the impact of covid 19 on education essay 200 words

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Covid 19 Essay in English

Essay on Covid -19: In a very short amount of time, coronavirus has spread globally. It has had an enormous impact on people's lives, economy, and societies all around the world, affecting every country. Governments have had to take severe measures to try and contain the pandemic. The virus has altered our way of life in many ways, including its effects on our health and our economy. Here are a few sample essays on ‘CoronaVirus’.

100 Words Essay on Covid 19

200 words essay on covid 19, 500 words essay on covid 19.

COVID-19 or Corona Virus is a novel coronavirus that was first identified in 2019. It is similar to other coronaviruses, such as SARS-CoV and MERS-CoV, but it is more contagious and has caused more severe respiratory illness in people who have been infected. The novel coronavirus became a global pandemic in a very short period of time. It has affected lives, economies and societies across the world, leaving no country untouched. The virus has caused governments to take drastic measures to try and contain it. From health implications to economic and social ramifications, COVID-19 impacted every part of our lives. It has been more than 2 years since the pandemic hit and the world is still recovering from its effects.

Since the outbreak of COVID-19, the world has been impacted in a number of ways. For one, the global economy has taken a hit as businesses have been forced to close their doors. This has led to widespread job losses and an increase in poverty levels around the world. Additionally, countries have had to impose strict travel restrictions in an attempt to contain the virus, which has resulted in a decrease in tourism and international trade. Furthermore, the pandemic has put immense pressure on healthcare systems globally, as hospitals have been overwhelmed with patients suffering from the virus. Lastly, the outbreak has led to a general feeling of anxiety and uncertainty, as people are fearful of contracting the disease.

My Experience of COVID-19

I still remember how abruptly colleges and schools shut down in March 2020. I was a college student at that time and I was under the impression that everything would go back to normal in a few weeks. I could not have been more wrong. The situation only got worse every week and the government had to impose a lockdown. There were so many restrictions in place. For example, we had to wear face masks whenever we left the house, and we could only go out for essential errands. Restaurants and shops were only allowed to operate at take-out capacity, and many businesses were shut down.

In the current scenario, coronavirus is dominating all aspects of our lives. The coronavirus pandemic has wreaked havoc upon people’s lives, altering the way we live and work in a very short amount of time. It has revolutionised how we think about health care, education, and even social interaction. This virus has had long-term implications on our society, including its impact on mental health, economic stability, and global politics. But we as individuals can help to mitigate these effects by taking personal responsibility to protect themselves and those around them from infection.

Effects of CoronaVirus on Education

The outbreak of coronavirus has had a significant impact on education systems around the world. In China, where the virus originated, all schools and universities were closed for several weeks in an effort to contain the spread of the disease. Many other countries have followed suit, either closing schools altogether or suspending classes for a period of time.

This has resulted in a major disruption to the education of millions of students. Some have been able to continue their studies online, but many have not had access to the internet or have not been able to afford the costs associated with it. This has led to a widening of the digital divide between those who can afford to continue their education online and those who cannot.

The closure of schools has also had a negative impact on the mental health of many students. With no face-to-face contact with friends and teachers, some students have felt isolated and anxious. This has been compounded by the worry and uncertainty surrounding the virus itself.

The situation with coronavirus has improved and schools have been reopened but students are still catching up with the gap of 2 years that the pandemic created. In the meantime, governments and educational institutions are working together to find ways to support students and ensure that they are able to continue their education despite these difficult circumstances.

Effects of CoronaVirus on Economy

The outbreak of the coronavirus has had a significant impact on the global economy. The virus, which originated in China, has spread to over two hundred countries, resulting in widespread panic and a decrease in global trade. As a result of the outbreak, many businesses have been forced to close their doors, leading to a rise in unemployment. In addition, the stock market has taken a severe hit.

Effects of CoronaVirus on Health

The effects that coronavirus has on one's health are still being studied and researched as the virus continues to spread throughout the world. However, some of the potential effects on health that have been observed thus far include respiratory problems, fever, and coughing. In severe cases, pneumonia, kidney failure, and death can occur. It is important for people who think they may have been exposed to the virus to seek medical attention immediately so that they can be treated properly and avoid any serious complications. There is no specific cure or treatment for coronavirus at this time, but there are ways to help ease symptoms and prevent the virus from spreading.

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Essay On Covid-19: 100, 200 and 300 Words

• Updated on  
• Apr 30, 2024

COVID-19, also known as the Coronavirus, is a global pandemic that has affected people all around the world. It first emerged in a lab in Wuhan, China, in late 2019 and quickly spread to countries around the world. This virus was reportedly caused by SARS-CoV-2. Since then, it has spread rapidly to many countries, causing widespread illness and impacting our lives in numerous ways. This blog talks about the details of this virus and also drafts an essay on COVID-19 in 100, 200 and 300 words for students and professionals. 

Table of Contents

• 1 Essay On COVID-19 in English 100 Words
• 2 Essay On COVID-19 in 200 Words
• 3 Essay On COVID-19 in 300 Words
• 4 Short Essay on Covid-19

Essay On COVID-19 in English 100 Words

COVID-19, also known as the coronavirus, is a global pandemic. It started in late 2019 and has affected people all around the world. The virus spreads very quickly through someone’s sneeze and respiratory issues.

COVID-19 has had a significant impact on our lives, with lockdowns, travel restrictions, and changes in daily routines. To prevent the spread of COVID-19, we should wear masks, practice social distancing, and wash our hands frequently. 

People should follow social distancing and other safety guidelines and also learn the tricks to be safe stay healthy and work the whole challenging time. 

Also Read: National Safe Motherhood Day 2023

Essay On COVID-19 in 200 Words

COVID-19 also known as coronavirus, became a global health crisis in early 2020 and impacted mankind around the world. This virus is said to have originated in Wuhan, China in late 2019. It belongs to the coronavirus family and causes flu-like symptoms. It impacted the healthcare systems, economies and the daily lives of people all over the world. 

The most crucial aspect of COVID-19 is its highly spreadable nature. It is a communicable disease that spreads through various means such as coughs from infected persons, sneezes and communication. Due to its easy transmission leading to its outbreaks, there were many measures taken by the government from all over the world such as Lockdowns, Social Distancing, and wearing masks. 

There are many changes throughout the economic systems, and also in daily routines. Other measures such as schools opting for Online schooling, Remote work options available and restrictions on travel throughout the country and internationally. Subsequently, to cure and top its outbreak, the government started its vaccine campaigns, and other preventive measures. 

In conclusion, COVID-19 tested the patience and resilience of the mankind. This pandemic has taught people the importance of patience, effort and humbleness. 

Also Read : Essay on My Best Friend

Essay On COVID-19 in 300 Words

COVID-19, also known as the coronavirus, is a serious and contagious disease that has affected people worldwide. It was first discovered in late 2019 in Cina and then got spread in the whole world. It had a major impact on people’s life, their school, work and daily lives. 

COVID-19 is primarily transmitted from person to person through respiratory droplets produced and through sneezes, and coughs of an infected person. It can spread to thousands of people because of its highly contagious nature. To cure the widespread of this virus, there are thousands of steps taken by the people and the government. 

Wearing masks is one of the essential precautions to prevent the virus from spreading. Social distancing is another vital practice, which involves maintaining a safe distance from others to minimize close contact.

Very frequent handwashing is also very important to stop the spread of this virus. Proper hand hygiene can help remove any potential virus particles from our hands, reducing the risk of infection. 

In conclusion, the Coronavirus has changed people’s perspective on living. It has also changed people’s way of interacting and how to live. To deal with this virus, it is very important to follow the important guidelines such as masks, social distancing and techniques to wash your hands. Getting vaccinated is also very important to go back to normal life and cure this virus completely.

Also Read: Essay on Abortion in English in 650 Words

Short Essay on Covid-19

Please find below a sample of a short essay on Covid-19 for school students:

Also Read: Essay on Women’s Day in 200 and 500 words

to write an essay on COVID-19, understand your word limit and make sure to cover all the stages and symptoms of this disease. You need to highlight all the challenges and impacts of COVID-19. Do not forget to conclude your essay with positive precautionary measures.

