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How can educators leverage the COVID-19 pandemic to engage students in active learning? This collection of resources was curated to support high-school and middle-school teachers in bringing timely, high-quality material on the current COVID-19 pandemic into the "classroom" whether it be online, hybrid or physical. Each tile within the collection brings together a key resource on the topic and some sample activities, discussion prompts, or tools to generate ideas for teaching and learning. This teaching pack is…

Teaching Pack: Lessons

How can educators leverage the COVID-19 pandemic to engage students in active learning? This collection of resources was curated to support high-school and middle-school teachers in bringing timely, high-quality material on the current COVID-19 pandemic into their "classrooms," whether digital or physical.

This online curriculum produced by the COVID-19 Student Response Team at Harvard Medical School (HMS) …

This online curriculum produced by the COVID-19 Student Response Team at Harvard Medical School (HMS) is a resource portal containing information about Coronavirus in three formats tailored to elementary school students, middle school students, and high school and college age students. Modules for elementary students include a guided series of printable coloring pages. Middle school students can learn the science behind viruses and the timeline of COVID-19 via a series of videos, readings, and interactive…

The purpose of this protocol is to design an art assignment that communicates public health …

The purpose of this protocol is to design an art assignment that communicates public health information. This is inspired by the United Nations Global Call Out to Creatives, a campaign to marshal creative efforts in translating critical public health message to different communities. A provocative or eye-catching piece of art, video, or audio can transform evidence into a format that is both attractive and memorable. Resources Students may want to refer to the following resources…

This collection of resources from The New York Times is designed to help students and …

This collection of resources from The New York Times is designed to help students and educators stay updated on the COVID-19 outbreak, think critically about information, consider the “essential” questions the pandemic raises about our world today. Popular resources include a lesson on how coronavirus hijacks cell function, weekly data literacy activities, short Film Club documentaries on COVID-related stories, and daily writing prompts for students. The page is regularly updated with new student-centered content from…

This video and facilitator guide from KQED, aimed at students, talks about the importance of …

This video and facilitator guide from KQED, aimed at students, talks about the importance of social distancing, even for young people. The facilitator guide includes prompts for students to practice their writing, specifically about their personal experiences social distancing and their tips for survival. Educators have the option to integrate the resource directly to Google Classroom.

These resources from BrainPOP offer multiple ways to teach about coronavirus that are most appropriate …

These resources from BrainPOP offer multiple ways to teach about coronavirus that are most appropriate for younger students. After watching the anchor video, students can take quizzes or make a visual map of their learning through BrainPOP’s web-based tool. It also includes a worksheet about prevention, graphic organizer on fact vs. fear, and vocabulary flash cards.

This resource collection from Scholastic Classroom Magazines brings together age-appropriate information for teaching about the …

This resource collection from Scholastic Classroom Magazines brings together age-appropriate information for teaching about the coronavirus. Among the resources for middle school and high school students is an interview with a physicist who explains how sneezes (and mucus droplets) spread the disease, as well as an accessible article on pandemic preparedness.

This web portal from the Viswanath Lab at the Harvard T.H. Chan School of Public …

This web portal from the Viswanath Lab at the Harvard T.H. Chan School of Public Health brings together a wide variety of credible Coronavirus Disease 2019 (COVID-19) related information that is easy to access, digest, and act upon. The rapid spread of COVID-19 has simultaneously led to a rapid spread of information, misinformation, and disinformation related to the pandemic. This portal seeks to aid journalists, non-governmental organizations, and community members in navigating this deluge of…

These activities from Facing History and Ourselves encourage students to grapple with the ethics around …

These activities from Facing History and Ourselves encourage students to grapple with the ethics around social distancing, a new social norm with the spread of COVID-19. In particular, the activities in this resource help students explore the meaning of “common good” and consider its implications for collective action. Each activity includes reflection questions, which students can respond to through text, virtual discussion, or multimedia. This resource also includes student-facing Google Slides that can be integrated…

This resource library from National Geographic includes photos, videos, maps, and activities related to infectious …

This resource library from National Geographic includes photos, videos, maps, and activities related to infectious diseases. The resources within the collection focus on bacteria, viruses, fungi, and parasites. The resources within the collection would be useful to educators seeking to contextualize COVID-19 within the context of other infectious disease prevention and treatment efforts. Educators can filter by content type (e.g., video, infographic, activity) or by subject (e.g., biology, social studies, geography). Most resources are suitable…

This case vignette will be most useful to high-school educators looking to introduce COVID-19 to …

This case vignette will be most useful to high-school educators looking to introduce COVID-19 to their classroom. The case focuses on understanding why local and federal governments need to "implement guidelines for social distancing". Students will learn what "social distancing" means, and how it can involve population-based measures such as canceling group events and closing public spaces as well as individual-level behavior change such as staying home, working remotely, and avoiding of crowds. Students will…

This documentary uncovers the history of the 1918 flu epidemic—the worst epidemic in American history, …

This documentary uncovers the history of the 1918 flu epidemic—the worst epidemic in American history, which killed over 600,000 people. Since 2018 represents the centenary of this deadly epidemic, many are drawing parallels to the current, deadly flu season. The film is accompanied by a teacher’s guide, a timeline tracking the disease’s spread, and a photo gallery of the medical investigation of influenza.

This article in the Biomedical Science Journal for Teens compares two non-pharmaceutical approaches for addressing …

This article in the Biomedical Science Journal for Teens compares two non-pharmaceutical approaches for addressing COVID-19: mitigation approaches, which emphasize protecting the most vulnerable in the population, and suppression approaches, which minimize the spread of the disease until treatment is available. This article, written in plain language accessible to middle school and high school audiences, bases this comparison on a computer model for flu pandemic simulations, modified for COVID-19. The authors find that suppression strategies—which…

Welcome to the Incubator's Digital Repository

Our digital repository is a searchable library of selected resources that support learning and teaching about interdisciplinary and multidisciplinary population health challenges across the globe. It includes general resources (e.g., reports, articles, country profiles, data, etc.) and teaching resources (e.g., teaching cases, curated resource packs, and lesson-based teaching packs). Open-access sources are prioritized, and include peer-reviewed journals, global reports from multilateral institutions and alliances, and knowledge-related public goods from reputable research and policy organizations.

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Writing Prompts, Lesson Plans, Graphs and Films: 150 Resources for Teaching About the Coronavirus Pandemic

This cross-curricular resource collection, including math, history, science and music, helps students process, deepen and challenge their understanding of the pandemic and its effects on our society.

By The Learning Network

Since January, The Learning Network has published over 150 resources to help students process, deepen and challenge their understanding of the pandemic and its far-reaching effects on our society.

Via our daily writing prompts, we’ve asked students to share their experiences: finding joy in the face of isolation, staying fit, and managing social distancing and online schooling. Through our daily lesson plans, we’ve encouraged students to explore topics like the science of the virus, the history of global pandemics and the effects of social class.

Our graphs have encouraged students to analyze how interventions can slow the spread of the coronavirus, and our short films have helped students consider how the crisis has contributed to growing racism and inequality — and a need for ice cream. We also have a quiz to help educate students on the basics.

While our regular daily and weekly features are on hiatus during the summer, we’ll be back in September with many more resources for the new school year. Let us know what else we might add to this collection as the world continues to battle the virus by making a comment or emailing us at [email protected].

Teaching Resource Collections

A good place to start exploring the Learning Network’s materials on the coronavirus pandemic is our three in-depth resource collections below. Each includes student-centered activities and projects as well as a wealth of links to New York Times coverage.

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• Published: 22 September 2023

How does the COVID-19 pandemic influence students’ academic activities? An explorative study in a public university in Bangladesh

• Bijoya Saha 1 ,
• Shah Md Atiqul Haq   ORCID: orcid.org/0000-0001-9121-4028 1 &
• Khandaker Jafor Ahmed 2  

Humanities and Social Sciences Communications volume  10 , Article number:  602 ( 2023 ) Cite this article

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The global impact of the novel coronavirus (COVID-19) has spared no sector, causing significant socioeconomic, demographic, and particularly noteworthy educational repercussions. Among the areas significantly affected, the education systems worldwide have experienced profound changes, especially in countries like Bangladesh. In this context, numerous educational institutions in Bangladesh decided to temporarily suspend classes in situations where a higher risk of infection was perceived. Nevertheless, the tertiary education sector, including public universities, encountered substantial challenges when establishing and maintaining effective online education systems. This research uses a qualitative approach to explore the ways in which the COVID-19 pandemic has influenced the academic pursuits of students enrolled in public universities in Bangladesh. The study involved the participation of 30 students from a public university, who were interviewed in-depth using semi-structured interviews. Data analysis was conducted using thematic analysis. The findings of this study reveal unforeseen disruptions in students’ learning processes (e.g., the closure of libraries, seminars, and dormitories, and the postponement of academic and administrative activities), highlighting the complications associated with online education, particularly the limitations it presents for practical and laboratory-based learning. Additionally, a decline in both energy levels and study hours has been observed, along with an array of physical, mental, and financial challenges that directly correlate with educational activities. These outcomes emphasize the need for a hybrid academic approach within tertiary educational institutions in Bangladesh and other developing nations facing similar sociocultural and socioeconomic contexts.

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Introduction and background.

