread of the virus.

— Argelina J., NY

Donate to those in need.

We can help one another during the virus break by doing online donations to people who need it the most, not taking supplies that you know you don’t need, and/or offering online support for those who have relatives that have the virus and want someone to talk to. We, as a community, can keep distance and update each other on the constant updating news.

— Marisa Mohan<3, NY

… donate food to food banks or homeless shelters. Food is even more of a necessity right now, so it is crucial that everyone has what they need because some people get their food from school or from work, which isn’t available at the moment. Finally, even if we feel we’re healthy and we’re not afraid to get the Coronavirus, it is very vital to participate in social distancing because it will help society overall.

— Bridget McBride, Glenbard West HS, Glen Ellyn, IL

Encourage positivity.

In my opinion, we should all do our best to help and encourage each other with healthy habits and staying positive. Too many people are worried about the coronavirus. What will happen because of this is more stress and anxiety. In turn, this leads to people stocking up on products and taking resources from other people who need them. As long as we all contribute and help one another, we will be able to keep things under control.

— Mieko, CA

Learn lessons for future preparedness.

I believe that this horrible trouble we are all put into is teaching our younger generations such as me, to be prepared when these unexpected events happen. We can help the elders and take care of them because if we don’t prepare next time then we will struggle to survive if the coronavirus becomes a long term thing. This situation is also bringing our communities together, or at least teaching us to. We can learn to share resources that maybe we have to much of. Just a couple days ago, my grandma had ran out of cleaning supplies and she didn’t have a working car at the time. My family and I decided to give her some of our extra supplies since we stocked up on so much. I believe that we can definitely use this time to help our minds grow and learn new things.

— Becky Alonso, CA

Things we shouldn’t do

“Desperate times call for desperate measures.” -Hippocrates This quote describes my opinion of the COVID-19 crisis. Our communities must make sacrifices in order to overcome the trials we are facing. Instead of describing what we should do, I am going to shortly convey examples of what our local communities shouldn’t do. We shouldn’t panic. Panic causes the nervous system to spark and will create unsettling emotions that will produce nothing helpful for the situation at hand. We shouldn’t buy abundant amounts of resources unless instructed to. Please be considerate towards these people because they probably are struggling a lot more than you at the moment. We should be mindful of others. I am not saying we have to interact with everyone (DO NOT DO THAT), but I am saying we should be kind when we do interact.

— Adrianna Waterford, Bloomington, IN

What Story Could This Image Tell?

In our Picture Prompt, “ Social Distancing, ” we asked students to write memoirs and poems inspired by the illustration above, or tell a short story from the perspective of one of the people pictured. In prose and poetry, they expressed a range of responses to the pandemic , from fear, panic and anxiety to resilience and hope.

Creative short stories

From the perspective of the Binocular guy:

I thought social distancing would be great, no one would bother me or interrupt my work. But actually doing it makes me realize that those things, those pains in my neck that would annoy me, are the things I miss the most. I miss the smell of Phyllis’s choking perfume. I miss Michael pacing around the office. I miss the way that Pam would bite her pen when she was focusing. I miss people. Now that I’m alone in my apartment, I hunger for human interaction. I have taken to staring out the window at people walking past and imagining the conversations they have. Oh how I wish to be a part of them, but I can’t risk going outside. I thought my window would cure my loneliness, but it has only made it worse. Social distancing has hurt me more than any virus could.

— Andrew B., Abilene

It’s another day in the city. Car horns honking, people scurrying over town, and there I am. No, not that person or the other. In the upper left corner. Do you see me? Yes, you found me! The only creature not on a screen. I have never understood why they sit there and look at their own devices. I enjoy sitting on the roof and looking at others. People watching is my favorite, but the only thing that most people are watching is a tiny screen. Everyone is wrapped up in their circumstances. Sick in bed with their computer, walking down the stairs with a device. But I’ll be here, waiting for someone to notice me — just the dog on the rooftop.

— Hope Heinrichs, Hoggard High School in Wilmington, NC

Opening to short story for the homeless man:

It’s so cold out today. My blanket is the only that is keeping me partially warm. Before today, my HELP sign got me a few dimes. That way I could buy some food. But today, the streets are empty. The only people passing by either have masks covering their face or run past me with their hands full of food and supplies. I wonder what’s going on?

— Ariel S., Los Angeles

Cold: That’s all he feels as he’s reclining on a random door.

Scared: That’s what he wants to avoid feeling as he sees people coughing around him.

Alone: That’s what he is as he wanders from place to place, looking for somewhere to spend the night.

Worried: That the door’s owner might make him leave his only sanctuary.

Pity: That’s the emotion he evokes on the few that are brave enough to wander the streets.

Remorse: That’s the emotion that the passersby show when they refuse to stop to help.

Cold: That’s all he feels as he realizes that he has no one.

— Laura Arbona, Hoggard High School in Wilmington, NC

Memoirs in the time of coronavirus

Trapped. The walls are closing in. Someone coughs from outside, I immediately close the blinds and clorox the window. The television is on loud. The person on the other end of the line of dad’s phone is obviously deaf because dad is yelling into our end. In line for the computer, I have been waiting for two hours.

— Allison Coble, Hoggard High School

It all began with just one human. After days there where more and more infected people and everything started to be different. We all thought it isn’t that bad and China is the only one who suffers but we were absolutely wrong … Now there are too much cities which are in quarantine and there are about 16 thousand deaths. I’m scared. And I can#t do anything than staying at home and pray. I often watch videos and try to distract myself. When people ask me what has changed I can say: Everything. The human has changed. The human attitude has changed. Just everything. It’s not surprising for me if you can’t find toilet paper or water. The people are going crazy because of this virus. They know that they can be in danger fast if they just make one false decision. In this time we all have our anxiety. Either we are scared of being infected or we are scared that a loved one is infected.