Writing an essay on COVID-19 in 200 words requires you to cover all the challenges, impacts and precautions of this disease. You don’t need to describe all of these factors in brief, but make sure to add as many options as your word limit allows.

The full form for COVID-19 is Corona Virus Disease of 2019.

Related Reads

Hence, we hope that this blog has assisted you in comprehending with an essay on COVID-19. For more information on such interesting topics, visit our essay writing page and follow Leverage Edu.

Simran Popli

An avid writer and a creative person. With an experience of 1.5 years content writing, Simran has worked with different areas. From medical to working in a marketing agency with different clients to Ed-tech company, the journey has been diverse. Creative, vivacious and patient are the words that describe her personality.

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Writing about COVID-19 in a college admission essay

by: Venkates Swaminathan | Updated: September 14, 2020

Print article

For students applying to college using the CommonApp, there are several different places where students and counselors can address the pandemic’s impact. The different sections have differing goals. You must understand how to use each section for its appropriate use.

The CommonApp COVID-19 question

First, the CommonApp this year has an additional question specifically about COVID-19 :

Community disruptions such as COVID-19 and natural disasters can have deep and long-lasting impacts. If you need it, this space is yours to describe those impacts. Colleges care about the effects on your health and well-being, safety, family circumstances, future plans, and education, including access to reliable technology and quiet study spaces. Please use this space to describe how these events have impacted you.

This question seeks to understand the adversity that students may have had to face due to the pandemic, the move to online education, or the shelter-in-place rules. You don’t have to answer this question if the impact on you wasn’t particularly severe. Some examples of things students should discuss include:

• The student or a family member had COVID-19 or suffered other illnesses due to confinement during the pandemic.
• The candidate had to deal with personal or family issues, such as abusive living situations or other safety concerns
• The student suffered from a lack of internet access and other online learning challenges.
• Students who dealt with problems registering for or taking standardized tests and AP exams.

Jeff Schiffman of the Tulane University admissions office has a blog about this section. He recommends students ask themselves several questions as they go about answering this section:

• Are my experiences different from others’?
• Are there noticeable changes on my transcript?
• Am I aware of my privilege?
• Am I specific? Am I explaining rather than complaining?
• Is this information being included elsewhere on my application?

If you do answer this section, be brief and to-the-point.

Counselor recommendations and school profiles

Second, counselors will, in their counselor forms and school profiles on the CommonApp, address how the school handled the pandemic and how it might have affected students, specifically as it relates to:

• Grading scales and policies
• Graduation requirements
• Instructional methods
• Schedules and course offerings
• Testing requirements
• Your academic calendar
• Other extenuating circumstances

Students don’t have to mention these matters in their application unless something unusual happened.

Writing about COVID-19 in your main essay

Write about your experiences during the pandemic in your main college essay if your experience is personal, relevant, and the most important thing to discuss in your college admission essay. That you had to stay home and study online isn’t sufficient, as millions of other students faced the same situation. But sometimes, it can be appropriate and helpful to write about something related to the pandemic in your essay. For example:

• One student developed a website for a local comic book store. The store might not have survived without the ability for people to order comic books online. The student had a long-standing relationship with the store, and it was an institution that created a community for students who otherwise felt left out.
• One student started a YouTube channel to help other students with academic subjects he was very familiar with and began tutoring others.
• Some students used their extra time that was the result of the stay-at-home orders to take online courses pursuing topics they are genuinely interested in or developing new interests, like a foreign language or music.

Experiences like this can be good topics for the CommonApp essay as long as they reflect something genuinely important about the student. For many students whose lives have been shaped by this pandemic, it can be a critical part of their college application.

Want more? Read 6 ways to improve a college essay , What the &%$! should I write about in my college essay , and Just how important is a college admissions essay? .

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How to Write About the Impact of the Coronavirus in a College Essay

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

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

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

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

[ Read: How to Write a College Essay. ]

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

Writing About COVID-19 for a College Application

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

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

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

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

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

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

[ Read: What Colleges Look for: 6 Ways to Stand Out. ]

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

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

Above all, she urges honesty.

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

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

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

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

Writing About Coronavirus in Main and Supplemental Essays

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

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

[ Read: The Common App: Everything You Need to Know. ]

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

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

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

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

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

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

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

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

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

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

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

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The Impact of COVID-19 on Education and University Students

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Young adult educational and vocational outcomes of children diagnosed with adhd, development and initial validation of the covid stress scales, statistical analysis, conclusions, limitations.

• Asbury, K. et al., 2020. How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families?. J Autism Dev Discord.
• Burgess, S. & Sievertsen, S., 2020. Schools, skills, and learning: The impact of COVID-19 on education. [Online]
• Available at: https://voxeu.org/article/impact-covid-19-education
• Cau, W. et al., 2020. The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, Volume 287, p. 112934.
• Chandu, V. C. et al., 2020. Measuring the Impact of COVID-19 on Mental Health: A Scoping Review of the Existing Scales. Indian Journal of Psychological Medicine, 45(5), pp. 421-427.
• Duraku, Z. & Nagavci, M., 2020. The impact of the COVID-19 pandemic on the education of children with disabilities.
• Elumalai, K. et al., 2020. Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students. Journal of Information Technology Education: Research, Volume 19, pp. 731-753.
• Gonzalez, C. et al., 2020. COVID-19 voluntary social isolation and its effects in sociofamily and children's behavior. Salud Mental, 43(6), pp. 249-257.
• Loton, D., Parker, P., Stein, C. & Gauci, S., 2020. Remote learning during COVID-19: Student satisfaction and performance.
• Nambiar, D., 2020. The impact of online learning during COVID-19: students' and teachers' perspective. The Internation Journal of Indian Psychology, 8(2), pp. 783-793.
• Nikcevic, A. & Spada, M., 2020. The COVID-19 anxiety syndrome scale: Development and psychometric properties. Psychiatry Research, Volume 292, p. 113322.
• Rogowska, A. et al., 2020. Does Physical Activity Matter for the Mental Health of University Students during the COVID-19 Pandemic?. J Clin Med, 9(11), p. 3494.
• Saraswathi, I. et al., 2020. Impact of COVID-19 outbreak on the mental health status of undergraduate medical students in a COVID-19 treating medical college: a prospective longitudinal study. PeerJ, Volume 8.
• Stathopoulou, T., Mouriki, A. & Papaliou, O., 2020. Student well-being during the COVID-19 pandemic in Greece. Results from the C-19 ISWS Survey, s.l.: s.n.
• Taylor, S. et al., 2020. Development and initial validation of the COVID Stress Scales. Journal of Anxiety Disorders, Volume 72.
• Ugbolue, U. C. et al., 2020. An Assessment of the Novel COVISTRESS Questionnaire: COVID-19 Impact on Physical Activity, Sedentary Action and Psychological Emotion. J Clin Med, Volume 9, p. 3352.

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Impact of COVID-19: a particular focus on Indian education system

Pushpa gothwal.

1 Amity School of Enginnering and Technology, Amity University Rajasthan, Jaipur, India

Bosky Dharmendra Sharma

2 Mayoor Private School, Abu Dhabi, United Arab Emirates

Nandita Chaube

3 Gujarat Forensic Sciences University, Gandhinagar, India

Nadeem Luqman

4 Ansal University, New Delhi, India

The COVID-19 pandemic has stirred up the world, and its overwhelming impacts can be seen from micro to macro level, that is, from an individual’s day-to-day functioning to the broader level—health sector, finance sector, and off course, the education sector. The younger generation is considered to be the torchbearer of the society. As such, their nutrition, health, safety, and providing education for a holistic development being basic essential needs should be a prime concern for policymakers and all nations worldwide. The present theoretical framework sheds light on the negative as well as the positive impact of COVID-19 on education. It presents a critical analysis of how the education sector experienced a shift from contact teaching to digital learning and got a boost through various online platforms despite having its limitations at the same time including the multidimensional impact of uncertainty and difficulties in sustaining. The chapter also emphasizes the effects of home confinements on students and teachers as well. In this way, the present chapter puts forth the pros and cons of online teaching including various other related aspects.