The current global issue, the COVID-19 pandemic caused by the novel coronavirus, is impacting both developed and developing nations (World Health Organization [WHO], 2020 ). Many countries have implemented worldwide lockdowns, enforced social isolation measures, bolstered healthcare services, and temporarily closed educational institutions in order to curb the spread of the virus. According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2020a ), the closure of schools, colleges, universities, and other educational establishments due to COVID-19 has impacted over 60% of students worldwide. The pandemic is inflicting significant damage upon the global education sector. University students, in particular, are grappling with notable disruptions to their academic and social lives. The uncertainties surrounding their future goals and careers, coupled with the limitations on social interaction with friends and family (Cao et al., 2020 ), have left them contending with altered living conditions and increased workload demands compared to the time before traditional classroom teaching was suspended. Despite these challenges, the university setting and its associated activities have become the sole familiar constant amidst their otherwise transformed lives (Neuwirth et al., 2021 ). The pandemic’s interference with academic routines has substantially interrupted students’ educational journeys (Charles et al., 2020 ). The shutdown of physical classrooms and the halt of academic operations due to university closures (Jacob et al., 2020 ) have disrupted students’ study routines and performance. Prolonged periods of solitary studying at home have been linked to heightened stress levels (e.g., depression), feelings of cultural isolation (e.g., loneliness), and cognitive disorders (e.g., difficulty in retaining recent and past information) (Meo et al., 2020 ). Many educational institutions have responded to COVID-19 by transitioning from traditional face-to-face instruction to online alternatives to minimize educational disruptions. However, research indicates that students often feel uncomfortable and dissatisfied with online learning methods (Al-Tammemi et al., 2020 ). Beyond the challenges posed by online education, such as limited access to electronic devices, restricted internet connectivity, and high internet costs, students are also faced with adapting to new online assessment techniques and technologies, engaging with instructors, and navigating the complexities of the shift to online delivery (Owusu-Fordjour et al., 2020 ).

Bangladesh, a South Asian developing nation, has also been significantly impacted by COVID-19. To prevent the virus’s spread, the country opted to close its educational institutions, leading to students staying home to maintain social distancing (Institute of Epidemiology Disease Control and Research [IEDCR], 2020 ). The higher education sector in Bangladesh encountered challenges during this period. The closure of educational institutions disrupted students’ learning activities (UNESCO, 2020b ; Al-Tammemi et al., 2020 ). Modern technology tools and software have become the means through which most university students engage in study-related tasks at home during their free time. The shift to online education is seen as a fundamental transformation in higher education in Bangladesh, departing from the traditional academic approach. However, for many teachers and administrators at Bangladeshi institutions, online education is a new frontier. Face-to-face teaching and learning have been the predominant mode at Bangladeshi universities for a long time, making it challenging to embrace the shift to an advanced online environment.

Bangladesh hosts more than 5,000 higher education institutions, encompassing both government and private universities, vocational training centers, and affiliated colleges, with an enrollment of 4 million students (Ahmed, 2020 ). In response to the health crisis, the government introduced emergency online education methods to enable students to continue learning despite temporary school closures. Challenges such as overcrowding, unequal access to technology compared to pre-COVID-19 times, and the difficulties in swift adaptation led to delays, teaching interruptions, and the adoption of extended distance learning. These issues were further exacerbated by the ongoing overcrowding, which posed a risk for the resurgence or spread of COVID-19 if in-person teaching were to resume. Undoubtedly, COVID-19 has left a profound impact on university education in Bangladesh. Despite numerous studies on COVID-19’s impact on a range of topics, the effects on higher academic activities in Bangladesh have received limited research attention. Shahjalal University of Science and Technology (SUST), a public institution and one of Bangladesh’s universities, stands as an example. Given the COVID-19 regulations, this study aims to investigate the effects of online learning on the academic endeavors of university students in Bangladesh. The study also seeks to assess students’ satisfaction with online education, their adaptability to this new format, and their participation in extracurricular activities during the COVID-19 period, in addition to their academic pursuits.

Literature review

The COVID-19 pandemic has had a notable impact on the landscape of online teaching and learning (Aldowah et al., 2019 ; Basilaia and Kvavadze, 2020 ; Khan and Abdou, 2021 ). Notably, Rameez et al. ( 2020 ) emphasize that a critical hurdle faced in Sri Lanka revolves around the lack of virtual teaching and learning proficiency among both educators and students, impeding a smooth educational process. University shutdowns and dormitory quarantines due to COVID-19 have significantly disrupted students’ learning abilities (Burgess and Sievertsen, 2020 ; Kedraka and Kaltsidis, 2020 ). Difficulties have arisen, encompassing challenges related to online lectures, exams, evaluations, reviews, and tutoring. While Kedraka and Kaltsidis ( 2020 ) laud online learning as modern, relevant, suitable, and advantageous, they also underline its drawbacks. Notably, it has led to a substantial loss of student social interaction, interrupting group learning, in-person interactions, and connections with peers and educators (Kedraka and Kaltsidis, 2020 ; Rameez et al., 2020 ).

In the context of higher education institutions in Bangladesh, Khan and Abdou ( 2021 ) propose adopting the flipped classroom method to sustain teaching and learning during the COVID-19 epidemic, an approach echoed in Alam’s ( 2021 ) comparison of pre-and post-pandemic students. Alam’s findings reveal better academic performance among post-pandemic students. Conversely, Biswas et al. ( 2020 ) report a positive attitude toward mobile learning among most students in Bangladesh, finding it effective in bridging knowledge gaps created by the pandemic. Emon et al. ( 2020 ) highlight discontinuities in learning opportunities in Bangladesh, emphasizing the need for technical solutions to maintain effective education systems during the pandemic. Ahmed’s ( 2020 ) study on tertiary students unveils a lack of technology and connectivity, leading to delays in coursework, exams, results, and class promotions. These disruptions have exacerbated student anxiety, frustration, and disappointment. Burgess and Sievertsen ( 2020 ) note students’ concerns about falling behind academically, missing job opportunities, facing post-graduation employment challenges, and enduring emotional pressure.

Rajhans et al. ( 2020 ) observe that the pandemic has driven significant advancements in academies worldwide, particularly in adopting online learning. A similar impact is seen in India’s optometry academic activities, where quick adoption of online learning supports both students and practising optometrists (Stanistreet et al., 2020 ). Consequently, educational events like commencement ceremonies, seminars, and sports have been postponed or canceled (Liguori and Winkler, 2020 ; Sahu, 2020 ; Shrestha et al., 2022 ), necessitating remote work for academic support staff (Abidah et al., 2020 ).

In higher education, teachers play a pivotal role in implementing online learning. The sudden shift to online education due to the pandemic has left some instructors grappling with limited IT skills and a challenge in maintaining the same level of engagement as in face-to-face settings (Meo et al., 2020 ; Wu et al., 2020 ). Furthermore, the transition has led to concerns about effective scheduling, course organization, platform selection, and measuring online education’s impact (Wu et al., 2020 ; Toquero, 2020 ). Zawacki-Richter ( 2021 ) predicts digital advancements in German higher education, driven by the crisis, faculty dedication, and higher expectations.

COVID-19’s influence on education extends to students’ mental well-being. Some students’ inadequate home networks have hindered access to online materials, exacerbating their distress (Akour et al., 2020 ). Mental health challenges stem from various sources, including parental pressures, financial strains, and family losses (Bäuerle et al., 2020 ). Long-term quarantine intensifies psychological and learning challenges, impacting students’ overall performance and study time (Farris et al., 2021 ; Meo et al., 2020 ). Blake et al. ( 2021 ) advocate for colleges to address students’ isolation needs and prepare for long-term effects on student welfare.

With its large population, Bangladesh grapples with challenges in effective technology adoption, especially with online education becoming an alternative system during the pandemic. The overcrowding issue has been exacerbated by the need for distance learning, causing skill transfer difficulties and delays. Given these circumstances, this study delves into how COVID-19 affects online education and Bangladeshi university students’ academic endeavors, offering insights from the students’ perspective. Unlike prior studies focusing on challenges, this research also uncovers opportunities triggered by the pandemic. Such a nuanced view of the impacts of COVID-19 on education will help formulate effective policies and programs to elevate online learning quality in Bangladesh’s higher education.

Methodology

Research design.

This study employs a descriptive research approach, which aims to portray a situation, an individual, or an event and illustrate phenomena’ connections and natural occurrences (Blumberg et al., 2005 ). A qualitative approach was adopted to analyze specific circumstances thoroughly. Grounded theory, developed by Glaser and Strauss in 1967, served as the overarching framework for this research (Denscombe, 2007 ). Grounded theory follows an inductive research approach that refrains from starting with preconceived assumptions and instead generates new questions as insights emerge. This methodology rests upon participants’ perspectives, experiences, and realities (Bytheway, 2018 ).

For this study, in-depth interviews were employed to assess how the recent pandemic impacted students’ academic engagement and the factors related to COVID-19 that influenced their academic activities. This examination sought to understand the pandemic’s implications on students, the facets of these consequences, and which students might be more susceptible to these effects concerning academic performance and engagement. Conducted over the phone, the in-depth interviews featured a relatively small of participants, leading to the choice of a descriptive study design. This design, however, is unable to establish causal relationships, which could be explored and compared using quantitative methodologies. Moreover, the potential influence of the interviewer’s presence during phone interviews was considered.