— jana.hhg, Germany

This pic remind to me that we live in this period. Under from the outbreak of pandemic’s coronavirus, we stop to go out in order to avoid each social contact. So, we stay our home every day, all day. Most of the people stop working regularly and they work from home. The schools and other utilities are closed down and remain still open grocery stores and services for essential products. The whole world is in quarantine. Our effort to be uninfected is captured from this pic.

— Joanna, Greece

This photo shows that even in a time where socializing is not advising, humans are naturally social and are still coexisting in this time of distancing. The way the artist drew this made me feel a sense of separation but also togetherness at the same time, which is similar to the way I feel now. We’re all living our different lives with different situations and yet, we’re all somewhat connected.

— Ella Shynett, Hoggard High School in Wilmington, NC

Its Day 3 of quarantine and its starting to hit. This picture shows us how people are pretty much keeping as much distance away from people as possible. They’re still living their lives normally, just alone. But at my house it’s anything but normal. Every time I touch a light switch, my mom swoops in and wipes it down with a Clorox wipe. When I have to itch my nose, my mom screams at me. But I know deep down she’s just trying to keep me and my sister safe from the virus. She mainly wants to protect my grandma, who is very vulnerable at this time. Its gonna take some time to adjust to this type of living, not seeing friends in person for weeks, or just going to starbucks. But I know that it will all pass in no time and we can go back to living our normal lives. I actually can’t wait for school to start for once.

— Dean, Glenbard West Highschool

Stuck inside with nothing to do I’m really bored can’t think of anything at all :/. All I can do is homework woohoo Cant see my friends all I can do is call Trying to get it all done before its due With this virus I sadly can’t even go to the mall Thinking of you and you and you Can’t wait to go back to school and walk the fourth grade hall!

— Isabella V Grade 4, Jefferson Township, NJ

Poem by The Lady Running With Toilet Paper:

TP TP Why do people have to hoard it It’s the coronavirus, not diarrhea Don’t’ jack up the prices, I can’t afford it One pack, that’s it It’s all I could find To those hoarding the toilet paper You make me lose my hope in mankind

As I rush down the vacant street I pass by some stores Some open, some closed As I scramble past the doors No one seems to be coughing But I can feel it in the air A dull creeping paranoia Assembling into a scare

Up the stairs I make sure to not touch anything Don’t forget to use your elbows Don’t touch the key ring In through the door, drop the TP, wash my hands Wipe down the counter, wipe down the door Make sure to cancel any plans

Sit in solitude Turn on the TV and watch the news All I’m able to think is, “Oh god we’re screwed!”

— Ellinor Jonasson, Minnesota

Is social distancing impractical, when we live at such close proximity, drink tea with the neighbors, or buy food from the Deli,

You could choose to be stubborn, and get frustrated from being indoors, or you could be compliant, And watch the birds soar,

In the end it’s our choice where we decide to look, The dirty wall to the left, or the canvas on the right,

— Saharsh Satheesh, Collierville High School, Tennessee

Our Mission

lllustration concept for covid science experiments

Science Lessons That Tap Into Student Curiosity About COVID-19

Teaching about coronavirus can make learning more relevant while helping students cope with feelings of uncertainty and instability.

Some students aren’t just wearing masks to class; they’re experimenting on them.

Inspired by the daily use of masks during the pandemic, fifth-grade students at New Albany Intermediate School in Ohio set out to measure the effectiveness of different mask types and brands by their ability to prevent droplet transmission. Using black lights, food coloring, and a range of mask brands, students learned how aerosol particles travel, how masks work to mitigate transmission, and how different types of masks offer varying levels of protection, says teacher Pete Barnes.

Teacher images of masks tested in science experiment

Barnes’s students aren’t the only ones using the pandemic as a teachable moment—educators all around the country have been developing lesson plans to help students make sense of the unprecedented time in history and take appropriate precautions to protect themselves, even as students increasingly return to in-person schooling.

“Kids think and talk about the pandemic all of the time, so it’s important they get accurate information based in science,” says Barnes. “When they research [the pandemic] on their own and perform experiments, they have deeper levels of understanding and ownership over topics that otherwise just seem scary and unpleasant.”

Though educators may be worried about inundating students with doom and gloom, weaving real-world context into lessons, especially during challenging times, can make students feel that their learning has more purpose and relevance . Additionally, having children explore their fears and unanswered questions can help them cope with feelings of uncertainty and instability, common during the pandemic, say psychologists. Just be careful not to dismiss or minimize their concerns outright, and give students the opportunity to opt out or choose other activities if learning about the pandemic is too much to bear.

“It’s not helpful to remove all mention of current events from the classroom, and... it’s also not helpful to spend all day, every day, engaging in heavy conversations,” writes Alex Shevrin Venet , a trauma-informed expert. “The key here is balance.”

The Science of Protecting Yourself

Mask testing: Before they launched into their experiments, Barnes says, students had their own opinions—and preferences—on masks but were curious about testing out what they’d heard from adults outside of class.

In one experiment, students put green food coloring in their mouths, exercised for two minutes while wearing masks, and then used a black light to spot how much food coloring transferred to the outside of their masks. This helped students understand how germs penetrate their masks and determine which cloth mask would be best for exercising.