12.1. Introduction

The word COVID was first discovered in Ontario Cancer Institute in Toronto in 1963. Since then, various mutations were found in different parts of the world, but COVID-19, which was discovered toward the end of 2019, will be written in the history of 2020. The history indicates such incidences every 100 years. Various types of flu infections such as plague (1720), cholera (1817), Spanish flu (1918), and corona virus (2019) have been declared as pandemics. The diagonals of impact or the crater created due to the situation are major concerns today.

The novel corona virus (COVID-19) was declared a pandemic by the World Health Organization (WHO) on March 11, 2020. It is established that this virus influences the aged persons more ( Zhou et al., 2020 ); however, this view was countered ( Bhatnagar et al., 2020 ) and few others have done descriptive and mathematical analysis of COVID spread and made few predictions upon it which are to be observed ( Harjule et al., 2020 , Kumari et al., 2020 , Singh et al., 2020 ). It has globally impacted many sectors like small and large scale businesses, the world economy, health sector, transportation, wages, industries, education, etc. It is evident by the news reports and other reliable sources that this pandemic has majorly brought adverse consequences. However, it is evident that during the global lockdown, a lot of curricular activities, including regular courses, webinars, faculty development programs, lectures, training, and certification programs, have much flourished when it comes to the education sector. Where this online facility has made education easier and comfortable, it has its limitations also. Here, we have emphasized the impact of COVID-19 on the education sector. As per the UNESCO report, the worldwide lockdown has affected over 91% of the world’s student population ( UNESCO, 2019 ). This estimation predicts that the corona virus will adversely impact over 290 million students across 22 countries. The same report estimates that about 32 crore students are affected in India, including those in schools and colleges.

In this chapter we discuss the impact of COVID-19 with a particular focus on education. This chapter is organized as follows: Section 12.1 is introduction; Section 12.2 throws light on impact of COVID-19 on education, which has two subsections—effect of home confinement on children and teachers, and a multidimensional impact of uncertainty. Section 12.3 describes sustaining the education industry during COVID-19 and conclusions are mentioned in the last section.

12.2. Impact of COVID-19 on education

During this pandemic education sector has experienced gross changes such as a shift from regular contact classes to online platforms, modified teaching pedagogy adopted by teachers, conduction of examinations and competitive exams etc. As per the UNESCO report in the education sector, 1,190,287,189 learners have been affected and 150 countrywide closures ( UNESCO, 2019 ). The effect of COVID-19 on the education and mental health of students and academic staff has been explored in the studies ( Cao et al., 2020 , Sahu, 2020 ). It presents some challenges due to COVID-19 on education. First, to protect the traditional teaching system, which is entirely shifted to online teaching, which requires teachers’ training, strong technical support, and high-speed internet, which is not accessible for everyone. Second, the assessment and evaluation system using an online platform does not provide student performance accuracy because the originality of performance cannot be assured ( Ruder, 2019 ). The students may use some other device to take help while answering the questions asked during the assessment. The third is the research platform, including international travel, cancellation, and postponing conferences and seminars. Other research activities have adversely affected the work ( Hutton, Dudley, Horowitz-Kraus, DeWitt, & Holland, 2020 ). However, many such events have shifted to online platforms based on the possibilities, which has increased the participation and popularity of these events ( Cao et al., 2020 ). The fourth concern is student mental health and career, which is grossly affected due to this outbreak ( Sahu, 2020 ).

Studies have been conducted where the impact of COVID-19 on physicians’ education was to be assessed for which they conducted seminars based on self-regulation theory and found significant results ( Clark et al., 1998 , Ferrel and Ryan, 2020 ). Ferral and Ahmad discussed the pandemic’s impact due to which some hospitals in the United Kingdom canceled students’ internship and observations ( Ahmed et al., 2020 , Ferrel and Ryan, 2020 ). This was reassured by another study, which concluded that, as a preventive measure, many hospitals are not permitting students in hospitals, which is adversely influencing their education ( Burgess & Sievertsen, 2020 ).

Edgar discussed the effects of COVID-19 on higher secondary education and the impact of using Science Technology Engineering and Mathematics education. In this study, the authors collected data through the telephonic mode from public school teachers, where they found a significant drop in these students’ academic performance ( Iyer, Aziz, & Ojcius, 2020 ).

COVID-19 has brought the entire education methods from traditional to online modes. There are various online platforms available for learners and professionals. The students can work with peace of mind while staying at their homes where their time, energy, and money are not wasted traveling. They are not fatigued and hence can invest themselves more in comparison to preCOVID conditions. Studying at home has also provided a more significant benefit to the students being directly monitored by parents. When it comes to theory classes, the online platform has given them a vast chance to excel. However, the practical assignments that the students are supposed to conduct in laboratories and fields have seen a major constraint. This has created a significant limitation of teaching for teachers when they cannot provide the demonstrations to the students in the absence of laboratory instruments and other necessary practical materials.

However, this has led to the timely completion of courses despite the complete lockdown but with incomplete knowledge among students whose courses are more practical. Therefore a combination of these pros and cons has brought the education world to a different level.

Several online platforms are available for lectures, training etc., which have made learning easier ( Bambakidis & Tomei, 2020 ). However, in the absence of contact teaching, a one-to-one discussion between a teacher and students is adversely influenced. The chances of filling this lacuna are also not assured because the students will probably be deprived of contact learning before being promoted to the next level. This again leads to next level difficulties that these students may face shortly soon due to unclear concepts of previous standards/grades ( Sintema, 2020 ). Also, in the absence of a formal class environment, the student’s concentration is more likely to be adversely influenced.

Where the online facility has provided the ease of learning through flexi classes, there is no surety that the student himself or herself is attending the class. Due to network troubles, sometimes the teacher and students face many disturbances. Students sometimes get involved in mischievous activities by making fake email IDs, making noises, or giving unnecessary comments etc. The teacher faces difficulty maintaining discipline. However, this online mode is more appropriate for some disciplines than direct contact teachings, such as web designing, etc., where the practical demonstration can be better understood through online presentation and screen sharing options.

On the other hand, students from the low socio-economic class are getting no chance to experience online learning. This creates a huge and unfair social stratification where learners are left deprived of their legitimate right to education. In developing countries like India, where a huge population belongs to rural backgrounds, people are not so technology friendly. This is another challenge for the Indian education system despite the availability of technological facilities. This difficulty is faced by either or both teacher and student. Teachers who are more apt and comfortable in contact teaching cannot give their 100% through online lectures. A very advantageous and constructive aspect that emerged during the lockdown is that many professionals started throwing free online courses, training programs, workshops, webinars, etc., which have given a good chance to all the learners to update their credentials at no expense. People having busy official schedules who are usually not able to invest time in such programs are now getting a chance to upgrade themselves. On the other hand, young professionals are getting a fair chance to present themselves with more confidence.

When it comes to the physiological and cognitive effects, online education has both advantages and disadvantages. Recently, a study was conducted at Harvard Medical School on digital devices’ interference in sleep and creativity. It was found that the use of digital media plays a significant role in making the neural connection for a growing human brain. However, the screen usage of more than the recommended hours can lead to lower brain development. This also leads to the disruption of sleep by undersecretion of the melatonin hormone.

Another major concern is the availability of study resources. Not all the study material is available through online mode. Several offline materials are usually available in the library but not in the online database. A student is being deprived of this material. Furthermore, the educational institutions, which have decided to conduct online examinations, face difficulty in preparing question papers. The question papers are mostly multiple choices that do not give the student a window to write descriptive answers, which are equally crucial for a student to learn. This improves the writing skills of the student.

Where the online conduct of classes and conducting examinations has its challenges, the evaluation, on the other hand, has become more convenient and transparent between the teacher and student, where the students come to know about their performance. There are platforms that allow the faculty to give online assignments and evaluation. Online teaching does not require a large infrastructure for the conduct of classes. Instead, a strong IT team is sufficient to make it workable. In direct contact teaching, the other teaching and stationary materials are required, in the absence of which teaching is likely to suffer. The online teaching platform has covered up this drawback of direct contact teaching. However, online teaching makes people more digitally dependent by reducing direct and one-to-one social interaction. This is gradually making people more technology addicts.