Study locations, population, and sample

This study delves into the academic challenges encountered by students during the COVID-19 lockdown. Shahjalal University of Science and Technology (SUST), a public university in Bangladesh’s Sylhet district, was purposefully selected for the study due to its high student enrollment. The participants consist of students from diverse disciplines of SUST. Employing purposive sampling, a non-probability sample technique, the research collected qualitative data through volunteers recruited via social media advertisements within a university group on Facebook. Participants were informed of the study’s objectives, and the data collection spanned from September 20 to October 3, 2021, supplemented by additional interviews from December 24 to December 27, 2021, to ensure data saturation. Information from 30 university students was gathered, covering a range of faculties. Table 1 provides an overview of participant’s age, gender, and educational level: 56.7% of participants identified as female, and 43.3% as male. In terms of educational distribution, 87% were enrolled in Bachelor’s degree programs, while 13% were pursuing Master’s degrees. The participants’ ages from 18 to 25 years, with a mean of 21.37 and a standard deviation of 1.99.

Data collection and data analysis

The research team, comprising a graduate student (B.S.) with qualitative research training, a sociology professor (S.M.A.H., PhD) with extensive qualitative and quantitative experience, and a sociology postdoctoral fellow (K.J.A., PhD), handled data collection and analysis. In-depth interviews, facilitated by a semi-structured interview instrument, were employed to gather for this qualitative study. This approach allowed participants to provide substantial insights by responding to open-ended questions on the research topic. The interviews explored the impact of COVID-19 on students’ academic activities, their online learning experiences, and the effects of the pandemic on educational pursuits. Ethical guidelines concerning confidentiality, informed consent, the use of data only for the present study, and non-disclosure were followed throughout the data collection, and the participation was voluntary, and they could withdraw their participation at any time during the research process. Participants were informed about the research through a participation information sheet prior to their involvement, and their consent was obtained in written form through email correspondence. Interviews were carried out in Bengali by the first author (B.S.) phone calls and were recorded. Subsequently, the recorded interviews were promptly transcribed into English using a word processing program.

The collected data underwent thorough analysis involving coding in Microsoft Excel, interpretation, and validation through discussions among the research team. Themes and subthemes emerged during the coding process, guiding the categorization and organization of data. Saturation was achieved after the 30th interview, indicating data sufficiency. The research team, without prior relationship with participants, ensured the reliability and credibility of the analysis through verbatim transcripts, individual and group analysis, and written notes.

The research identified eight themes (see Fig. 1 ) that characterized two main factors: the negative impact on student academic activities (see Fig. 2 ) and the positive impact on academic activities (see Fig. 3 ). The negative impact encompassed themes such as learning disruption, loss of social interaction, physical and mental health issues, financial struggles, and parental involvement. The positive impact included themes such as digital learning, adaptability, and engagement in online/offline activities. In-depth analyses were conducted for each theme, accompanied by citations indicating the participant’s identification number and gender.

Note: see Figs. 2 and 3 for subthemes of academic activities.

Negative impacts on student’s academic activities.

Positive impact on student’s academic activities.

Negative impact on student’s academic activities

Disruption in learning.

In the early months of 2020, the global spread of COVID-19 prompted the government of Bangladesh to close all educational institutions due to suspicious incidents. Participants unanimously expressed their initial surprise and frustration at the abrupt closure but soon recognized its necessity in the face of the pandemic. Libraries, seminars, and dormitories were immediately shut down. This posed a challenge for students residing on campus, who had quickly departed and lacked access to necessary resources. Academic and administrative activities across these institutions came to a halt. Alongside the strain of crowded classrooms, students voiced discontent, uncertainty, and anxiety about their studies, assessments, and outcomes.

Several participants shared their experiences:

“I used to follow the teachers’ instructions, attend lectures, and complete projects. But now that classes are suspended, my studying has come to a halt. I worry this pause might be prolonged.” (M 7 , M 14 , F 17 )

These students identified various obstacles to effective learning. They found the absence of a structured routine for attending classes and lectures at home demotivating. Although they kept busy with other activities, they noted a decline in their enthusiasm for education. They struggled to retain and apply the knowledge gained from classes, attributing it to the sudden disruption. Limited access to educational materials and books, often left behind in campus dormitories, also hindered their learning progress. Reading from the library, they mentioned, was a costly alternative. As a result, the inability to access essential resources posed a challenge. Furthermore, students found it difficult to concentrate on their studies due to unsuitable home environments, impacting their academic performance.

A participant shared:

“I need a quiet study environment, which I can’t find at home. I used to study at departmental seminars or the library. Even though I’ve been home, I still struggle to concentrate.” (M 1 )

Another student added:

“The university closed shortly after I enrolled. As a result, I missed out on getting to know my peers, professors, and seniors. I couldn’t enjoy the university’s cultural activities and events.” (F 30 )

Several participants said,

“The vast majority of their courses are laboratory-based. Taking these classes online during COVID-19 made them difficult to understand, and even the teachers struggled to understand them.” (M 4, M 19, F 29, F 30 )

Loss of social interaction

Students strongly desired to return to their educational environment and reconnect with peers and professors. Collaborative problem-solving and discussions with batchmates were a common practice, and the absence of in-person interactions disrupted this dynamic. They found comfort in studying together on campus, rather than in isolation at home. The prolonged separation from friends and classmates resulted in a breakdown of peer learning processes. While attempts were made to stay connected through digital means, participants found these interactions lacking in the vibrancy of face-to-face communication. Recalling earlier interactions for study or leisure became challenging, eroding the motivation to learn.

One participant noted:

“Group study is no longer possible due to the pandemic, and my interest in studying has waned. This could pose communication challenges even after the pandemic subsides.” (M 19 )

Others explained:

“I can’t interact with my friends or have the same enjoyment as before due to extended periods at home. This saddens me. It’s made studying with them much harder. I anticipate a communication gap post-pandemic, as we might forget how to engage openly.” (F 12 )

Another student expressed:

“I was admitted to the university, but it closed just a month later. This meant that I didn’t have the chance to get to know my fellow students, teachers, or seniors. I also missed out on the university’s cultural activities, concerts, and festivals.” (F 29 )

Physical health challenges

The participants pointed out that COVID-19 had wide-ranging effects on their daily routines. They noted shifts in sleep patterns, eating habits, and physical activity levels, leading to daytime fatigue, disrupted sleep, reduced appetite, and sedentary behavior, resulting in weight gain. These physical symptoms contributed to a sense of exhaustion, weakness, and overall discomfort. Many participants linked these physical challenges to their waning interest in studying at home, creating a disconnect from their academic pursuits.

One participant shared:

“I have gained weight due to excessive eating and spending all day at home. My body feels heavy, my mind feels foggy, and I experience a mix of happiness and lethargy. Is this is an environment conducive to studying?” (M 4 )

Another student explained:

“I have polycystic ovarian syndrome (PCOS), which requires a balanced lifestyle. I exercised and ate well on campus, keeping my physical condition in check. But with the shift to remote learning, my routine changed, worsening my physical health. This has affected my concentration on studies, adding to my frustration.” (F 9 )

Mental health challenges

Stress emerged as a prevailing mental health concern among participants. They exhibited heightened anxiety, not only due to the pandemic itself but also concerning their educational commitments. In addition to fears of contracting COVID-19, participants expressed concern about maintaining organization, motivation, and adapting to new learning methods. Worries extended to upcoming courses, exams, result publication, and starting a new academic year. The post-epidemic landscape was also concerned with the potential pressure to expedite course completion. These uncertainties overshadowed the primary goals of their educational journey.

A number of participants found themselves increasingly frustrated when contemplating their future professional aspirations. Their anxiety and anger stemmed from the inability to finish their final year of university as planned. The pandemic further amplified their concerns about securing employment and setting a stable foundation for themselves. They argued that an extended academic year could impede their career opportunities and create challenges in securing a post-graduation job. Moreover, there was a prevailing fear that their relatively advanced age might hinder their employability in Bangladesh.

Several participants elaborated:

“Most government and private sector jobs in Bangladesh have age restrictions. Exam topics often diverge from the academic curriculum. The prolonged academic year due to COVID-19 makes me uncertain about my job prospects. Global economic instability adds to my worries. This anxiety affects my ability to focus, leaving me disinterested in everything, including studying .” (M 16 , M 4 , F 10 )

For female participants, the pressure to marry before completing their education emerged as an additional concern, leading to emotional distress and academic setbacks. Some female participants added:

“Given the uncertainty surrounding when the pandemic would conclude and when we would have the opportunity to complete our studies, our families urged us to consider marriage before finishing our education. This predicament weighed heavily on us, causing a sense of melancholy, and subsequently, academic performance suffered as we grappled with the idea of getting married before our graduation.” (F 17 , F 20 , F 21 , F 10 )

Financial crisis and parental involvement

COVID-19’s economic impact was deeply felt among participants, who relied on part-time jobs or tuition to support themselves. The abrupt halt in academic and work activities severely impacted their financial stability. With local and global economies suffering, family incomes dwindled, making it harder for students to afford internet connectivity and online resources.