Another group of students tested three different mask types (N95, surgical, and cloth masks) by spraying colored water on the inside of the mask. They found that the N95 mask was most effective at stopping the water from going to the outside; surgical masks ranked second, and cloth masks were third. In doing so, students “fulfilled standards related to scientific inquiry, data collection, forming hypotheses, and drawing conclusions,” says Barnes.

Teacher poster about hand washing during covide

Wash your hands: Stephanie Kearney’s students happened to be knee-deep in a science unit on microbes when the pandemic hit last year. To investigate infectious diseases, they attempted to diagnose a fictitious patient based on symptoms, says Kearney, who teaches seventh-grade students at Penn Alexander School in Philadelphia, Pennsylvania. Her students added COVID-19 as a potential cause of illness but ultimately determined that their patient had the common cold.

The project ended with students collecting data from scientific journals about the effect of hand hygiene on infectious disease risk, which they then used to determine the best method of handwashing. They shared what they learned in public service announcements (PSAs), which were posted around the school buildings. While the activity was originally planned for in-person instruction, students were still able to collaborate with their peers from a distance using digital tools like Jamboard, says Kearney.

Social distancing: As states reopen schools for in-person learning, teachers and students are gearing up for ways to safely return to the classroom. Second-grade teacher Melissa Collins of John P. Freeman Optional School in Memphis, Tennessee, says her students are working on a project called “Flatten the Curve.” After hearing a doctor present information on social distancing, students were tasked with thinking about ways to socialize with their friends safely, like using FaceTime or having air hugs. To show what they learned, they could make a skit, write a poem, or create a prototype.

Nanobots and Gizmos

Attacking the virus: At Coppell Middle School East in Texas, science teacher Jodie Deinhammer developed an engineering activity called “COVID Nanobots,” where her seventh-grade students designed a nanobot, or a microscopic robot, that mimicked a human cell but was able to attack and kill the coronavirus. Students familiarized themselves with COVID facts, considered which cell organelles their virus-buster would use to imitate real cell behavior, and sketched out a rough prototype of the nanobot on their iPads. In developing their nanobot concept, students answered questions such as “How does the nanobot get energy?” and “Is the nanobot cell more similar to a plant, an animal, or a bacteria cell?”

Teaching materials for covid science experiment

How viruses spread: Jennifer Sweaks, a biology teacher at Allen High School in Texas, developed a multitiered lesson plan that reflected the progression of the pandemic. In the early weeks of the module, Sweaks’s students learned about epidemiology by doing research on the Centers for Disease Control and Prevention (CDC) and World Health Organization (WHO) websites.

In addition, they completed an interactive simulation called Gizmo (this lesson was free, with an account), focused on disease spread, and explored the transmission and treatment of HIV using research studies by the National Institute of Allergy and Infectious Diseases. To incorporate multimedia, Sweaks created lesson plans on TEDEd that showcased how viruses jump from animals to humans and how funding for virus monitoring programs—and the lack thereof—have impacted global efforts on curbing emerging diseases.

Putting it into perspective: In a module designed by Heather Milo, instructional specialist with the Institute for School Partnership at Washington University in St. Louis, and middle school science teacher Mary Bueckendorf of Hawthorn Leadership School for Girls in St. Louis, Missouri, students shared their own experiences with the COVID-19 pandemic and the questions they had about the virus. Students then embarked on a quest to find out about pandemics of the past, how the coronavirus spreads, and how the spread can be contained. They also critically evaluated media and public health information about the virus and used social media to amplify preventive measures to reduce transmission.

The lesson has since been shared with local teachers in the entire St. Louis region, and one district even added a virtual field trip to the module where students watched a COVID test being performed in real life while having the opportunity to pose questions to the chief operating officer of the St. Louis County Department of Health.

The Antidote to Misinformation

Combating misinformation: Stephanie Toro, a former teacher and now an assistant professor at the Universidad de los Andes in Bogotá, Colombia, has been teaching her students how to read and interpret data with a focus on the misinterpretation of science around COVID-19. Her students analyzed both popular articles and more scientific articles from magazines like Scientific American , using a guide that helped them determine how scientific the articles were.

Toro asked students to examine the data presented in the articles separately, arrive at a conclusion themselves, and then compare with the narrative in the article. Having designed this lesson years ago, Toro has modified the selection of articles to make it appropriate for middle school and high school, and to fit whatever topic is timely—in this case, COVID-19.

Effective vs. ineffective treatment: In later modules of Sweaks’s multilesson plan, students explored the research on hydroxychloroquine, a medicine used to treat malaria and autoimmune disorders, which was briefly touted as a possible drug to prevent and treat COVID-19. Students read the results of controlled studies on the medicine in a TEDEd that Sweaks created that included a video about a couple who drank fish tank cleaner, believing it could prevent the coronavirus. To round out the module, Sweaks included a lesson on ecology that emphasized how protecting wildlife habitats could help prevent the next pandemic.

Vaccines and the future: Biology teacher Oshen Wallin teamed up with her coworker Leslie Schoof at Madison High School in Marshall, North Carolina, to help students conduct research about COVID-19 based on the questions they had about the virus, including what the vaccine trials entail and how the different COVID-19 vaccines work. Through the project, they learned how to conduct proper research and identify and analyze reputable, unbiased sources.

Working with school nurses and the county library system, students at Madison High then summarized what they learned and developed a website to display their information. The students even went on to present their research to the school superintendent, and they have plans to present to the school’s administration.