12.2.1. Effect of home confinement on children and teachers

Due to the COVID-19 crisis (in more than 150 countries), all levels of the education system, from preschool to tertiary education, have been affected ( Bjorklund and Salvanes, 2011 , Vahid, 2020 ), wherein gradual closure of schools and universities took place. Similar situations prevailed in the past as well, during the pandemics ( Klaiman, Kraemer, & Stoto, 2011 ). Being confined to home or lockdown has impacted lives and livelihood across different spheres and so the education sector too, though have been able to meet the demands ensuring that via “online learning,” “homeschooling,” “virtual learning,” or “E-learning” children’s educational attainment remains undisrupted mainly ( IAU, 2020 ).

At the tertiary level, almost all universities and colleges have offered online courses and switched to virtual lectures, classes, and webinars ( Strielkowski, 2020 ), since digital learning has emerged as a significant aid for education from just an extracurricular facility. Although the contingencies of digital technologies rendition go past a stop-gap solution during the crisis, it has helped answer a new set of questions entirely about what, how, where, and when students shall learn. With the help of technology, students and teachers can ingress resource materials and not limit just to the text books in different formats, styles at their own pace and time by just going online. Besides teachers, smart digital technologies do not just teach only. Instead, it simultaneously observes, monitors how we study, how we learn, what interests us, the tasks that we involve in, the kind of problems that we face and find difficult to solve and adapt accordingly to meet the needs of the learner with more accuracy, specifications as compared to traditional learning within classrooms ( Kumar, 2020 ).

However, the necessary measures taken are highly applaudable; there are various issues that arise due to prolonged school closures and home confinement ( Cao et al., 2020 ) impacting students’ well-being in COVID time wherein students feel physically less active, sleep irregularities, dietary changes marked by weight gain along with low motivation ( Wickens, 2011 ), boredom to getting more anxious, and irritable as well. Abundant research has been carried out, suggesting having adverse effects on physical and psychological health in school-going children and students pursuing higher education at colleges and universities ( Liu et al., 2019 ). Nevertheless, at the tertiary level, the closing of campuses left them with no choice to leave hostels and dormitories and return to their hometown; however, many got stuck too, leaving them helpless and anxious ( Grubic, Badovinac, & Johri, 2020 ).

The switch to online education ensures minimum loss of studies suffered, and progress and attainment are also closely monitored via timely assessment and evaluations. Internal learning evaluation and assessments are considered to have high significance as it demonstrates the students’ learning needs and support for taking remedial actions ( Pandit, 2020 ). However, having been shifted to online platforms and accessed remotely, a major concern that emerged was the availability of proper internet facility networks and technology, especially in lower socio-economic zones and strata. In many countries, via online portals, TV and radio channels were started and the concern was addressed by the respective governments ( Gyamerah, 2020 ).

Imparting of average grade points based on the course completion for students pursuing higher studies, deferring the exams till further notice, promotion to the next level using “predictive grade,” were announced by few higher education institutions and schools. As per Gonzalez et al. (2020) and Black and Wiliam (2018) , the evaluation method and assessment would also change from traditional high stake to small project-based and activity, assignment-based evaluation shortly as the pandemic continues. At higher education institutes, there is a hold on the ongoing research projects and field works. A virtual internship is provided and various scientific research conferences and symposiums have been postponed and canceled ( Viner et al., 2020 ). They have moved online, whereby these virtual conferences have adversely affected networking opportunities and informal communication, creating a wide gap, especially in case of the inequalities prevailed in accessing technology to educational resources and the absence of proper remedial measures ( Gjoshi & Kume, 2014 ).

It is perceived that higher education can be relatively managed with digital learning or remote schooling ( Srivastava, 2020 ). As such, most of the research carried out to study the effect of the COVID-19 pandemic on education discusses the adverse effects in terms of learning and student well-being ( Herold, 2017 ) due to home confinement and digital learning or homeschooling taking place with parental issues and concerns to provide childcare management and guidance required for their distance learning programs, availability of resources, and their socio-economic conditions ( Hiremath, Kowshik, Manjunath, & Shettar, 2020 ).

Despite the ongoing conditions prevailing due to COVID-19, online learning has said to have long-term positive implications that can be expected in comparison to the earlier research studies that suggested that student well-being is affected by the quality of learning ( Mahboob, 2020 ). A recent study sheds light on the significant positive impact of COVID-19 on learning efficiency and performances by adopting online learning strategies. To better understand the teaching and learning process during this crisis, it is imperative to have an education reform made to provide necessary teacher training, making further advancement of the new normal digital learning for functioning smoothly in the future as well ( Stephens, Leevore, Coryell, & Pena, 2017 ).

Furthermore, according to WHO, COVID-19 may never be gone. Instead, people have to learn to live with it. As such, by the policymakers, distance learning is embedded in normal education, so as to help students learn coping skills to deal effectively, minimizing negative impacts in case of crises encountered.

However, as a need of the hour, education shall increasingly embrace online/virtual classrooms, keeping in mind the exposure to students’ screen time in a day, planning of activities wherein parental involvement, assistance, and guidance are considered ( India Today, 2020 ). More physical education, music, dance, home gardening along with art integration should be focussed so as to enhance creativity, and affective domains that advertently shall enhance motivation, physical activities ( Sprang & Silman, 2013 ) and in adolescence too, continuous sitting, eye strains ( Levy & Ramim, 2017 ) and issues like cyber bullying, video game addictions and social media browsing can be put under control. Even for university students, through distance learning, they can collaborate with others, watch lectures prerecorded, and have fruitful discussions. The lecturer can be more of a facilitator rather than an instructor. Distance learning can be as effective as a traditional face-to-face mode of learning. Students have more family time; they can engage at their own pace ( Simonson, Zvacek, & Smaldino, 2019 ).

Moreover, there are barriers to distance learning and are unique to every country. However, its use has worldwide benefits that can be counted on, especially educating, imparting training on various focussed topics to general hobbies ( Bell et al., 2017 ). For educators, having been faced with so many challenges to adjust and get accustomed to the distance learning platform, it is highly commendable to have done so effectively. Still, they find it convincing, and a feel-good factor also persists, as work from home has helped manage home, take care of one’s self and family as mostly the time is spent on daily commuting, travels to reach the workplace, endless department meetings, colloquia or ongoing discussions on one side, and on the contrary, the research evidence ( Goodman, Joshi, Nasim, & Tyler, 2015 ) demonstrated that parents with a low socio-economic background faced difficulties in providing nutritional meals to their children due to school closures, and also the affordability of extra-school activities compared to more advantaged backgrounds.

Nevertheless, to minimize the challenges experienced due to home confinement and school closures, distance learning should be encouraged. Need for updating with modern technology should be introduced with high-speed internet, continuous power supply, cyber security, as well as proper training to educators and students so as to have skills and competencies to operate electronic devices, along with the necessary knowledge and understanding about the method in which the information is imparted.

Clearly, due to our recent experience with the COVID-19 pandemic, many conventional academic life principles have to be reshaped. However, a common goal is being shared by all the education systems, which is to overcome the learning crisis faced and deal effectively with the COVID-19 pandemic.

While talking about the family environment, it has been observed that many faculties are reporting about online teaching difficulties. Especially in children’s cases, it is reported that the families are not cooperating to maintain the class’s decorum. The family members keep disturbing the child for one or the other reason, which promotes the child to continue with disturbing and inattentive behavior. The cognitive skills of the parents also have a significant role in understanding and growth of the child. If the academic and the other assignments are better understood by the parents, the children will have a constant source of support whenever needed without any delay or waiting time for the next interaction with the teacher. In this aspect, India is facing much difficulty because a large population is illiterate or less educated to compliment the contemporary educational demands of their children. Hence, the family has a central role in the learning of the child ( Moon, Kim, & Moon, 2016 ).