“My ability to attend online classes suffered due to my family’s limited finances. I feared my grades would suffer and I might fail courses.” (F 28 )

Additionally, the prolonged closure of institutions resulted in difficult conditions for many students. Financial hardships and familial challenges, such as job loss, reduced income, and parental pressure, further exacerbated students’ emotional distress. Having lost a parent before the pandemic, some students found it even harder to make ends meet.

One participant explained:

“I supported my family and myself with tuition before COVID-19. Losing my father earlier made me the sole provider. But with COVID-19, I had to forfeit my tuition and supporting my family became a struggle.” (M 27 )

Positive impact on student academic activities

Adoption of digital learning processes.

Amidst the challenges posed by the pandemic, integrating technology into education stands out as a significant advantage. The global situation intensified the strong connection between technology and education. The closure of institutions led to a swift transformation of on-campus courses into online formats, turning e-learning into a vital method of instruction. This shift extended beyond content delivery to encompass pedagogy and assessment methods changes. The participants adapted to Zoom, Google Meet, and Google Classroom platforms for attending online lectures. They found pre-recorded classes accessible through online media, simplifying note-taking. Asking questions online became convenient, and submitting online assignments posed no significant hurdles. Many students also embraced the opportunity to engage with the free online courses from platforms such as Coursera, edX, and Future Learn, further enhancing their skill sets.

“Recorded lectures are a boon; I can revisit them whenever I want. I don’t need to focus on note-taking during class since I can easily access the lectures later.” (F 3 )

Another participant noted:

“I enrolled in several free online courses during COVID-19, using platforms such as Coursera, edX, and Future Learn. These tasks boosted my productivity and introduced me to the world of freelancing.” (F 6 )

Cultivation of adaptability

The pandemic propelled digital technologies to the forefront of education. The transition to digital learning required both educators and students to enhance their technological literacy. This shift also paved the way for pedagogy and curriculum design innovation, fostering changes in learning methods and assessment techniques. As a result, a large group of students could simultaneously engage in learning. Forced to embrace technology due to the pandemic, participants improved their digital literacy.

Participants commended the Bangladeshi government’s shift from traditional face-to-face learning to online education as a necessity. They recognized the efficacy of online learning in the local context and found inspiration in mastering new technologies. Many educators sought to improve the effectiveness of online courses, making the most of available resources. Participants gained familiarity with technology tools and demonstrated their adaptability and commitment to mastering new skills.

A male participant said:

“An unexpected opportunity arose amidst the pandemic. Virtual learning was the need of the hour. Adapting to this sophisticated technology was initially challenging, but I eventually became comfortable with the new mode.” (M 29 )

Integration of online and offline activities

The pandemic prompted students to diversify their activities. They devoted time to hobbies such as farming, painting, gardening, and crafts. Engaging in extracurricular activities such as cooking, volunteering, attending religious events, and using social media platforms such as Facebook and Instagram became a norm. Some events created uplifting content for social media, using platforms as a potential source of income. Others embarked on online entrepreneurship ventures, reflecting their entrepreneurial spirit. Volunteering became appealing, bridging the gap between virtual and physical engagement.

Two participants shared:

“I wasn’t part of any groups during my student years. However, I joined several volunteer groups during COVID-19. These efforts included both offline initiatives such as distribution of food and masks, online initiatives.” (F 15 , M 18 )

Another participant shared:

“I had time for myself after extensive studying. I explored various creative pursuits, cooked using YouTube recipes, and found joy in them. I am considering a career in cooking.” (F 11 )

Another participant expressed:

“Amidst this time apart, many companies and organizations offer unpaid internships. I have participated in such an internship, attended seminars, conferences, workshops, and events. This period has enriched both my soft and hard skills, and I have participated in various physical and online events.” (M 22 )

The primary objective of this study was to assess the impact of COVID-19 on the academic activities of university students. The study aimed to understand students’ satisfaction with online education during the pandemic, their responses to this learning mode, and their engagement in non-academic activities. The pandemic has significantly disrupted not only regular teaching and learning at our university but also the lives of our students. Amid this outbreak, several students found solace in spending quality time with their families and tackling long-postponed household chores. It is crucial to acknowledge that a diverse range of circumstances, personalities, and coping mechanisms exist within human communities like ours. Despite these variations, the resilience exhibited by the individuals in this study stands out remarkably.

In recent research, educational institutions, particularly public universities, adopted digital online learning and assessment platforms to respond to the pandemic (Blake et al., 2021 ; Wu et al., 2020 ). Consequently, participants in our study discussed their experiences with digital platforms during COVID-19, highlighting both positive and negative impact on academic activities (see Figs. 1 – 3 ).

Our findings demonstrate that online learning offers benefits by enhancing educational flexibility through the accessibility and user-friendliness of digital platforms. These findings align with those of Kedraka and Kaltsidis ( 2020 ), who identified convenience and accessibility as primary advantages of remote learning. Moreover, Burgess and Sievertsen ( 2020 ) emphasized the potential of distance learning and technology-enabled indirect instruction, while Basilaia and Kvavadze ( 2020 ) underscored technology’s role in driving educational adaptation during a pandemic.

According to our study, the pandemic led to students’ significant loss of social connections. Collaborative group study plays a pivotal role in conceptual understanding and academic progress. However, due to the outbreak, students’ routine group study sessions in libraries or on campus, face-to-face interactions, and conversations with peers and educators suffered setbacks. These disruptions might potentially impact their motivation for sustained high-level learning. Participants voiced concerns about online learning, including the absence of human interaction, challenges in maintaining audience engagement, and, most notably, the inability to acquire practical skills. These limitations have been observed previously, indicating that these teaching and learning methods are hindered by constraints in conducting laboratory work, providing hands-on experience, and delivering comprehensive feedback to students, leading to reduced attention spans (Zawacki-Richter, 2021 ).

Likewise, Naciri et al. ( 2020 ) highlighted educators’ difficulties in sustaining student engagement, multitasking during virtual sessions, subpar audio and video quality, and connectivity issues. In our study, students reported that the quality of their internet connection directly influenced their online learning experience. They also expressed frustration at the extended screen time and feelings of fatigue. To address these concerns, experts recommended utilizing tools such as live chat, pop quizzes, virtual whiteboards, polls, and reflections to structure shorter, more interactive sessions.

Consistent with prior research, our recent poll findings suggested that participants were more surprised than disappointed by the swift decision to close educational institutions nationwide. Moreover, the study revealed that the prolonged closure of universities and confinement to homes led to substantial disruptions in students’ learning, aligning with findings from various studies that highlight disturbances in daily routines and studies (Meo et al., 2020 ), limited access to educational resources due to closed libraries, difficulties in learning at home, disruptions in the household environment, and challenges in retaining studied material (Bäuerle et al., 2020 ). All participants expressed some degree of apprehension. Staying at home exacerbated both physical and mental health issues. Study habits suffered, and interest in learning waned. Physical health concerns excessive daytime sleepiness, disrupted nocturnal sleep patterns, decreased appetite, sedentary behavior, weight gain or obesity, as well as feelings of fatigue, dizziness, and listlessness. Toquero ( 2020 ) noted similar issues, outlining the impact of COVID-19 on children’s mental health and educational performance. Delays in examinations, results, and promotions to the next academic level intensified student stress, echoing findings by Sahu ( 2020 ).

As an unintended outcome of the pandemic, online alternatives to traditional higher education have gained prominence, particularly in Bangladesh. However, these methods are not without their limitations. The study identified persistent challenges in Bangladesh’s online education system, including a lack of electronic devices such as laptops, smartphones, computers, and essential tools for online courses. Additionally, limited or absent internet access, expensive mobile data packages or broadband connections, disruptions during online classes due to slow or unstable internet speeds, and frequent power outages in both urban and rural areas hamper the efficacy of online learning. These findings echo prior research (Aldowah et al., 2019 ; Liguori and Winkler, 2020 ).

Amidst the challenges, the study also unveiled positive outcomes in academic pursuits. Students reported spending more time engaging with television, movies, YouTube videos, computer and mobile device gaming, and social networking platforms like Facebook and Instagram compared to pre-pandemic times. Some students even took a break from their studies due to university closures. They capitalized on online platforms such as Coursera, edX, and FutureLearn during their downtime at home, while others embraced hobbies like cooking and drawing. Furthermore, students actively participated in voluntary extracurricular activities, such as freelancing, unpaid internships, remote jobs, virtual conferences, seminars, webinars, workshops, and various competitions. These findings parallel those of Ali ( 2020 ), underscoring students’ varied engagement during the pandemic. In response, students proposed suggestions for enhancing educational operations, including reducing homework loads, minimizing screen time, and improving lecture delivery. Scholars like Ferrel and Ryan ( 2020 ) have recommended reducing cognitive load, enhancing engagement, implementing identity-based access, introducing case-based learning, and employing comprehensive assessments.

In conclusion, this study sheds light on the multifaceted impacts of COVID-19 on university students’ educational experiences. The pandemic prompted an accelerated shift towards digital learning, demonstrating advantages and limitations. Despite the challenges, students exhibited resilience and adaptability. As we navigate these uncharted waters, embracing the positive aspects of technology-enabled education while addressing its challenges will be pivotal for ensuring continued learning excellence.