“The goal is to distribute their research to the community and beyond in hopes to inform others about COVID-19 with reputable information and possibly help save lives,” adds Wallin.

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Kids Write About the Pandemic

June 25, 2021, allison singer.

In the second part of our series of pandemic essays from kids, you’ll hear from Mira, in Kansas; Isaiah, in North Carolina; and Maria, in Texas. These three kids found themselves feeling difficult emotions, from sadness to anxiety. But they were able to find joy in new activities, time spent with family, and helping others.

Mira McInnes, age 12

Leawood, kansas.

Mira McInnes

I struggle with anxiety and depression. Up until March 2020, I was seeing my psychologist in person. COVID changed that almost overnight. Although it was weird, at first, talking to her through a computer screen, I quickly got used to it. I’ve been able to get the help I need, and I’m grateful for how much she has done for me. In between appointments, though, I needed to find a way to take my mind off things. So I turned to writing.

Over the past year, I’ve spent several hours, most days, writing short stories, poems, and songs about how I’m feeling and what my hopes for the future are. Staying unfiltered on paper or onscreen has helped me validate my struggles with mental health, and has allowed me to be open and honest with myself in a way I haven’t truly been before.

Isaiah Magala Destin, age 10

Charlotte, north carolina.

Isaiah Destin

The COVID pandemic has made me feel a lot of ways—good, sad, weird—but mostly sad. I haven’t seen my old friends in person. I can only FaceTime them on my mini tablet. My best friend, Leland, finally came to visit me a few weeks ago, which was great. But he was the only one who did all year.

Things seem to be getting better with the pandemic. At my school, I heard all the teachers got vaccinated! And sometimes you can take your mask off there for 20 minutes while exercising during P.E., which I like.

At home, I spend a lot of time playing with my cute twin siblings in and outside our apartment. I also draw a lot and make videos on my tablet, which makes my life better.

I feel sad that I don’t get to meet my family in Uganda and Florida. To tell you the truth, if COVID-19 weren’t real, I would not be that careful about getting sick. I wish COVID were so weak that it would become like chickenpox.

Maria Elena Suarez, age 13

Bellaire, texas.

Maria Elena Suarez

Becoming an official teenager in the middle of a pandemic was especially hard. I couldn’t tell how much of the angst, isolation, and moodiness I was feeling was because of adolescence and how much was due to very real fears for everyone I love, to lockdowns and quarantines, and to bad news from around the world.

How could I feel sorry for myself when the entire world was experiencing what I was? Every day, there were new challenges. First, school was canceled. Then it was virtual. No sixth-grade graduation. No goodbyes to my teachers or gift-giving. No signing our yearbooks. No vacation trips. No socializing with my friends. At all. Just faces on my iPad screen.

There was so much to be grateful for, though. The time I got to spend with my family. How creative we were about birthdays and holidays—most of them socially distanced and masked, in parks. I learned to sew masks. I made them for my family and myself and donated many to the seniors’ program in my city. That got me outside my own skin, helping someone else.

Two days after the government approved the vaccine for my age group, I rolled up my sleeve and got my first shot. It’s surreal that I’ve lived world history that I can tell my children and grandchildren about.

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‘A Year Full of Emotions.’ What Kids Learned From the COVID-19 Pandemic

T oo many young generations have been shaped by the global crises they faced—Depression-era poverty, Cold War nuclear fears. Add to them the COVID generation. The virus itself may typically go easier on kids than it does adults, but the mind of a child is another thing. It’s dependent on certainty, safety, the comfort of routine. Take all of that away—shutter schools, keep grandparents at a distance, cancel summer camps—and kids suffer. But as the following lightly-edited stories from young people show, they also grow and learn, gain maturity and wisdom. The virus has been tough; plenty of kids, it turns out, have been tougher.

Jeremy Liew, 13, Riverside, Conn.

The last year made me comfortable with being uncomfortable.

I was uncomfortable being singled out for how I look (I am an Asian-American Pacific Islander). A year ago, people looked at me with suspicions as if I had COVID-19 or brought it to my community. I felt embarrassed to be me. I usually use jokes or magic tricks in awkward moments, but people didn’t want to be around me. That made me empathetic to how others feel based on how they look.

Learning without the social cues of a classroom was difficult. At in-person school, I took notes when I could see that everyone around me did. During Zoom, I didn’t know what I was supposed to be doing. That made me take risks like asking my English teacher for help or raising my hand first to share my thinking. I learned change happens, pandemic or not. People adapt and become stronger even with uncertainty. I can deal with it too.

I am still uncomfortable. But now I am confident. I appreciate who I am. I am grateful for what I have (my education, health, and three annoying sisters). And I believe that people and science can make a difference, maybe with the help of a little magic!

Roman Peterson, 14, New York, N.Y.

The last year has been the year of getting to know COVID too well. Some people think kids don’t get COVID, or that, if they do, it’s no big deal. In our house, it was a big deal.

When our school announced it was going to remote learning in March 2020, I thought the pandemic might feel like vacation. But then my mom got COVID. She was really sick. We quarantined in our New York City apartment. My younger brothers and sister and I tried to stay away from her. But a few days after she was diagnosed, I got a fever. Doctors told me I had COVID, too. My fever lasted four weeks. I lost my appetite and got really bad headaches.

Researchers at New York Presbyterian/Columbia asked me to be in a year-long study. In the early stages, the study was one of the only ways I could get in-person care. The researchers saw me as many as four times a month. They took my blood and spit and even studied my braces to figure out how long COVID stays on kids’ teeth. I still get “COVID headaches.” But I know I’m lucky. COVID taught me not to take my health or the opportunity to be with people, in person, for granted.