12.2.2. A multidimensional impact of uncertainty

The diagonals of impact or the crater that is created due to the situation is a matter of major concern today. If we see the situation and scenario, we will find that this pandemic problem is not just medical or psychological. However, it encompasses a three-dimensional area, that is the bio-psycho-social domain of health psychology, which explains an interconnection between biology, psychology, and socio-environmental factors. This model plays an important role in defining interaction between humans and the environment and puts light on humans’ interaction with their social environment in which we operate within certain domains and norms. When these domains are affected by environmental factors, a lethal combination takes birth. The world is facing the same evidence in the form of various psychological and socio-environmental outcomes, such as financial, mental health, environmental, etc. None of the areas are untouched by the pandemic influences. In the current chapter, the impacts of COVID-19 on education are explained in detail.

Suppose we see the present scenario when uncertainty is prevailing in every sector of society. In that case, it will not be superlative to say that the students of today, despite having their completed degrees, will have a certain and stable career. Such situations are making the students prone to rumination , which means that they are most likely to think about their uncertain future. In the present context, it is in terms of examination outcome and job security. This thought process is likely to affect their overall psyche and, in turn, will lead to a greater rise in major psychological problems.

12.3. Sustaining the education industry during COVID-19

This pandemic situation generates many education losses like postponing the board exams, competitive exams, government exams, schools and colleges closed, etc. To overcome or minimize these losses, the Human Resource Development (HRD) minister released the guideline to all educational institutes to utilize the online platforms for teaching purposes ( Di Pietro, Biagi, Costa, Karpiński, & Mazza, 2020 ). Here, the most popular open-source of online teaching platforms are MS Team, Moodle, Zoom App, Chamilo, Webex, Canvas, Forms, Google Hangouts, and Google Meet. These platforms have helped teachers in online lecture delivery, sharing of notes, assessment, quiz conduction, etc. Several e-learning platforms are also available for students, which offer free certification or audit of the courses. These sources are Coursera, NPTEL, Swayam, edX, WHO, Harvard University, Stanford University, MITs, IITs, NITs, and many more. Therefore, in this situation, students learn at their own pace using digital platforms, while protecting themselves from the corona virus. Hence, the impact of COVID-19 on the education sector is compensated by online teaching platforms ( UNESCO, 2020 ). This online platform also provides teachers and students with various opportunities to interact with experts as per their area of interest without any expenses. Such teaching facilitates students’ effective utilization of time and more online learning activities based on their preferences.

The entire chapter can be summarized in the table mentioned below:

12.4. Conclusion

The pandemic situation has adversely affected several sectors, but the education sector has had both advantages and disadvantages. The virus outbreak has negatively influenced other areas; the education sector has been able to sustain and has shown its advantages. Especially when we talk about digital education, it has proved to be a savior of the entire education system. However, it cannot be avoided that this digitalization has come up with its limitations. It has its pros and cons, such as home confinement, blocked socialization etc. Hence, in this epidemic situation, the fulfilment of course requirements is majorly satisfied. However, the quality of learning and outcome is adversely affected in some teaching areas, which further opens the door to more advanced education reformed by policymakers and government. Therefore, a futuristic approach to implementing such an education system needs much planning to provide a better learning platform. However, to get better results, online teaching techniques and traditional pedagogy may produce highly productive results. Therefore it can be concluded that despite having limitations, this COVID-19 pandemic has got a boost through various online platforms.

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Persuasive Essay Guide

Persuasive Essay About Covid19

How to Write a Persuasive Essay About Covid19 | Examples & Tips

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Are you looking to write a persuasive essay about the Covid-19 pandemic?

Writing a compelling and informative essay about this global crisis can be challenging. It requires researching the latest information, understanding the facts, and presenting your argument persuasively.

But don’t worry! with some guidance from experts, you’ll be able to write an effective and persuasive essay about Covid-19.

In this blog post, we’ll outline the basics of writing a persuasive essay . We’ll provide clear examples, helpful tips, and essential information for crafting your own persuasive piece on Covid-19.

Read on to get started on your essay.

• 1. Steps to Write a Persuasive Essay About Covid-19
• 2. Examples of Persuasive Essay About Covid19
• 3. Examples of Persuasive Essay About Covid-19 Vaccine
• 4. Examples of Persuasive Essay About Covid-19 Integration
• 5. Examples of Argumentative Essay About Covid 19
• 6. Examples of Persuasive Speeches About Covid-19
• 7. Tips to Write a Persuasive Essay About Covid-19
• 8. Common Topics for a Persuasive Essay on COVID-19 

Steps to Write a Persuasive Essay About Covid-19

Here are the steps to help you write a persuasive essay on this topic, along with an example essay:

Step 1: Choose a Specific Thesis Statement

Your thesis statement should clearly state your position on a specific aspect of COVID-19. It should be debatable and clear. For example:

Step 2: Research and Gather Information

Collect reliable and up-to-date information from reputable sources to support your thesis statement. This may include statistics, expert opinions, and scientific studies. For instance:

• COVID-19 vaccination effectiveness data
• Information on vaccine mandates in different countries
• Expert statements from health organizations like the WHO or CDC

Step 3: Outline Your Essay

Create a clear and organized outline to structure your essay. A persuasive essay typically follows this structure:

• Introduction
• Background Information
• Body Paragraphs (with supporting evidence)
• Counterarguments (addressing opposing views)

Step 4: Write the Introduction

In the introduction, grab your reader's attention and present your thesis statement. For example:

Step 5: Provide Background Information

Offer context and background information to help your readers understand the issue better. For instance:

Step 6: Develop Body Paragraphs

Each body paragraph should present a single point or piece of evidence that supports your thesis statement. Use clear topic sentences, evidence, and analysis. Here's an example:

Step 7: Address Counterarguments

Acknowledge opposing viewpoints and refute them with strong counterarguments. This demonstrates that you've considered different perspectives. For example:

Step 8: Write the Conclusion

Summarize your main points and restate your thesis statement in the conclusion. End with a strong call to action or thought-provoking statement. For instance:

Step 9: Revise and Proofread

Edit your essay for clarity, coherence, grammar, and spelling errors. Ensure that your argument flows logically.

Step 10: Cite Your Sources

Include proper citations and a bibliography page to give credit to your sources.

Remember to adjust your approach and arguments based on your target audience and the specific angle you want to take in your persuasive essay about COVID-19.

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Examples of Persuasive Essay About Covid19

When writing a persuasive essay about the Covid-19 pandemic, it’s important to consider how you want to present your argument. To help you get started, here are some example essays for you to read:

Check out some more PDF examples below:

Persuasive Essay About Covid-19 Pandemic

Sample Of Persuasive Essay About Covid-19

Persuasive Essay About Covid-19 In The Philippines - Example

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Examples of Persuasive Essay About Covid-19 Vaccine

Covid19 vaccines are one of the ways to prevent the spread of Covid-19, but they have been a source of controversy. Different sides argue about the benefits or dangers of the new vaccines. Whatever your point of view is, writing a persuasive essay about it is a good way of organizing your thoughts and persuading others.

A persuasive essay about the Covid-19 vaccine could consider the benefits of getting vaccinated as well as the potential side effects.

Below are some examples of persuasive essays on getting vaccinated for Covid-19.

Covid19 Vaccine Persuasive Essay

Persuasive Essay on Covid Vaccines

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Examples of Persuasive Essay About Covid-19 Integration

Covid19 has drastically changed the way people interact in schools, markets, and workplaces. In short, it has affected all aspects of life. However, people have started to learn to live with Covid19.

Writing a persuasive essay about it shouldn't be stressful. Read the sample essay below to get idea for your own essay about Covid19 integration.

Persuasive Essay About Working From Home During Covid19

Searching for the topic of Online Education? Our persuasive essay about online education is a must-read.

Examples of Argumentative Essay About Covid 19

Covid-19 has been an ever-evolving issue, with new developments and discoveries being made on a daily basis.

Writing an argumentative essay about such an issue is both interesting and challenging. It allows you to evaluate different aspects of the pandemic, as well as consider potential solutions.

Here are some examples of argumentative essays on Covid19.

Argumentative Essay About Covid19 Sample

Argumentative Essay About Covid19 With Introduction Body and Conclusion

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Examples of Persuasive Speeches About Covid-19

Do you need to prepare a speech about Covid19 and need examples? We have them for you!

Persuasive speeches about Covid-19 can provide the audience with valuable insights on how to best handle the pandemic. They can be used to advocate for specific changes in policies or simply raise awareness about the virus.

