opinion: examining the pandemic's impact on b.c. schools
there are indications of a deeply rooted problem that the pandemic has sped up: smartphones and social media are impeding the desire to learn and develop the skills to deeply connect with others
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a provincial directive, which came into effect this week, says students can only use personal mobile devices during instructional time if it's for educational purposes, for health or medical purposes, or for special needs. getty images
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as students and educators across our province enjoy a well-deserved summer break, there is a need to pause and take stock of where and how the pandemic has shifted the k-12 landscape.
if you talk to educators in b.c., they will tell you that their classrooms and school communities feel different. as some educational thinkers have put it, we are operating within a new normal — one where student engagement has taken a significant toll.
while there is little data yet to quantify this growing feeling, it is a sentiment echoed in staff rooms throughout the province, and by parents who sense similar disengagement with learning at home.
although conventional wisdom will chalk up wavering student focus to pandemic fatigue, there are indications of a deeply rooted problem that the pandemic has sped up.
dampened debate and discussion in classrooms, reduced quality and quantity of student work, diminished peer-to-peer social interactions before classes, in the hallways and during breaks, are not only symptoms of pandemic malaise, but part of a growing, decade-long dependence on smartphones and social media.
the pandemic simply supercharged and cemented preexisting technology and attention habits that have impacted school communities and student engagement.
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a student going into grade 10 next school year will have only had a high school experience informed by the pandemic. they walked into schools where students pulled out their phones instead of talking with each other before class, or sat at lunchroom tables playing games on their phones instead of enjoying more stimulating and spirited face-to-face banter.
thankfully, many features of the school community have begun to re-emerge, led by the efforts of teachers and senior high school students, a cohort that remembers the old community milieu. however, for students who may have forgotten or not seen, we need to redouble our efforts to showcase the importance of school community and relationships.
beyond knowledge acquisition, schools are critical places for students to develop social and emotional skills, a sense of community or civic duty, and a love of learning that can carry forward for the rest of their lives.
an educational posture that acquiesces to social trends, instead of leading and defining what commitment to learning and community look like, risks student motivation and school climates never fully recovering from the pandemic.
when it comes to managing smartphones in schools, for example, there is a chorus of teachers promoting self-regulation education. while this is noble and worthwhile, a look around a school hallway at lunchtime suggests we need to take a more concerted approach.
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smartphones and social media are not just zapping the presence of youth at dinner tables, they are leading to a cascade of mental health challenges at schools and impeding the desire to learn and develop the skills and etiquettes to deeply connect with others.
it is an open question which school policies and practices will achieve these goals or address these challenges. nevertheless, it remains clear that post-pandemic schools must serve as bulwarks against unhealthy technology habits that harm student wellbeing, and social and emotional development.
evidence-based practices that foster engagement and commitment to learning, such as service learning, classroom democracy and choice, and hands-on school and community initiatives also deserve renewed attention. although they may lack the buzz of new theories or approaches, they are proven stalwarts for igniting student passion.
educators live for the spirit of classroom debate, the joy of seeing the “aha” moments and the wheels turn, or those impactful and precious compliments from students that can often linger for an entire career.
like all of us, teachers are not impartial to the feedback of others — in this case, their students. they may remain stoic and professional until the final bell, but they are invariably impacted by the energy and interest of their pupils. a disengaged class can lead to disengaged instruction, and one where all participants become extrinsically driven.
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teachers in b.c. are experiencing varying degrees of burnout, and for good reason. however, there is something distinctly different about this collective exhaustion. it stems more from a psychological or spiritual depletion than from mental fatigue.
the good news is that despite the challenge, our province has attracted thousands of committed, caring, and purposeful teachers that remain resilient. ultimately, how they and students can be best supported going forward will be the defining question.
michael taylor is a teacher at hugh boyd secondary in richmond.
letters to the editor should be sent to sunletters@vancouversun.com. the editorial pages editor is hardip johal, who can be reached at hjohal@postmedia.com.
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