I now have headaches less often. And our eighth grade graduation will be in-person. It will be the first time we’ll be together as a full grade since COVID began.

Mira McInnes, 12, Leawood, Kan.

I struggle with anxiety and depression, and although I was in a good place mentally when the first wave of COVID-19 cases hit in the U.S., the pandemic created a greater challenge for me.

Up until March 2020, I was seeing my psychologist in person. COVID changed that almost overnight. Although it was weird at first talking to her through a computer screen, I quickly became used to it. I’ve been able to get the help I need, and I’m grateful for how much she has done for me. In between appointments, though, I needed to find a way to take my mind off things. So, I turned to writing.

Over the past year, I’ve spent several hours most days writing short stories, poems, and songs about how I’m feeling and what my hopes for the future are. Staying unfiltered on paper or on screen has helped me validate my struggles with mental health and allows me to be open and honest with myself in a way I haven’t truly been before.

Nirav Pandey, 15, Kathmandu, Nepal

2020 was a year too unpleasant to remember, yet too hard to forget. I was expecting something totally normal. Nothing dangerous, nothing out of the blue. Just another ordinary year. However, 2020 was just another pandora’s box, waiting to be opened. The pandemic began taking a toll and I was already disheartened, knowing that things wouldn’t be the same for a very long time. Nothing could go worse, I assumed. I was dead wrong.

In December, I felt terribly sick. On the day I reached the hospital, I was grey with fatigue. I stayed for observation and a few check-ups. The results were distressing. In the matter of a few hours, my liver, heart and lungs were struggling to keep up. I was shifted to the ICU. Before I was put into the ventilator, I told my parents that I’ll be back soon, uncertain if I would ever see them again. Over the next four days, my health deteriorated significantly and there was little hope of my survival. In the nick of time, with the right treatment, I made it back to life, after what seemed an eternity. I greatly respect all front line workers.

I was diagnosed with Pediatric Inflammatory Multisystem Syndrome, a rare and dangerous disease discovered in April 2020 associated with COVID-19. The odds of me getting the disease were less than 0.5%. Through this struggle, I have come to realize how precious life is and the hurdles we need to overcome at every step.

Isaiah Magala Destin, 10, Charlotte, N.C.

The COVID pandemic has made me feel a lot of ways—good, sad, weird, but mostly sad. I haven’t seen my old friends in person. I can only FaceTime them on my mini tablet. My best friend Leland finally came to visit me a few weeks ago, which was great. But he was the only one who did all year.

Things seem to be getting better with the pandemic. I know President Joe Biden is doing his best to end COVID. At my school, I heard all the teachers got vaccinated! And at school, sometimes you can take your mask off for like 20 minutes while exercising during P.E., which I like.

At home, I spend a lot of time playing with my cute twin siblings in and outside our apartment. I also draw a lot and make videos on my tablet, which makes my life better.

I feel sad that I don’t get to meet my family in Uganda and Florida. To tell you the truth, if COVID-19 wasn’t real, I would not be that careful about getting sick. I wish that COVID was so weak that it would become like getting chickenpox.

Shanaya Pokharna, 12, Memphis, Tenn.

I had never imagined that at age 12, I would be witness to something so unusual, something that would become history—a pandemic, something people only hear about in textbooks. Unimaginable, unfathomable, unforgettable is how I describe 2020.

This was a year full of emotions. My mother was sick in an isolated room for 20 days. She got COVID-19 when the world was waking up to “just another flu” in early March. My father, who is an infectious disease physician, tirelessly cared for COVID patients in inundated hospitals, navigating the lack of supplies and finally contracting the infection himself.

2020 has matured me by a few years. I learned the virtues of compassion, patience, hard work, selflessness, dedication, gratefulness and passion towards one’s profession and family from my parents and people around me. There are so many things we take for granted—like family and friends—but 2020 has made me realize how important these things are. This whole experience has made me realize that we humans are capable of overcoming any adversities as we all strive to get over this catastrophe.

Abby Rogers, 11, Lahaina, Hawaii

I can’t believe all that has changed in one year. Like most kids, my school was shut down. Every day the news would report about the virus spreading quickly throughout the world, and it was scary for me because I have reactive airways disease. Due to my condition, my exposure to people outside of my family was limited. While my world became physically smaller, my online world began expanding. To give me something to do, my aunt recommended scientific livestreams, where I could learn from scientists from all over the world. Now, my new “best friends” are explorers who educate me on the importance of climate change, kelp forests, cotton-top tamarins and so much more!

The more I’ve learned, the more I’ve wanted to do something to help make the world a better place. I started by trying to become as eco-friendly as possible. I cut down on my single use plastics, ate less meat, and became an avid recycler. I have recently gone back to school two days a week and I’m super excited to be there. However, I was a little concerned as to why there wasn’t a recycling bin in my classroom, but my teacher kindly allowed me to bring one in!

Valentina Efendiev, 6, Jackson, N.J.

I got a purple skateboard. I also like to roller skate, ride scooters, and ride my bike on my driveway and in the park. I also like to paint and color. I am starting to paint a mermaid canvas and it has so many details. I drew a paw print and a flamingo in my art class. My class was on the computer. Now it’s in my classroom, but hopefully soon it can be in the art room.

In the winter I made a big snowman, and we had a big snowball fight. I hit Daddy in the glasses! He was O.K. And I did a chat with my friends and showed them my loose tooth, and they said it was really cool.