Check out some examples of persuasive speeches on Covid-19:

Persuasive Speech About Covid-19 Example

Persuasive Speech About Vaccine For Covid-19

You can also read persuasive essay examples on other topics to master your persuasive techniques!

Tips to Write a Persuasive Essay About Covid-19

Writing a persuasive essay about COVID-19 requires a thoughtful approach to present your arguments effectively. 

Here are some tips to help you craft a compelling persuasive essay on this topic:

Choose a Specific Angle

Start by narrowing down your focus. COVID-19 is a broad topic, so selecting a specific aspect or issue related to it will make your essay more persuasive and manageable. For example, you could focus on vaccination, public health measures, the economic impact, or misinformation.

Provide Credible Sources 

Support your arguments with credible sources such as scientific studies, government reports, and reputable news outlets. Reliable sources enhance the credibility of your essay.

Use Persuasive Language

Employ persuasive techniques, such as ethos (establishing credibility), pathos (appealing to emotions), and logos (using logic and evidence). Use vivid examples and anecdotes to make your points relatable.

Organize Your Essay

Structure your essay involves creating a persuasive essay outline and establishing a logical flow from one point to the next. Each paragraph should focus on a single point, and transitions between paragraphs should be smooth and logical.

Emphasize Benefits

Highlight the benefits of your proposed actions or viewpoints. Explain how your suggestions can improve public health, safety, or well-being. Make it clear why your audience should support your position.

Use Visuals -H3

Incorporate graphs, charts, and statistics when applicable. Visual aids can reinforce your arguments and make complex data more accessible to your readers.

Call to Action

End your essay with a strong call to action. Encourage your readers to take a specific step or consider your viewpoint. Make it clear what you want them to do or think after reading your essay.

Revise and Edit

Proofread your essay for grammar, spelling, and clarity. Make sure your arguments are well-structured and that your writing flows smoothly.

Seek Feedback 

Have someone else read your essay to get feedback. They may offer valuable insights and help you identify areas where your persuasive techniques can be improved.

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Common Topics for a Persuasive Essay on COVID-19 

Here are some persuasive essay topics on COVID-19:

• The Importance of Vaccination Mandates for COVID-19 Control
• Balancing Public Health and Personal Freedom During a Pandemic
• The Economic Impact of Lockdowns vs. Public Health Benefits
• The Role of Misinformation in Fueling Vaccine Hesitancy
• Remote Learning vs. In-Person Education: What's Best for Students?
• The Ethics of Vaccine Distribution: Prioritizing Vulnerable Populations
• The Mental Health Crisis Amidst the COVID-19 Pandemic
• The Long-Term Effects of COVID-19 on Healthcare Systems
• Global Cooperation vs. Vaccine Nationalism in Fighting the Pandemic
• The Future of Telemedicine: Expanding Healthcare Access Post-COVID-19

In search of more inspiring topics for your next persuasive essay? Our persuasive essay topics blog has plenty of ideas!

To sum it up,

You have read good sample essays and got some helpful tips. You now have the tools you needed to write a persuasive essay about Covid-19. So don't let the doubts stop you, start writing!

If you need professional writing help, don't worry! We've got that for you as well.

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Frequently Asked Questions

Are there any ethical considerations when writing a persuasive essay about covid-19.

Yes, there are ethical considerations when writing a persuasive essay about COVID-19. It's essential to ensure the information is accurate, not contribute to misinformation, and be sensitive to the pandemic's impact on individuals and communities. Additionally, respecting diverse viewpoints and emphasizing public health benefits can promote ethical communication.

What impact does COVID-19 have on society?

The impact of COVID-19 on society is far-reaching. It has led to job and economic losses, an increase in stress and mental health disorders, and changes in education systems. It has also had a negative effect on social interactions, as people have been asked to limit their contact with others.

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Keep reading

• Paragraph Writing
• Paragraph Writing On Covid 19

Paragraph Writing on Covid 19 - Check Samples for Various Word Limits

The Covid-19 pandemic has been a deadly pandemic that has affected the whole world. It was a viral infection that affected almost everyone in some way or the other. However, the effects have been felt differently depending on various factors. As it is a virus, it will change with time, and different variants might keep coming. The virus has affected the lifestyle of human beings. The pandemic has affected the education system and the economy of the world as well. Many people have lost their lives, jobs, near and dear, etc.

Table of Contents

Paragraph writing on covid-19 in 100 words, paragraph writing on covid-19 in 150 words, paragraph writing on covid-19 in 200 words, paragraph writing on covid-19 in 250 words, frequently asked questions on covid-19.

Check the samples provided below before you write a paragraph on Covid-19.

Coronavirus is an infectious disease and is commonly called Covid-19. It affects the human respiratory system causing difficulty in breathing. It is a contagious disease and has been spreading across the world like wildfire. The virus was first identified in 2019 in Wuhan, China. In March, WHO declared Covid-19 as a pandemic that has been affecting the world. The virus was spreading from an infected person through coughing, sneezing, etc. Therefore, the affected people were isolated from everyone. The affected people were even isolated from their own family members and their dear ones. Other symptoms noticed in Covid – 19 patients include weariness, sore throat, muscle soreness, and loss of taste and smell.

Coronavirus, often known as Covid-19, is an infectious disease. It affects the human respiratory system, making breathing difficult. It’s a contagious disease that has been spreading like wildfire over the world. The virus was initially discovered in Wuhan, China, in 2019. Covid-19 was declared a global pandemic by the World Health Organization in March. The virus was transferred by coughing, sneezing, and other means from an infected person. As a result, the people who were affected were isolated from the rest of society. The folks who were afflicted were even separated from their own family members and loved ones. Weariness, sore throat, muscle stiffness, and loss of taste and smell are among the other complaints reported by Covid-19 individuals. Almost every individual has been affected by the virus. A lot of people have lost their lives due to the severity of the infections. The dropping of oxygen levels and the unavailability of oxygen cylinders were the primary concerns during the pandemic.

The Covid-19 pandemic was caused due to a man-made virus called coronavirus. It is an infectious disease that has affected millions of people’s lives. The pandemic has affected the entire world differently. It was initially diagnosed in 2019 in Wuhan, China but later, in March 2020, WHO declared that it was a pandemic that was affecting the whole world like wildfire. Covid-19 is a contagious disease. Since it is a viral disease, the virus spreads rapidly in various forms. The main symptoms of this disease were loss of smell and taste, loss of energy, pale skin, sneezing, coughing, reduction of oxygen level, etc. Therefore, all the affected people were asked to isolate themselves from the unaffected ones. The affected people were isolated from their family members in a separate room. The government has taken significant steps to ensure the safety of the people. The frontline workers were like superheroes who worked selflessly for the safety of the people. A lot of doctors had to stay away from their families and their babies for the safety of their patients and their close ones. The government has taken significant steps, and various protocols were imposed for the safety of the people. The government imposed a lockdown and shut down throughout the country.

The coronavirus was responsible for the Covid-19 pandemic. It is an infectious disease that has affected millions of people’s lives. The pandemic has impacted people all across the world in diverse ways. It was first discovered in Wuhan, China, in 2019. However, the World Health Organization (WHO) proclaimed it a pandemic in March 2020, claiming that it has spread throughout the globe like wildfire. The pandemic has claimed the lives of millions of people. The virus had negative consequences for those who were infected, including the development of a variety of chronic disorders. The main symptoms of this disease were loss of smell and taste, fatigue, pale skin, sneezing, coughing, oxygen deficiency, etc. Because Covid-19 was an infectious disease, all those who were infected were instructed to segregate themselves from those who were not. The folks who were affected were separated from their families and locked in a room. The government has prioritised people’s safety. The frontline personnel were like superheroes, working tirelessly to ensure the public’s safety. For the sake of their patients’ and close relatives’ safety, many doctors had to stay away from their families and babies. The government had also taken significant steps and implemented different protocols for the protection of people.

What is meant by the Covid-19 pandemic?

The Covid-19 pandemic was a deadly pandemic that affected the lives of millions of people. A lot of people lost their lives, and some people lost their jobs and lost their entire families due to the pandemic. Many covid warriors, like doctors, nurses, frontline workers, etc., lost their lives due to the pandemic.