Bangladesh boasts diverse educational institutions, ranging from colleges and universities to schools and beyond. The widespread repercussions of the COVID-19 pandemic have jolted the global academic community. This study delves into how COVID-19 has influenced students’ academic performance, encompassing emotional well-being, physical health, financial circumstances, and social relationships. However, certain aspects of the curriculum, particularly science and technology-focused areas involving online lab assessments and practical courses, present challenges. Despite its adverse effects on academic activities, COVID-19 has ushered in positive outcomes for several students, revealing successful interactions with virtual education and contentment with online learning methods.

This study paves the way for further research to refine the online learning environment in Bangladeshi public universities. The findings indicate that the current strategies employed for online university teaching may lack the motivational impetus required to elevate students’ comprehension levels and actively involve them in the learning process. Consequently, there is room for conducting additional studies to enhance the online learning experience, benefiting both educators and students alike. Higher education institutions need to exert concerted efforts to establish sustainable solutions for Bangladesh’s educational challenges in the post-COVID era. A hybrid learning approach, blending online and offline components, emerges as a potentially effective strategy to navigate future situations akin to COVID-19. A collaborative effort involving governments, organizations, and educators is imperative to bridge educational gaps within this framework. Governments could play a pivotal role by providing ICT training to instructors and students, fostering a more technologically adept academic community.

This research furnishes policymakers with insights to devise strategies that mitigate the detrimental impacts of crises such as pandemics on the educational system. Notwithstanding its limitations, including a confined sample size and the sole focus on a single university within a specific country, the study contributes valuable data. This research serves as a foundation, particularly in a science and technology-focused institution where the transition to online formats is intricate due to the nature of practical courses and lab work. This information could prove invaluable to Bangladesh’s Ministry of Education as it formulates policies to counteract the adverse effects of crises on the educational realm.

Furthermore, this study serves as a springboard for subsequent investigations into the far-reaching implications of COVID-19 on academic engagement. Expanding the scope, larger-scale studies could be conducted in various locations to enrich the data pool. Additionally, considering the perspectives of professors and other stakeholders within higher education is an avenue for future exploration. Employing quantitative research methodologies with substantial sample sizes can ensure the broader applicability of the results. This study offers a multifaceted view of how COVID-19 has permeated students’ academic pursuits, opening doors for comprehensive research and proactive policy-making in education.

Data availability

The data collected from the participants in the study cannot be shared, since participants were explicitly informed during the qualitative data collection process that their information would remain confidential and not be disclosed. Participants provided consent solely for the collection of relevant data for the study.

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Saha, B., Atiqul Haq, S.M. & Ahmed, K.J. How does the COVID-19 pandemic influence students’ academic activities? An explorative study in a public university in Bangladesh. Humanit Soc Sci Commun 10 , 602 (2023). https://doi.org/10.1057/s41599-023-02094-y

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Greater Good Science Center • Magazine • In Action • In Education

Six Online Activities to Help Students Cope With COVID-19

At the peak of the COVID-19 pandemic, UNESCO estimates that 91.3% of the world’s students were learning remotely, with 194 governments ordering country-wide closures of their schools and more than 1.3 billion students learning in online classrooms.

Now that the building blocks of remote education have been put into place and classroom learning is underway, more and more teachers are turning their attention to the mental health of their students. Youth anxiety about the coronavirus is rising , and our young people are feeling isolated, disconnected, and confused. While social-emotional education has typically taken place in the bricks and mortar of schools, we must now adapt these curriculums for an online setting.

I have created six well-being activities for teachers to deliver online using the research-based SEARCH framework , which stands for Strengths, Emotional management, Attention and awareness, Relationships, Coping, and Habits and goals. Research suggests that students who cultivate these skills have stronger coping capacity , are more adaptable and receptive to change , and are more satisfied with their lives .

The virtual activities can be used for specific well-being lessons or advisory classes , or can be woven into other curricula you are teaching, such as English, Art, Humanities, and Physical Education. You might consider using the activities in three ways:

• Positive primer: to energize your students at the start of class to kickstart learning, prompt them to think about their well-being in that moment, get them socially connected online, and get their brain focused for learning.
• Positive pause: to re-energize students at a time when you see class dynamics shifting, energy levels dropping, or students being distracted away from the screen.
• Positive post-script: to reward students and finish off the class in a positive way before they log off.

Rather than viewing these activities as another thing you have to fit in, use them as a learning tool that helps your students stay focused, connected, and energized.

1. Strengths

Activity: Staying Strong During COVID-19 Learning goal: To help students learn about their own strengths Time: 50 minutes Age: 10+

Prior to the lesson, have students complete the VIA strengths questionnaire to identify their strengths.

Step 1: In the virtual class, explain the VIA strengths framework to students. The VIA framework is a research-based model that outlines 24 universal character strengths (such as kindness, courage, humor, love of learning, and perseverance) that are reflected in a student’s pattern of thoughts, feelings, and actions. You can learn more about the framework and find a description of each character strength from the VIA Institute on Character .

Step 2: Place students in groups of four into chat rooms on your online learning platform and ask them to discuss these reflection questions:

• What are your top five strengths?
• How can you use your strengths to stay engaged during remote learning?
• How can you use your strengths during home lockdown or family quarantine?
• How do you use your strengths to help your friends during COVID-19?

Step 3: As a whole class, discuss the range of different strengths that can be used to help during COVID times.

Research shows that using a strength-based approach at school can improve student engagement and grades , as well as create more positive social dynamics among students. Strengths also help people to overcome adversity .

2. Emotional management

Activity: Managing Emotions During the Coronavirus Pandemic Learning goal: To normalize negative emotions and to generate ways to promote more positive emotions Time: 50 minutes Age: 8+

Step 1: Show students an “emotion wheel” and lead a discussion with them about the emotions they might be feeling as a result of the coronavirus pandemic. You can use this wheel for elementary school and this wheel for high school.

Step 2: Create an anonymous online poll (with a service like SurveyMonkey ) listing the following 10 emotions: stressed, curious, frustrated, happy, angry, playful, sad, calm, helpless, hopeful.

Step 3: In the survey, ask students to enter the five emotions they are feeling most frequently.

Step 4: Tally the results and show them on your screen for each of the 10 emotions. Discuss the survey results. What emotions are students most often feeling? Talk about the range of emotions experienced. For example, some people will feel sad when others might feel curious; students can feel frustrated but hopeful at the same time.

Step 5: Select the top two positive emotions and the top two negative emotions from the survey. Put students into groups of four in virtual breakout rooms to brainstorm three things they can do to cope with their negative emotions, and three action steps they can take to have more positive emotions.

Supporting Learning and Well-Being During the Coronavirus Crisis

Activities, articles, videos, and other resources to address student and adult anxiety and cultivate connection

Research shows that emotional management activities help to boost self-esteem and reduce distress in students. Additionally, students with higher emotional intelligence also have higher academic performance .

3. Attention and awareness

Activity: Finding Calm During Coronavirus Times Learning goal: To use a mindful breathing practice to calm our heart and clear our mind Time: 10 minutes Age: All

Step 1: Have students rate their levels of stress on a scale of 1-10, with 1 being very calm and 10 being highly stressed. 

Step 2: Do three minutes of square breathing, which goes like this:

• Image a square in front of you at chest height.
• Point your index finger away from you and use it to trace the four sides of the imaginary square.
• As you trace the first side of the square, breathe in for four seconds.
• As you trace the next side of the square, breathe out for four seconds.
• Continue this process to complete the next two sides of the square.
• Repeat the drawing of the square four times.

Step 3: Have students rate their levels of stress on a scale of 1-10, with 1 being very calm and 10 being highly stressed. Discuss if this short breathing activity made a difference to their stress.

Step 4: Debrief on how sometimes we can’t control the big events in life, but we can use small strategies like square breathing to calm us down.

Students who have learned mindfulness skills at school report that it helps to reduce their stress and anxiety .

4. Relationships

Activity: Color conversations Purpose: To get to know each other; to deepen class relationships during remote learning Time: 20 minutes Age: 10+

Step 1: Randomly assign students to one of the following four colors: red, orange, yellow, and purple.

Step 2: Put students into a chat room based on their color group and provide the following instructions to each group:

• Red group: Share a happy memory.
• Orange group: Share something new that you have learned recently.
• Yellow group: Share something unique about you.
• Purple group: Share what your favorite food is and why.

Step 3: Come back to the main screen and ask three students to share something new they learned about a fellow student as a result of this fun activity.

Three Good Things for Students

Help students tune in to the positive events in their lives

This is an exercise you can use repeatedly, as long as you ensure that students get mixed up into different groups each time. You can also create new prompts to go with the colors (for example, dream holiday destination, favorite ice cream flavor, best compliment you ever received).

By building up student connections, you are supporting their well-being, as research suggests that a student’s sense of belonging impacts both their grades and their self-esteem .

Activity: Real-Time Resilience During Coronavirus Times Learning goal: To identify opportunities for resilience and promote positive action Time: 30 minutes Age: 10+

Step 1: Have students brainstorm a list of all the changes that have occurred as a result of the coronavirus. As the students are brainstorming, type up their list of responses on your screen.

Step 2: Go through each thing that has changed, and have the students decide if it is something that is within their control (like their study habits at home) or something they cannot control (like not attending school on campus).

Step 3: Choose two things that the students have identified as within their control, and ask students to brainstorm a list of ways to cope with those changes.

You can repeat this exercise multiple times to go through the other points on the list that are within the students’ control.