I used to ride horses but they shut down. My horseback teacher’s mom got sick, so we were meant to be away. I was sad because I couldn’t do gymnastics, swimming, or horseback riding anymore. Now I don’t know how to swim. I want to learn how to do a cartwheel.

As told to TIME via interview

Afton Campbell, 12, Surprise, Ariz.

I haven’t had COVID-19, but the pandemic still changed my life. Distance learning started in March 2020. Since then, I haven’t gone back to in-person school; I chose to continue online classes because I enjoy spending more time with my mom and baby sister. I’ve missed my teachers and friends, but I can wear pajamas!

My dad works at a cancer hospital. As other hospitals were busy treating COVID-19 patients, they transferred cancer patients to his hospital. I saw him less as he worked overtime.

Before the pandemic, my family visited my aunt in a memory care facility every week. I loved spending time with her and the other residents. Her facility has banned visitors since March 2020. We FaceTimed, but it wasn’t the same. Then she caught COVID-19. Watching her decline was horrible. She passed on New Year’s Eve, and our family had to hold her funeral virtually. When we needed our family most we couldn’t be together.

The pandemic changed my life, but not in entirely bad ways. I’m grateful to realize all the things I took for granted, like how lucky I am to be healthy and to spend time with my family.

Milo Ecker, 5, Randolph, N.J.

I like to have fun at home. My daddy makes movies for work, and we made a movie together. It’s called Puzzled . It’s about me doing a puzzle, but I’m missing a piece. And my little brother Elliot finds the piece! It’s a really good movie.

Sometimes I do grown-up workouts with my mommy and daddy, so I’m super strong. I like when my daddy makes hot dogs on the grill outside for dinner.

I didn’t go to school for a long time because there was a virus. Now I go to school. I learn science with my friends. I was in a play. I wore a costume and a mask. We wear masks whenever we’re at school. I bring a lot of masks in my backpack because I don’t like when my mask gets wet from spit.

Sammy P. Smith, 5, Urbana, Ill.

This past year has been very different for me. Daddy never went on any work trips. I homeschooled all year long. I only got to go into two stores. I read hundreds of books from the library. I went to lots of empty playgrounds. I went on lots of hikes in the woods. I’ve spent all year playing with my little brother. I got to go to a drive-through zoo and see a real camel! I barely got to play with any other kids outside of my family. I am looking forward to getting my vaccine so I can make new friends and go to stores with Mommy and Daddy.

Maria Elena Suarez, 13, Bellaire, Texas

Becoming an official teenager in the middle of a pandemic was especially hard. I couldn’t tell how much of the angst, isolation, and moodiness I was feeling was because of adolescence and how much was due to very real fears for everyone I love, lockdowns and quarantines, and bad news from around the world.

How could I feel sorry for myself when the entire world was experiencing what I was? Every day there were new challenges. First, school was cancelled, then it was “virtual.” No sixth-grade graduation, no goodbyes to my teachers or gift-giving, no signing our yearbooks. No vacation trips. No socializing with my friends. At all. Just faces on my iPad screen.

There was so much to be grateful for, though. The time I got to spend with my family especially. How creative we were about birthdays and holidays—most of them socially distanced and masked in parks. I learned to sew masks. I made them for my family and myself and donated many to the seniors’ program in my city. That got me outside my own skin, helping someone else.

Victoria Hanson, 11, Chadds Ford, Penn.

My last year has been full of yummy new treats. While at home during the pandemic, I developed a tasty new hobby—baking. It all started with a major project to bake a six-layer rainbow cake. The rainbow cake looked amazing! There unfortunately were “technical difficulties” with the purple, so it was just five layers.

After that, I continued baking cakes because I had a lot of fun. As I got better at baking I made bigger cakes. I taught myself to use a piping bag to decorate my cakes with flowers. I also learned how to make fondant for specialty designs such as animal shapes. The two most important lessons for bakers are to follow the directions in the recipe and to clean up their workspace. This last year has earned me a fancy new title. My new name is “Cake Boss.”

Rory Hu, 11, Cupertino, Calif.

Blame the Avengers. They took the Infinity Stones, altered the flow of time, and turned the world upside down. Seriously, 2020 felt so strange that it was as if we had entered a parallel timeline. Everything around me has gone virtual since: virtual school, virtual playdates, and even virtual birthday parties!

This “virtual” world made me feel anxious, lonely, and bored at first. Then it hit me that this past year my family has had a chance to spend more time together than ever before. Same with my friends. For example, I had no idea about one of my friend’s artistic skills until we began collaborating on a Zoom whiteboard. Although the real distance was very far, we got much closer virtually.

The world is as real as before, if not more so, despite all the virtual activity. The issues around me, such as the California wildfires and Asian hate crimes, are very real even though I learned about them online. The pandemic is not the only battle we are fighting. It’s time to get real and stand up for our future.

Pranav Mukhi, 11, South Setauket, New York

When I began school remotely in March 2020, I was excited at first. I thought that besides school, most of my life would stay the same. However, I soon realized that school shutting down meant that the other things I enjoyed, such as my evening routine of swimming and karate practices, would also come to a standstill.

With my newfound time, I needed a new hobby. I used all my savings to buy a 3D printer. It was so exciting! I started to design things even before the printer was delivered. I started off making simple designs like a pencil box for my sister. My passion for 3D printing also allowed me to help out my community during the pandemic. I worked with the Good Karma Engineering initiative to create reusable masks with 3D-printed designs.