From where did the Covid-19 pandemic start?

The Covid-19 pandemic was initially found in Wuhan, China and later in the whole world.

What are the symptoms of Covid-19?

The symptoms of Covid-19 have been identified as sore throat, loss of smell and taste, cough, sneezing, reduction of oxygen level, etc.

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ORIGINAL RESEARCH article

The impact of school closures during the covid-19 pandemic on reading fluency among second grade students: socioeconomic and gender perspectives.

• Edmond J. Safra Brain Research Center for the Studies of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel

Introduction: The acquisition of reading skills is a crucial milestone in early education, with formal instruction and practice playing pivotal roles. The outbreak of COVID-19 led to widespread school closures and a shift to remote learning.

Methods: This study aimed to investigate the effects of school closures on reading acquisition and fluency among a large sample of second-grade children, considering socioeconomic status (SES) and gender differences. In 2019, a cohort of 2228 second-grade students from 34 schools was assessed for word reading fluency and comprehension. In 2020, during the pandemic, 765 students from a subsample of 20 original schools were re-evaluated using the same measures. The study also collected school-related data.

Results: The findings from the entire sample indicated no significant differences in fluency and comprehension scores between children in the second grade in 2019 and 2020. However, a significant interaction emerged when analyzing low SES versus high SES children. Children from low SES backgrounds exhibited notably lower reading scores after a year of remote learning due to the COVID-19 outbreak. Moreover, the disparity in reading scores between low SES and high SES children nearly doubled in 2020. Gender differences were also detected.

Discussion: These results underscore the impact of remote learning during the COVID-19 crisis on exacerbating gaps in reading fluency and comprehension between children from high and low SES backgrounds. The implications of these findings highlight the critical role of in-person schooling and targeted support for disadvantaged students, especially during pivotal stages of reading development.

1 Introduction

The global outbreak of COVID-19 in early 2020 prompted widespread school closures across many countries, including Israel, resulting in a significant shift toward remote learning ( Kuhfeld et al., 2020 ; Lake and Dusseault, 2020 ; United Nations, 2020 ). This unprecedented situation led to changes in the educational landscape, with students adapting to shortened school days delivered through technological platforms ( Hall et al., 2020 ; Kuhfeld et al., 2020 ). Moreover, parents took on a more prominent role in delivering the curriculum in many instances ( Reimer et al., 2021 ).

A fundamental milestone in early elementary education is the acquisition of reading skills. The process of learning to read involves substantial formal instruction and practice ( Stanovich and West, 1989 ). However, the adverse impact of COVID-19 on reading acquisition was particularly pronounced among disadvantaged children who faced unequal access to educational resources ( UNESCO, 2020 ). This disparity is a significant concern, particularly with studies highlighting potential “Matthew Effect” dynamics during the pandemic, where existing gaps in reading ability between children from different socioeconomic backgrounds could be further exacerbated ( García-Muiña et al., 2021 ). The “Matthew Effect” concept underscores how initial advantages can magnify disparities over time ( Stanovich, 1986 ), which, in the context of reading, could suggest that children from lower socioeconomic status backgrounds might fall behind even more in their reading development. Furthermore, parents of elementary school children reported a reduction in learning-related activities during COVID-19 closures ( Andrew et al., 2020 ), potentially compounding challenges for struggling readers.

The second grade is a pivotal stage where children transition from decoding-based reading strategies to more fluent and accurate reading ( Chall, 1983 ; Bar-Kochva, 2013 ). Although studies on the impact of COVID-19 closures on reading have emerged, many have focused on later stages of elementary school (from 3rd grade onwards; Kuhfeld et al., 2020 ; Engzell et al., 2021 ; Kaffenberger, 2021 ; Relyea et al., 2023 ). Few large-scale studies have addressed the effects of COVID-19 school closures on reading development during earlier foundational stages ( Ardington et al., 2021 ). The Israeli Ministry of Education’s expert panel highlighted the need to investigate and comprehend gaps arising from COVID-19, particularly in early childhood, and emphasized the importance of empirical studies based on validated tools conducted at multiple time points ( Kesner Baruch et al., 2021 ).

This study aims to address a gap in the literature by examining reading acquisition among a substantial sample of Hebrew-speaking second-grade children—an age group that has received less attention during the early elementary years. Specifically, we investigate the trajectory of fluency development among children of diverse socioeconomic backgrounds over a year, encompassing both pre-COVID-19 conditions and the subsequent year, within the same district.

1.1 Reading fluency development

Reading fluency is a critical skill characterized by the ability to read with automaticity, speed, accuracy, proper expression, and appropriate phrasing ( National Reading Panel (US), 2000 ). As reading fluency advances, the cognitive load associated with decoding decreases, allowing more cognitive resources to be allocated to comprehending the text’s meaning ( Wolf and Katzir-Cohen, 2001 ; Perfetti, 2007 ; Stevens et al., 2017 ). The progression of oral reading fluency typically takes place between the second and third grades, persistently evolving throughout the elementary years ( Chall, 1983 ). Early elementary oral reading fluency contributes to proficient silent reading, which becomes crucial in later elementary school ( Price et al., 2016 ). Numerous studies across diverse languages underscore the significance of reading fluency, revealing its predictive role in reading comprehension, the ultimate goal of reading ( Klauda and Guthrie, 2008 ; Kim et al., 2010 ; Stevens et al., 2017 ; Nevo et al., 2020 ).

Assessing reading fluency frequently involves measuring the accurate pronunciation of words within a restricted timeframe. For instance, the Test of Word Reading Efficiency (TOWRE) evaluates the ability to pronounce printed words both accurately and fluently, reflecting the comprehension of the read words ( Torgeson et al., 1999 ; Fuchs et al., 2001 ; Good et al., 2001 ). Proficient automatic sight-word reading is fundamental for fluid and natural text comprehension ( Miller and Schwanenflugel, 2008 ; Kuhn et al., 2010 ). Thus, tests gaging the number of correctly read words within a given duration serve as valuable tools for identifying potential reading difficulties ( Valencia et al., 2010 ). Research underscores that during early grades, reading fluency significantly contributes to comprehension, a principle that is particularly pronounced in second-grade readers ( Fuchs et al., 2001 ; Valencia et al., 2010 ). Reading in context demands the activation of semantics, as readers simultaneously process words while aiming to extract textual meaning ( Katzir et al., 2006 ). Consequently, the amalgamation of syntactic rules and semantic structures is essential for constructing cohesive units of ideas. Insufficient automation at lower processing levels (letters or words) could impede processing at higher levels (sentences or texts; Logan, 1997 ).

This study’s focus is on Hebrew-speaking children, with Hebrew characterized as an Abjad writing system. An Abjad writing system predominantly consists of consonantal representation with sporadic and incomplete vowel representation ( Eviatar and Share, 2013 ). Hebrew is available in two forms: pointed (shallow orthography) and unpointed (deep orthography). Early reading acquisition in first grade revolves around shallow pointed Hebrew, allowing for rapid association between letters and sounds due to comprehensive phonological cues ( Share and Levin, 1999 ; Shany et al., 2012 ). As such, most children become skilled decoders by the end of first grade, heightening the importance of speed and fluency ( Lipka et al., 2016 ). The progression to partially pointed texts, particularly in second and third grades, exposes readers to lexico-morpho-orthographic knowledge utilization ( Shany et al., 2012 ).

In nurturing reading fluency in first and second graders, the recommendation is for students to engage in daily reading aloud and silent practice, utilizing materials tailored to their level of competence ( National Reading Panel (US), 2000 ; The Israeli Ministry of Education, 2014 ). The shift to remote instruction is believed to have potentially hindered teachers’ ability to facilitate ample reading fluency practice opportunities.

1.2 The challenges of remotely teaching literacy to diverse learners

The abrupt shift to remote learning during the pandemic posed significant challenges for educators, particularly in teaching literacy to young children. These learners, who had not yet become independent readers, faced obstacles in navigating technological tools independently ( Sucena et al., 2022 ). As literacy development heavily relies on face-to-face interaction, the transition to remote learning presented hurdles in providing the necessary constant feedback and personalized attention required for learning to read and write ( Relyea et al., 2023 ).