Developing coping skills during childhood and adolescence has been show to boost students’ hope and stress management skills —both of which are needed at this time.

6. Habits and goals

Activity: Hope Hearts for the Coronavirus Pandemic Learning goal: To help students see the role that hope plays in setting goals during hard times Time: 50 minutes Age: 10+

Step 1: Find a heart image for students to use (with a program like Canva ).

Step 2: Set up an online whiteboard to post the hearts on (with a program like Miro ).

Step 3: Ask students to reflect on what hope means to them.

Step 4: Ask students to write statements on their hearts about what they hope for the world during coronavirus times, and then stick these on the whiteboard. Discuss common themes with the class. Finally, discuss one small action each student can take to create hope for others during this distressing time.

Step 5: Ask students to write statements on their hearts about what they hope for themselves, and then stick these on the whiteboard. Discuss common themes with the class. Finally, discuss one small action each student can take to work toward the goal they’re hoping for.

Helping students to set goals and have hope at this time can support their well-being. Research suggests that goals help to combat student boredom and anxiety , while having hope builds self-worth and life satisfaction .

The six activities above have been designed to help you stay connected with your students during this time of uncertainty—connected beyond the academic content that you are teaching. The intense change we are all facing has triggered heightened levels of stress and anxiety for students and teachers alike. Weaving well-being into online classrooms gives us the opportunity to provide a place of calm and show students they can use adversity to build up their emotional toolkit. In this way, you are giving them a skill set that has the potential to endure beyond the pandemic and lessons that may stay with them for many years to come.

About the Author

Lea Waters , A.M., Ph.D. , is an academic researcher, psychologist, author, and speaker who specializes in positive education, parenting, and organizations. Professor Waters is the author of the Visible Wellbeing elearning program that is being used by schools across the globe to foster social and emotional elearning. Professor Waters is the founding director and inaugural Gerry Higgins Chair in Positive Psychology at the Centre for Positive Psychology , University of Melbourne, where she has held an academic position for 24 years. Her acclaimed book The Strength Switch: How The New Science of Strength-Based Parenting Can Help Your Child and Your Teen to Flourish was listed as a top read by the Greater Good Science Center in 2017.

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COVID-19 Resources for Schools, Students, and Families

What's new – covid-19 test distribution (november, 2023).

To help prevent the spread of COVID-19, the U.S. Department of Education (ED) is working in collaboration with the Administration for Strategic Preparedness and Response at the U.S. Department of Health and Human Services (HHS) to provide free COVID-19 tests to school districts.

ED announced this partnership in a letter to Local Education Agencies (LEAs) Regarding the COVID-19 Testing Supply Program on November 29, 2023. Through this program, ED and HHS are offering interested public school districts, including public charter school districts, over-the-counter (OTC) rapid antigen COVID-19 self-tests free of charge for their students, families, staff, and school community. These self-tests are easy to use and can play an important role in containing the spread of the virus in schools and communities. We encourage school districts to make use of this free COVID-19 test offering, which schools may use, for example, to stock school nurses’ offices and main offices with tests; to send test kits home with students or parents; or to distribute by other means to put these valuable safeguards in the hands of students, parents, and staff who need them. Individual schools and community-based organizations are ineligible to register, but are encouraged to partner with a local LEA to order on their behalf. (For example, if you are an individual school that applied, please work with your local school district to coordinate orders through a centralized point of contact.)

Before registering for the program, interested school districts must designate a primary contact who will be responsible for determining the number of self-test kits to order on behalf of the school district, how frequently, and where the self-test kits should be delivered. Once the COVID-19 test kits have been shipped to a delivery address provided by the school district, the primary contact is responsible for receiving the self-test kits and managing distribution to its site(s).

The latest information on respiratory virus guidance, including COVID-19, flu, RSV, and other respiratory viruses, can be found at CDC’s updated Respiratory Virus Guidance released on March 1st, 2024.

Thank you for your continued dedication to keeping students and staff safe and keeping our schools safely for in-person learning.

ED COVID-19 Resources

There are several Department of Education COVID-19 resources available for states, communities, educators, and families. These resources include guidance and policies related to  elementary and secondary education ,  special education , postsecondary education, and other aspects of lifelong learning.  The Centers for Disease Control and Prevention (CDC)  also continues to provide updated  guidance for school settings .

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COVID-19: Disease, management, treatment, and social impact

a Department of Chemistry, College of Sciences, Taibah University, Al-Medina Al-Munawara 41477, Saudi Arabia

b Department of Chemistry, Jamia Millia Islamia, (Central University), New Delhi 11025, India

Omar M.L. Alharbi

c Department of Biology, College of Sciences, Taibah University, Al-Medina Al-Munawara 41477, Saudi Arabia

COVID-19 was originated from Wuhan city of Hubei Province in China in December 2019. Since then it has spread in more than 210 countries and territories. It is a viral disease due to the Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) virus. The patients show flu-like symptoms with a dry cough, sore throat, high fever, and breathing problems. The disease due to SARS-CoV-2 was named as COVID-19. About 2.2 million people have been infected with more than 0.15 million deaths globally. The United States of America is the most affected country with the highest patients of about 0.7 million. Despite great efforts, there is no treatment of this disease. However, prevention and management are the best options. This article describes SARS-CoV-2, disease, prevention and management, treatment and social impact on society. It was analyzed that a combination of antiviral drugs with hydroxyl-chloroquine and azithromycin (with the consultation of a medical practitioner) may be the best option to treat the patients, depending on the patient's conditions and symptoms. However, Unani therapy may be useful along with allopathic treatment. It is urgently advised and requested that all the persons should follow the preventive measures, managements and quarantine strictly without any religious discrepancy otherwise the situation may be the worst. Also, there is an urgent requirement to educate our new generation for science and technology to fight against any such disaster in future; if any. There is no need to be panic and proper prevention and management are essential to combat this disease. This article may be useful to create awareness among the public, to prevent, manage and treat COVID-19.

Graphical abstract

1. Introduction

Coronaviruses belong to the Coronaviridae family and appear just like spiked rings when observed through an electron microscope. The surface looks with various spikes, which are helpful to attack and bind living cells. These are the viruses causing the simple common cold disease to severe illnesses like Middle East Respiratory Syndrome (MERS-CoV), Severe Acute Respiratory Syndrome (SARS-CoV). The source of these viruses is some animals including bats. The word coronavirus is a derivative of the Latin corona, which means crown or halo, that states to the typical look indicative of a crown or a solar corona around the virions. These viruses are having a positive-sense single-stranded RNA genome (27 to 34 kilobases) and helical symmetry nucleocapsid ( Su et al., 2016 ; Sexton et al., 2016 ). Typically, the coronaviruses are of ~20 nm size draped with a large petal or club-shaped surface appearance. The first coronavirus was discovered in 1937 in the birds and later on in the 1960s in humans ( Coronavirus: Common Symptoms, Preventive Measures, and how to Diagnose it. Caringly Yours, 2020 ). The various types of viruses, capable to infect human beings are 229E, OC43, HCoV-NL63, SARS-CoV, MERS-CoV, HKU1 and SARS-CoV-2. There are several outbreaks from time to time due to these viruses. The most notorious outbreaks were in 2003, 2012, 2015 and 2018 with 774, 400, 36 and 42 deaths, respectively. It is important to mention that the 2019–2020 outbreak is started in Wuhan, Hubei Province, China in December 2019 ( The Editorial Board, 2020 ) when a new strain of coronavirus was detected on 31st December 2019 ( WHO, 2020 ). World Health Organization (WHO) has given name to this virus as 2019-nCoV ( Novel Coronavirus 2019, 2020 ) which was later renamed as Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) by the International Committee on Taxonomy of Viruses. The diseases caused by this virus is called as coronavirus disease 2019 and abbreviated as COVID-19 [CO: corona, VI: virus, D: disease and 19: 2019 year]. This virus was found to have 86.9% resemblance to a bat coronavirus, and, hence, is suspected to develop from bats ( Lu et al., 2020 ; Wan et al., 2020 ; Zhu et al., 2020 ). This virus is out broken in pneumonia type of disease with respiratory problems, leading to death due to respiratory failure. About 210 countries and territories have been reported to be infected with major outbreaks in the USA, China, South Korea, Italy, Iran, Japan, etc. tolling about 2.2 million patients with more than 0.15 million deaths globally. The United States of America is the most affected country with the highest patients of about 0.7 million and about 35,000 deaths. This article is dedicated to the recent outbreak of 2019–2020 describing the diseases, symptoms, spread, prevention, and treatment. This article may be useful to control the present outbreak and future spread.

2. Disease and symptoms

Coronaviruses infect the upper gastrointestinal and respiratory tract of the mammals (including humans) and the birds. These viruses cause many diseases in animals and human beings but we are limited in this article with SARS-CoV-2, leading to COVID-19 disease. The whole clinical picture of COVID-19 is not completely known. The occurrence of the illness ranged from mild to severe. SARS-CoV-2 propagate through RNA replication using RNA-dependent RNA polymerases enzyme. This virus can mutate slowly, posing a challenge for its treatment and control. The symptoms of COVID-19 may arise within 2 to 14 days after the infection. Besides, in some cases, the diseases prevail after 27 days. However, Chinese researchers mentioned 5.2 days as an average incubation period ( Li et al., 2020 ). The duration of the survival of death is 6 to 41 days after infection of the coronavirus. It depends on the age, health and clinical conditions of the patients ( Wan et al., 2020 ).