Carolina Caraballo, 11, Bronx, New York

A year ago, I said goodbye to my life as I knew it and hello to the infamous year in quarantine—2020, the year I will never forget, a year full of changes I’m still getting used to.

As a student, I was asked to change how I learn. When quarantine began, I was midway through fifth grade. One day to the next, my bedroom, kitchen and dining table became my classroom and I had to learn how to learn on a screen. Online learning had its perks and was even exciting at first—can’t beat the comfort of being home. However, the seemingly endless Zooms, messy rooms and work spaces got old real quick. No amount of screen time could make up for in-person interactions with friends.

I am now in the sixth grade and have returned to in-person school two days a week. I’m grateful that I get to see teachers and friends face-to-face. I keep reminding myself that everything that 2020 has been will make for great lockdown stories to tell later and to look back on when we are older. I had a socially distanced eleventh birthday. I had endless family time. I learned how to make scrambled eggs and pancakes, banana bread and cake from scratch.

Twenty years from now, a kid just like me will be learning about what I went through, in a history class. And I think that’s pretty amazing!

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“Now is the time for unity”

About the author, antónio guterres.

António Guterres is the ninth Secretary-General of the United Nations, who took office on 1st January 2017.

The Covid-19 pandemic is one of the most dangerous challenges this world has faced in our lifetime. It is above all a human crisis with severe health and socio-economic consequences.

The World Health Organization, with thousands of its staff, is on the front lines, supporting Member States and their societies, especially the most vulnerable among them, with guidance, training, equipment and concrete life-saving services as they fight the virus.

The World Health Organization must be supported, as it is absolutely critical to the world’s efforts to win the war against Covid-19.

I witnessed first-hand the courage and determination of WHO staff when I visited the Democratic Republic of the Congo last year, where WHO staff are working in precarious conditions and very dangerous remote locations as they fight the deadly Ebola virus. It has been a remarkable success for WHO that no new cases of Ebola have been registered in months.

It is my belief that the World Health Organization must be supported, as it is absolutely critical to the world’s efforts to win the war against Covid-19.

This virus is unprecedented in our lifetime and requires an unprecedented response. Obviously, in such conditions, it is possible that the same facts have had different readings by different entities. Once we have finally turned the page on this epidemic, there must be a time to look back fully to understand how such a disease emerged and spread its devastation so quickly across the globe, and how all those involved reacted to the crisis. The lessons learned will be essential to effectively address similar challenges, as they may arise in the future.

But now is not that time. Now is the time for unity, for the international community to work together in solidarity to stop this virus and its shattering consequences.

S7-Episode 2: Bringing Health to the World

“You see, we're not doing this work to make ourselves feel better. That sort of conventional notion of what a do-gooder is. We're doing this work because we are totally convinced that it's not necessary in today's wealthy world for so many people to be experiencing discomfort, for so many people to be experiencing hardship, for so many people to have their lives and their livelihoods imperiled.”

Dr. David Nabarro has dedicated his life to global health. After a long career that’s taken him from the horrors of war torn Iraq, to the devastating aftermath of the Indian Ocean tsunami, he is still spurred to action by the tremendous inequalities in global access to medical care.

“The thing that keeps me awake most at night is the rampant inequities in our world…We see an awful lot of needless suffering.”

:: David Nabarro interviewed by Melissa Fleming

Ballet Manguinhos resumes performing after a COVID-19 hiatus with “Woman: Power and Resistance”. Photo courtesy Ana Silva/Ballet Manguinhos

Brazilian ballet pirouettes during pandemic

Ballet Manguinhos, named for its favela in Rio de Janeiro, returns to the stage after a long absence during the COVID-19 pandemic. It counts 250 children and teenagers from the favela as its performers. The ballet group provides social support in a community where poverty, hunger and teen pregnancy are constant issues.

Nazira Inoyatova is a radio host and the creative/programme director at Avtoradio FM 102.0 in Tashkent, Uzbekistan. Photo courtesy Azamat Abbasov

Radio journalist gives the facts on COVID-19 in Uzbekistan

The pandemic has put many people to the test, and journalists are no exception. Coronavirus has waged war not only against people's lives and well-being but has also spawned countless hoaxes and scientific falsehoods.

IMAGES

COVID-19 Posters and Infographics
Educational & Outreach Materials (COVID-19)
COVID-19 POEM
UNL Barkley Speech Language and Hearing Clinic At-Home Speech-Language
How to talk to your friends about COVID-19
College Students Across America Respond to the Impact of COVID-19

VIDEO

COVID-19 #funny #experiment
Speech On " My Family Vacation" #Easy & Short@swethaslearninghub2022
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5 lines on Corona Virus-covid 19 in English/Coronavirus(Covid 19)5 lines Essay Writing
#harshvardhanjain #motivation Harshvardhan Jain motivation speech.covid-19 student #covid19 #viral

