Many children may need ‘social or psychological support’ after a pandemic – THE Journal


COVID-19 Policy Fallout

Many children may need ‘social or psychological support’ after a pandemic

COVID restrictions have negatively impacted not only students’ learning progress but also their emotional well-being, according to a report released this month by MUSE Academy, a private New York-based institution that will serve students. preschool students. 3 in Grade 2 in the fall, with plans to increase grades as their students progress.

For the study, MUSE interviewed parents at public, private, and chartered institutions in New York City.

Among the findings: “Parents … noted a range of social and emotional impacts of isolation resulting from e-learning or ‘hybrid’ models of learning. 26% of parents surveyed noticed modest social and emotional symptoms. 24% observed social withdrawal; 19% saw less interest in friendships; 23% noted less interest in outdoor activities; and 9% said their children had suffered from depression or anxiety as a result of approaching school this year.

Overall, according to the survey, parents were satisfied with their students’ educational programs, “68% giving a grade of 4 or 5, 5 being extremely satisfied.” However: “Despite this, 51% of parents noticed a ‘moderate’ decline in learning in their children, while 30% observed a ‘noticeable’ decline and 10% saw a ‘severe’ decline in learning.”

“The results of this survey confirm how difficult this year has been for families in our city and highlight the challenges we face as educators in helping children make up for what has been a ‘lost year’ for. many students, ”said Deborah Bradley -Kramer, school principal of the MUSE Academy, in a prepared statement.

“The voices emerging from the survey underscore the real distress felt by so many parents trying to balance the safety of their children and the promotion of their intellectual development,” said Crocker Coulson, Founder and Chairman of the Board. by MUSE Academy. “As our city emerges from the pandemic, it is clear that not only do we need to invest in helping children catch up on school. And we must help them rebuild the rich network of relationships that often revolves around school and extracurricular activities.

MUSE Academy noted that “schools and teachers will have to work hard to make up lost ground and that many children may need social or psychological support to find a new balance.”

Further details can be found at

About the Author

David Nagel is Editorial Director of 1105 Media’s Education Technology Group and Editor-in-Chief of The newspaper and STEAM universe. A 25-year-old publishing veteran, Nagel has edited or contributed to dozens of tech, art and business publications.

It can be reached at [email protected]. You can also contact him on LinkedIn or follow him on Twitter at @THEJournalDave (K-12) or @CampusTechDave (Higher Education).


About Leslie Schwartz

Check Also

An analytical approach to inclusion

EUROPE The creation of the European Higher Education Area has led to changes in universities …

Leave a Reply

Your email address will not be published.