The common signs of infection are fatigue, muscle pain, sneezing, sore throat, dry cough, high fever, respiratory problems, etc. with some severe cases having pneumonia, serious respiratory syndrome, kidney failure and even death ( Huang et al., 2020 ; Hui et al., 2020 ; Ren et al., 2020 ). The COVID-19 risk is greater in older people, kids and the patients having other health problems like lung diseases, heart diseases, diabetes, and cancer. It is important to mention that it is not necessary to have COVID-19 if these symptoms are seen because such types of symptoms are also seen in the case of other virus infections, except breathing and diarrhea problems. The pathological conditions of coronavirus include greater counts of chemokines, cytokines, and leukocytes, and high levels of plasma pro-inflammatory cytokines and C-reactive protein. The chances are greater of COVID-19 if there is shortness of breath, dry cough, and a person comes in the contact with a COVID-19 patient or traveled with COVID-19 effected area. Under such a situation, the clinical test for COVID-19 is a must. However, some persons recover easily while others may take some time depending on the health conditions and the age of the patients. WHO categorized the COVID-19 virus as of β-CoV of group 2B ( Carlos et al., 2020 ). The genome of this virus is identified and it resembles the SARS-CoV (80% similarity) and MERS-CoV (50% similarity) ( Lu et al., 2020 ; Ren et al., 2020 ). It is interesting to note that both MERS-CoV and SARS-CoV have their origin in the bats ( Cui et al., 2019 ).

3. Modes of transmission

During the last few decades, it was observed that coronaviruses can infect rats, mice, cats, dogs, horses, turkeys, cattle and pigs. Occasionally, these animals may communicate coronaviruses to humans. The coronavirus is spread by the sneezing, cough droplets and contact. Normally, this virus enters the body through the mouth, nose, and eyes ( Transmission of Novel Coronavirus (2019-nCoV), 2020 ). It has been reported that the virus may infect a person at a distance of about a 6 ft (1.8 m) radius. The virus can survive for 2 h to few days in cough and sneezing droplets lying on the surface or ground. An infection may be by touching an object or surface which has already a virus but it is not the major course of the infection. This virus has been detected in stools of the patients but no infection via stool has been reported.

The cellular infection model is very similar to SARS-CoV. The main target of this virus is lungs and the virus spikes (binding domains) get attached to the cell receptors of the lungs. These are known as angiotensin-converting enzyme 2 (ACE2) receptors ( Jaimes et al., 2020 ; Wan et al., 2020 ). Belouzard et al. (2009) reported that a proteolytic cleavage occurs at SARS-CoV S protein at position (S2') interceded the membrane fusion and viral infectivity. The chances of the infection may arise if a person comes in contact with the infected person. Now, COVID-19 has become pandemic as per the WHO report. The data of the patients in the different countries at a different time was analyzed and the efforts are made to find out the routes of transmission globally. Consequently, the routes of COVID-19 pandemic in most of the effected countries are shown in flow chart ( Fig. 1 ).

COVID-19 routs of transmission to the most effected countries.

4. Prevention and the management

The prevention and management are very important issues to control COVID-19. Therefore, there is a great need for the collective efforts of the public and the government. The regular and the proper care of the homes and hospitals are very important to control this calamity. The regular recommendations to minimize the infection are cleaning of your area. The most important is to avoid sneezing and cough at the public place. The hand cleaning with soap and sanitizer, mouth and nose coverage with mask during sneezing and coughing are essential. Thoroughly washing foodstuff before cocking may help in this regard. The simple house-keeping disinfectants may kill the virus on the surfaces. Regularly cleaning of the surface by the disinfectants may control the virus outbreak. It is always better to avoid the interactions with anyone; suspecting respiratory problems symptoms like sneezing, coughing, breathing problem, etc. It is also advisable to stay at home if anyone has flue and common cold-like symptoms. It is also better not to go to school, work and public places, not use public means of transport (aircraft, train, metro, bus, taxi, etc.). Some important suggestions may include avoiding travel, and collection at a particular place. The drinking of hot water after every hour may be helpful. Plenty of lukewarm water (~ 5 L per day) may help in this regard. The governments should provide facilities for the decontamination of the hands at the public places. The guidelines are available for healthcare providers, medical staff, researchers and public health individuals ( Jin et al., 2020 ). They can use to control COVID-19 globally. During the entire period of COVID-19, it was realized that this disease is spreading among those who are not taking it seriously and are not following the directions of WHO and the local government. Some people are trying to target one community for the spreading COVID-19 while this virus does not recognize and race, creed, sex, age, and religion. Therefore, it is urgently advised and requested that all the persons should follow the preventive measures, managements and quarantine strictly without any religious discrepancy otherwise the situation may be the worst.

5. Treatment

There is no precise treatment for coronavirus but prevention, management and supporting healthcare may provide relief in the outbreak of COVID-19. However, some approaches have been or may be used to control this disease. These approaches may be categorized in Allopathic, Unani and Homeopathic treatments. But before all this treatment, plenty of testing facilities should be available to the health care sectors.

5.1. Allopathic medicines

Allopathic treatment and management include oxygen therapy, intravenous fluid infusion with life support in dangerous cases. It is also advisable to contact a medicinal practitioner if the flue like symptoms prevails. Coronavirus may show comparable proteins for virus replication to human immunodeficiency virus (HIV). Therefore, HIV protease inhibitors and nucleoside analogs may be operative to treat COVID-19 ( Lu, 2020 ). A combination of lopinavir and ritonavir, previously used for SARS-Cov and MERS-Cov, may be useful ( Chu et al., 2004 ; Momattin et al., 2019 ). China is doing clinical trials of remdesivir, which was developed for the Ebola virus. Besides, other anti-viral medicines like oseltamivir, ganciclovir, ribavirin, favipiravir, nelfinavir, arbidol, remdesivir and galidesivir are being examined for COVID-19 treatment ( Agostini et al., 2018 ; Chen et al., 2020 ; Guangdi and Clercq, 2020 ; Sheahan et al., 2020 ; Xu et al., 2020 ). Wang et al. (2020) reported that a combination of remdesivir and chloroquine may be effective to treat COVID-19 disease. Besides, the peptide (EK1), neuraminidase inhibitors, DNA synthesis inhibitors (tenofovir disoproxil and lamivudine) may be useful to control COVID-19. Also, 2 (ACE2)-based peptides (an angiotensin-converting enzyme), 3CLpro-1 (3CLpro inhibitor) and vinylsulfone protease inhibitors are known to show antiviral activities ( Morse et al., 2020 ). Recently, an Italian patient of COVID-19 is treated in Sawai Man Singh (SMS) Hospital, Jaipur India by giving a combination of lopinavir (200 mg) and ritonavir (50 mg) twice a day. Besides, the patient was also given a combination of oseltamivir and chloroquine medicine. The patient test was found negative for COVID-19. Cheng et al. (2006) extracted some saikosaponins (a group of oleanane derivatives, usually as glucosides) and tested against the proliferation of some viruses. The authors reported that saikosaponin B2 (6 μM) inhibited human coronavirus 229E effectively. In this way, the saikosaponin B2 along with other glucosides may be tested for COVID-19. The broad range of spectrum antibiotics may be used to control the additional bacterial infection after a virus attack. Some drugs are under clinical trial and results are still awaited. The best approach to fight with viruses is vaccination. Therefore, scientists are trying to develop a vaccine for this virus and probably may be available after some time.

5.2. Unani medicines

Generally, the Unani medicines (plant-based medicines) are non-toxic and without any side effects. Unani and Ayurvedic methods of the treatment are based on the plant materials. The different parts of the various plants are well known for a long time for their anti-viral activities ( Li et al., 2005 ; Lin et al., 2014 ; Kim et al., 2010 ). The most important plants are Glycyrrhiza glabra , Allium cepa, Allium sativum, Ocimum sanctum, Ocimum tenuiflorum, Piper nigrum, Cinnamomum verum, Daucus maritimus , Curcuma longa , etc. An aqueous extract of these plants along with lemon juice and honey was found to be effective for flu and common cold virus infections. The ingredients present in this recipe have ant-viral properties ( Bano et al., 2017 ; Chang et al., 2013 ; Bayan et al., 2014 ; Fatima et al., 2016 ; Ghoke et al., 2018 ; Hashemipour et al., 2014 ; Jiang et al., 2013 ; Konowalchuk and Speirs, 1978 ; Lee et al., 2012 ; Miladi et al., 2012 ; Omer et al., 2014 ; Praditya et al., 2019 ; Weber et al., 1992 ). The root of Licorice ( Glycyrrhiza glabra ) is known to have a good antiviral potential ( Wang et al., 2015a ). This plant is native of Asia and Europe and recognized as a weed. Fiore et al. (2008) carried out an in vitro study of Glycyrrhiza glabra plant and reported that this plant showed antiviral activities of several viruses including SARS related coronavirus, HIV-1, and respiratory syncytial virus. Asl and Hosseinzadeh (2007) presented a review of the antiviral activity of Glycyrrhiza glabra . The authors reported this plant active against SARS, HIV, varicella zoster, hepatitis A, B, C, cytomegalo virus herpes simplex type-1. Another review was from Anagha et al. (2014) on the antiviral activity of Glycyrrhiza glabra plant. The authors described the activity of this plant against various viruses like H1N1, H5N1, Influenza A virus (IAV), Hepatitis C virus, Rotavirus, HIV and SARS-associated coronavirus. Similarly, Wang et al. (2015b) also presented a review of the antiviral and antimicrobial activities of Glycyrrhiza glabra . The authors described the presence of more than 300 flavonoids and 20 triterpenoids in this plant. The authors summarized the active components and the most probable mechanisms of these constituents. Therefore, an aqueous extract of this plant along with other plants as mentioned above may be useful to control COVID-19. On January 29, 2020, the Government of India issued an advisory based on Indian traditional medicine practices Ayurveda, Homeopathy and Unani, New Delhi. The advisory includes the ways of preventive management and described a list of some Unani medicines. The interested persons may find these medicines at https://pib.gov.in/PressReleasePage.aspx?PRID=1600895# and can use after proper consultation with the Unani medical practitioners.