COMMENTS

2 Minute Speech on Covid-19 (CoronaVirus) for Students
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.
What is coronavirus?
What is coronavirus? Coronaviruses are a family of viruses that affect animals. Occasionally, coronaviruses have been known to move from animals to humans. The coronavirus we're talking about today is a new virus, which causes an illness called COVID-19.
Facts about coronavirus
Published July 21, 2021. Coronavirus (or, as doctors and scientists call it, COVID-19) has been part of everyone's life since mid-March 2020, when most schools, businesses, and communities quickly changed how they operated to prevent the spread of the virus. Because the disease infected a large number of people all over the world, experts ...
How teachers can talk to children about coronavirus disease ...
Here are some suggestions about how teachers can engage students of different ages ( preschool, primary, lower secondary and upper secondary) on preventing and controlling the spread of COVID-19 and other viruses. Any conversations or activities should always consider the specific needs of children, the guidance provided by your school, local ...
Easy to Read COVID-19 Materials
Easy to Read COVID-19 Materials. Updated May 25, 2023. Español. Print. These Easy to Read COVID-19 materials were primarily developed for people with intellectual and developmental disabilities and others who read or listen with understanding below a third-grade level.
How to Write About Coronavirus in a College Essay
Writing About COVID-19 in College Essays. Experts say students should be honest and not limit themselves to merely their experiences with the pandemic. The global impact of COVID-19, the disease ...
How to talk to your friends and classmates about COVID-19 and ...
COVID-19 can affect anyone at anytime, if proper preventive measures aren't followed. If your friend is a victim of bullying, be kind and offer support. If your friend or classmate is bullying others - online or at school, be a positive role model, speak up when others are mistreated and question bullying behaviours.
Free Speech on Campus: COVID-19 and Beyond
Free Speech on Campus: COVID-19 and Beyond. February 11 & February 25, 2021. 12:00 PM to 1:00 PM ET. Free speech is central to democracies and part of the lifeblood of college and university communities. Knight Foundation research shows that student attitudes about and experiences of free speech were changing even before the disruptions of ...
Writing Prompts, Lesson Plans, Graphs and Films: 150 Resources for
Here are over 40 coronavirus-related Student Opinion writing prompts that cover an array of topics, like family life, dealing with anxiety, life without sports, voting during a time of social ...
How to Talk to Students about COVID-19
If students ask about the possibility of death, place emphasis on chances of recovery and allow parents to dive deeper into that conversation as they choose. It might be added that it is best to keep these discussions brief, as children, like adults, can become consumed by the "what-ifs" and inundated with constant talk of COVID-19.
How COVID-19 Changed Lives
Available in: English. ქართული. 12 May 2020. Being a school student can sometimes be challenging, but the COVID-19 pandemic has made getting an education, and life in general, even more difficult for young people in Georgia. With schools closed, lessons are being held remotely. All sports, school activities, and events have been ...
The impact of COVID-19 on student voice: Testimonies from ...
The COVID-19 pandemic disrupted the schooling of more than 1.6 billion students and youth, with the most vulnerable learners being hit hardest. Maintaining student voice and participation during the pandemic has been particularly challenging, exacerbating the pre-COVID-19 feeling of many students that their voices were not being listened to ...
12 Ideas for Writing Through the Pandemic With The New York Times
Writing can help us reflect on what's happening in our lives and form new ideas. We want to help inspire your writing about the coronavirus while you learn from home. Below, we offer 12 projects ...
5 Things Kids Need to Know About Coronavirus
5 Tips Kids Need to Know about Covid-19. 4. Cover your cough or sneeze. Coronavirus germs can travel through coughs and sneezes. That's why it's important to cover your nose and mouth with your elbow or a tissue when you cough or sneeze. Wash your hands afterwards, and, if you use a tissue, make sure to throw it away. 5.
How is COVID-19 affecting student learning?
In math, however, the results tell a less rosy story: Student achievement was lower than the pre-COVID-19 performance by same-grade students in fall 2019, and students showed lower growth in math ...
PDF Key Messages and Actions for COVID-19 Prevention and Control in Schools
3. Be a leader in keeping yourself, your school, family and community healthy. Share what you learn about preventing disease with your family and friends, especially with younger children. Model good practices such as sneezing or coughing into your elbow and washing your hands, especially for younger family members. 4.
What Students Are Saying About Living Through a Pandemic
March 26, 2020. The rapidly-developing coronavirus crisis is dominating global headlines and altering life as we know it. Many schools worldwide have closed. In the United States alone, 55 million ...
Science Lessons That Tap Into Student Curiosity About COVID-19
Her students added COVID-19 as a potential cause of illness but ultimately determined that their patient had the common cold. The project ended with students collecting data from scientific journals about the effect of hand hygiene on infectious disease risk, which they then used to determine the best method of handwashing. ...
TIME for Kids
Allison Singer. In the second part of our series of pandemic essays from kids, you'll hear from Mira, in Kansas; Isaiah, in North Carolina; and Maria, in Texas. These three kids found themselves feeling difficult emotions, from sadness to anxiety. But they were able to find joy in new activities, time spent with family, and helping others.
The impact of the COVID-19 pandemic on student voice: findings and
In 2020, UNESCO and the Council of Europe decided to collaborate on a research project with a view to examining the impact of the COVID-19 pandemic on student voice and particularly the consequences of the subsequent school closures on student voice opportunities in Europe and in the Middle East and North Africa (MENA).
What Kids Learned From the COVID-19 Pandemic
A year ago, people looked at me with suspicions as if I had COVID-19 or brought it to my community. I felt embarrassed to be me. I usually use jokes or magic tricks in awkward moments, but people ...
"Now is the time for unity"
The Covid-19 pandemic is one of the most dangerous challenges this world has faced in our lifetime. It is above all a human crisis with severe health and socio-economic consequences. The World ...
Key Messages for Young People and Adolescents During Covid-19 ...
have been in close contact with a person known to have COVID-19 or if you live in or have recently been in an area with ongoing spread of COVID-19. Follow the directions of your local health authority in seeking medical care. 7 Stay informed and follow advice given by your healthcare provider.
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