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Academic achievement gaps and social and emotional learning loss are all major concerns spiraling out of the coronavirus pandemic, especially for low-income students and students of color. Now parents, teachers and policymakers can add one more to that list of concerns: The "thriving gap."
A new study shows the combined impact of academic, social and emotional learning loss among high school students who learned remotely last year compared to those who attended school in person, coining the term thriving gap to characterize the negative repercussions that were nearly universal among all who learned remotely.
"Many news stories have reported on individual stories of teenagers who have suffered from anxiety, depression and other mental health challenges during the pandemic," says Angela Duckworth, a professor at the University of Pennsylvania, founder and CEO of Character Lab and lead of author of the new study published Wednesday in Educational Research, the peer-reviewed journal of the American Educational Research Association.
"This study gives some of the first empirical evidence of how learning remotely has affected adolescent well-being," she says.
The new research shows that high school students who attended school remotely during the COVID-19 pandemic suffered socially, emotionally and academically compared with those who attended in person, which seems obvious enough on its face.
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Race and income collide with school performance and the price of technology, and the result of that the students suffer. For students from low income communities with underperforming schools, their parents, and perhaps even schools cannot afford the technology to condict virtual learning, or engage in a productive learning environment.
It's difficult for some students to stay alert and interested in the material when in class in person, so what did they think was going to happen when students were basically forced into home-schooling?