5.3. Homeopathy

In homeopathy, arsenic at very low concentration is considered beneficial for several diseases including viral infections. Recently, Directorate of AYUSH, New Delhi, India issued an order dater on January 30, 2020, to take prophylactic medicine to avoid coronavirus infection. The directorate suggested taking 4 pills of Arsenic Album-30 medicine once daily in empty stomach for 3 days. Arsenic Album-30 is highly diluted arsenic trioxide and work as homeopathic prophylaxis. It is important to mention here that there is no clinical evidence for Arsenic Album-30 medicine as an effective medicine. After that, a criticism for homeopathy came into existence and it was called as pseudoscience. An article is published in Taiwan Medical News on February 18, 2020 ( https://www.thailandmedical.news/news/india-slammed-for-proposing-usage-of-homeopathy-to-prevent-coronavirus ) and some people criticized homeopathy to manage COVID-19 infection. The persons who criticized are Dr. David Robert Grimes (Irish science write) and Dr. Edzard Ernst (an emeritus professor, University of Exeter, UK and a critic of homeopathy). However, Dr. Mitchell Fleisher (second vice president, American Institute of Homeopathy) advised to carry out a comparative clinical study on the acute coronavirus infection by giving to homeopathic medicines to an individual and experimental group, and allopathic medicines to another, for 250 patients in each group. It was stated to confirm the scientific truth. But after this statement again Dr. David Robert Grimes criticized it as completely unethical and according to him, Homeopathy has no reasonable mechanism of action. Furthermore, he added that it is irresponsible to propose a trial for a serious pandemic. He also mentioned that many studies on homeopathy have indicated that it does not work. Also, the news director of Thailand Medical News Jakkapong Watcharachaijunta criticized the use of homeopathic medicine in controlling COVID-19. At this point, it is very important to mention the work of Dr. Robert T. Mathie et al. (2013) whose research work described that Arsenicum album medicine as effective to reduce fever, runny nose, headache, sore throat in the patients with swine flu symptoms. During writing this article under this section, it was realized that the subject matter is debatable and needs the scientific study to support the working of Homeopathic medicine for COVID-19. It is suggested that some research work should be funded by the government and the research should be carried out to make the situation clear. It is significant to add here that personally I (Prof. Imran Ali) used some homeopathic medicine when living in India for some diseases and found them effective. Besides, I also observed that some homeopathic medicines are effective to treat a variety of diseases.

6. Immune system boosters

It is observed that early deaths were in older people, probably because of the poor immunity, which fosters faster progress of COVID-19 ( Li et al., 2020 ; Wang et al., 2020 ). Therefore, it is significant to boost our immune system. It is important to suggest that people should use some supplements to boost their immune systems. Healthy people should take plenty of citrus fruits having various vitamins. Some dry fruits (almonds, walnuts, and dates) are also useful to improve the immune system. However, older people and the patients may take vitamins and zinc supplements with the consultation of medical practitioners. The important vitamins are A, C, D and E. It is also advisable to take zinc and iodine intakes. It is too wise not to smoke and take other narcotic products. Always an adequate sleep is essential to boost up the immune system. Avoid any stress and do proper and regular exercises.

7. Social impact

In the present scenario, COVID-19 has affected all the sectors of society. There is a big loss globally, and it cannot be estimated exactly. However, some aspects are discussed herein. Nowadays, the whole world is just like a family where everyone has to contribute to run the family. Similarly, the production of various items including medicines, machines, motor vehicles, computers, mobiles, etc. are controlled by many countries. Generally, the different components are being manufactured in various countries while these are assembled in other countries – Globalization. It is just like a chain process where the progress is stopped if even a single chain-link gets collapsed. It is a well-known fact that China is the biggest manufacturer of the various components, APIs and other raw materials while China is the most affected country due to COVID-19. And that is why the whole world is affected economically very badly due to a decrease in industrial production. The travel ban has been imposed by some countries resulting in millions of dollars loss to the airlines and tourism industry. There is a shortage of medicines, sanitizers, masks, and other commodities, which has hiked the prices of these items many times. The various functions, especially scientific conferences, business meetings, sports events, fashion shows, and the marriage parties are suggested to avoid, which is a big social impact on society. The Kingdom of Saudi Arabia has provisionally banned Umrah (pilgrimage) for the pilgrims to Mecca and Medina (the two holiest cities of the Islam religion). All these factors affected the local and global share markets badly. The USA big stock indexes such as S & P 500 Index, NASDAQ-100, Dow Jones Industrial Average, etc. have shown sharp fall since 2008. Many countries have banned to attend the classes in schools, colleges, and the Universities and millions of the student are not getting a good quality of education. It is very difficult to assess this loss in terms of money but has a big disadvantage to the students and their families. Briefly, there is a big loss to the worldwide economy and the expert assessed a loss of about 2.7 trillion US dollars ( https://www.bloomberg.com/graphics/2020-coronavirus-pandemic-global-economic-risk/ ).

8. Future perspectives

As expected SARS-CoV is zoonotic and originated from the bats. It is observed that many people are consuming various animals as food-stuffs. Some animals like bats, snakes, cats, mice, rats, dogs, pigs, etc. should not be consumed as these may have dangerous microbes while the only safe animals should be consumed. Moreover, it is also advisable that we should consume vegetables and fruits as maximum as possible in our food. There is an urgent need to educate our new generation for science and technology to fight against any such disaster in future; if any. Of course, the world is progressing towards advancement and even then We don't have highly specialized research centers. Therefore, there should be highly specialized research centers under the umbrella of WHO and funded by all the countries of the world. These centers should be located in the various parts of the world and be efficient, capable and specialized to control any calamity in the world in the future. The most important required research centers are for viral diseases, bacterial illnesses, mosquito, and insect-based diseases, cancer, etc. These centers are essential to combat any future calamity in the world if any. A paper was published by Casanova et al. (2010) and the authors studied the effect of temperature and humidity on the survival of gastroenteritis virus (TGEV) and mouse hepatitis virus (MHV) on the surface. The authors reported that the chances of the virus's survival are poor at 40 °C or high temperature with low humidity. Furthermore, the authors reported that TGEV and MHV could be used as conservative surrogates for modeling experience, transmission risk and control measurements for enveloped viruses like influenza virus and SARS-CoV virus on the surfaces. Therefore, it may be expected that the propagation of SARS-CoV-2 will decrease at high temperatures and low humidity. Now, we are at the end of April 2020 and progressing towards the summer. Therefore, it is expected that the coronavirus cases will decrease in the coming time; especially in the Middle East countries.

9. Conclusion

COVID-19 disease is originated from Wuhan city of Hubei Province in China in December 2019 and has become pandemic as per WHO. The disease has spread in 210 countries and territories with about 2.2 million patients and more than 0.15 million deaths globally. The United States of America is the most affected country with the highest patients of about 0.7 million. It is a viral disease due to the Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) virus. The patients show flu-like symptoms with high fever and breathing problems. The disease due to SARS-CoV-2 was named as COVID-19. Still, there is no treatment of this disease. However, prevention and management are the best options. A combination of antiviral drugs with hydroxyl-chloroquine and azithromycin (with the consultation of a medical practitioner) may be the best option to treat the patients, depending on the patient's conditions and symptoms. However, Unani therapy may be useful along with allopathic treatment. Probably, the number of COVID-19 cases may decrease in the coming time as the summer is approaching and the rate of virus transmission may be low at high temperature and low humidity. It was realized that this disease is spreading among those who are not taking it seriously and are not following the directions of WHO and the local governments. Therefore, it is urgently advised and requested that all the persons should follow the preventive measures, managements and quarantine strictly without any religious discrepancy otherwise the situation may be the worst. Also, there is an urgent requirement to educate our new generation for science and technology to fight against any such disaster in future; if any. There is no need to be panic and proper prevention and management are essential to combat this disease. Briefly, there is a need for collective efforts globally without any religious discrepancy to fight against such diseases in the future.

CRediT authorship contribution statement

Imran Ali: Conceptualization, Methodology. Omar M.L. Alharbi: Investigation, Writing - original draft.

Declaration of competing interest

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Acknowledgment

The authors are thankful to the administration of Taibah University, Al-Madinah Al-Munawarah and Government of Saudi Arabia for providing facilities and the encouragement to write this article.

Funding source

No funding source for this work.

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