Teachers were thrust into an unfamiliar landscape, requiring them to adapt and innovate in the realm of online instruction with limited prior experience. This shift was especially arduous for educators in the early elementary grades ( Giovannella et al., 2020 ; Kruszewska et al., 2020 ; Letzel et al., 2020 ; Dotan et al., 2021 ). A study in Israel conducted by Dotan et al. (2021) among first- and second-grade teachers revealed their struggles in remote teaching, including challenges in fostering reading fluency and comprehension, addressing the needs of struggling readers, and assessing literacy skills remotely. Beyond curriculum adaptation, teachers also encountered difficulties in teaching diverse learners. Notably, the digital divide was exacerbated by socioeconomic status (SES) disparities, with 75% of low-SES school teachers reporting unequal access to computers among their students, compared to 46% in middle-high SES schools ( Dotan et al., 2021 ).

Despite the hurdles, some positive outcomes were observed due to school closures. The increased involvement of parents in providing home support during remote learning potentially contributed to emotional and academic advancements ( Immerfall, 2020 ). Nonetheless, the prevailing sentiment from research indicates learning loss resulting from school absences ( Kuhfeld et al., 2020 ; Engzell et al., 2021 ; OECD, 2023 ).

In evaluating the pandemic’s impact on learning, the term “unfinished learning” becomes relevant—a concept encompassing missed instruction due to school closures ( Lambert and Sassone, 2020 ; The National Authority for Measurement and Evaluation in Education, 2023 ). Notably, this term does not imply a permanent deficit; instead, with proper support, students can attain the necessary mastery.

Additionally, the term “vulnerable children” takes on significance in this context, especially concerning children from low SES backgrounds. Their vulnerability extends to economic hardships, limited access to resources, reduced support, and heightened stress at home ( Drane et al., 2020 ; Masters et al., 2020 ). The literature review reinforces the imperative to attend to these vulnerable learners, particularly those from low SES backgrounds who are at risk of accumulating academic gaps, especially in reading, during the COVID-19 period ( Kaffenberger, 2021 ; Relyea et al., 2023 ).

In conclusion, the challenges of remotely teaching literacy to diverse learners during the pandemic were multifaceted. Teachers navigated the complexities of adapting to online instruction, while students faced barriers in receiving the personalized attention necessary for literacy development. The unequal access to technology further exacerbated disparities, with vulnerable learners from low SES backgrounds at greater risk of falling behind. Despite the potential benefits of home support, learning loss remained a prevalent concern. The educational community’s focus on addressing these challenges is essential for fostering equitable learning outcomes and supporting vulnerable children’s academic growth.

Several studies have attempted to estimate the extent of learning gaps resulting from school closures, drawing insights from previous instances of learning loss during periods like summer vacations or crises. Bao et al. (2020) predicted that kindergarten children in the United States would experience an average loss of 31% in their reading ability gained in 2020. Kuhfeld et al. (2020) expanded on this by demonstrating that third- to seventh-grade students could lose around 35% of their reading gains during the COVID-19 period compared to a typical school year. Furthermore, the impact was more pronounced among students with low socioeconomic status (SES). In their predictions about school achievement variability during the pandemic, they estimated a reading score decrease of 1.2 times lower than typical year scores ( Kuhfeld et al., 2020 ). Hevia et al. (2022) examined 10-15-year-old readers and indicated that the younger readers, as well as those with low SES, showed the greatest learning loss in reading during the COVID-19 pandemic.

An interesting recent meta-analysis review ( Betthäuser et al., 2023 ) identified 42 studies from 15 countries on learning progress among primary and secondary school children during the COVID-19 pandemic. It was found that students experienced a loss of approximately 35% of a school year’s learning. On average, the learning advancement of school-aged children was significantly reduced during the pandemic. Furthermore, the review implies that the pandemic has intensified educational disparities among children from diverse SES, which have been found before the pandemic.

This trend receives support from research on regular periods, such as the summer vacation, during which the learning loss of children from low socioeconomic backgrounds is significantly more substantial than that of those from moderate to high socioeconomic backgrounds (e.g., Burkam et al., 2004 ; Downey et al., 2004 ; Kim and White, 2008 ; Allington et al., 2010 ).

A simulation study conducted across seven low- and middle-income countries by Kaffenberger (2021) projected that a school closure lasting one-third of a regular year during third grade could lead to a year-long loss in learning until tenth grade, disproportionately affecting students in lower-income countries.

These trends have been found not only in reading but also in mathematical abilities, Blaskó et al. (2022) sought to assess the potential impact of pandemic-related learning losses in mathematics across 22 European countries, surveying 4,400 4th graders. Their study was based on data from an international achievement survey conducted before the pandemic, namely the Trends in International Mathematics and Science Study 2019. The findings revealed significant disparities among European countries regarding the availability of essential distance-learning resources, parental backgrounds, and school differences. These discrepancies in country standings are likely attributed to both the affluence of and inequalities within the respective countries, which, in turn, can impact the effect of learning loss.

A recent study conducted in the US by Relyea et al. (2023) found that the average reading achievement gain during the 2020–2021 school year was lower compared to the 2018–2019 school year. The observed effect sizes for learning loss were 0.54, 0.27, and 0.28 standard deviations for grades 3, 4, and 5, respectively. Similar gaps in reading skills were detected among second-grade students in South Africa ( Ardington et al., 2021 ). This study compared reading skills of students assessed before (2019) and during the pandemic (2020), revealing a reading gap ranging from 57 to 70% for English-speaking second graders.

A study focused on fifth-grade students in Germany, employing real-time assessments through a reading comprehension task in 2020 after school closures, highlighted a learning loss of 11–17% compared to previous measurements ( Schult et al., 2022 ).

A recent systematic review ( Panagouli et al., 2021 ), synthesizing data from 42 studies primarily conducted in Europe, Asia, and America, investigates the impact of online learning and modified educational methods on school-aged students during the COVID-19 pandemic. The review encompasses students aged 8 to 22 and revealed varied effects: The most prominent trend indicated that students experienced learning loss, especially in math and reading, though some benefited. Younger students and those with neurodevelopmental disorders or special education needs faced greater challenges. Additionally, parents reported similar trends, observing declines in their children’s performance, though some noted benefits from online learning. Teachers mainly reported academic gaps, particularly in mathematics and reading. Despite challenges, younger students showed enthusiasm for interactive learning materials, suggesting their positive effects should be considered.

Furthermore, a meta-analysis of 18 studies ( König and Frey, 2022 ) mainly from the United States and Europe (predominantly Germany and the Netherlands), assessed the impact of COVID-19-related school closures on student achievement. The analysis showed a negative effect, with a weekly learning loss of −0.022. It also tentatively suggested that younger primary school students were more adversely affected compared to older students, possibly due to their lower self-regulated learning capabilities and the vital role of teacher scaffolding in regular instruction. The analysis suggested that remote learning was more effective in later lockdown phases than initially, possibly due to the familiarity gained with established online learning apps.

A study spanning from third to ninth grade in Switzerland investigated the impact of COVID-19-related school closures and the effectiveness of in-person versus distance learning in math and language ( Tomasik et al., 2021 ). It was found that while older students could somewhat offset the effects of school closures, younger students faced significant challenges. Learning progress for younger children not only slowed down, potentially affecting future development, but also became more varied. While a small group of primary school students benefited from closures, others experienced severe declines in performance. These children are at risk of falling behind academically, emphasizing the importance of addressing their needs.

These studies collectively underscore the pervasive impact of COVID-19-induced school closures on students’ reading skills, transcending socioeconomic, cultural, and linguistic boundaries. Overall, these findings emphasize that the pandemic’s repercussions on reading development have been particularly detrimental for children from low-SES backgrounds. Consequently, students returned to school with substantial and divergent learning gaps, necessitating targeted efforts from educators to address and mitigate these disparities. Notably, learning losses were more pronounced among students from less educated and low SES households ( Engzell et al., 2021 ; Kaffenberger, 2021 ; Betthäuser et al., 2023 ; Relyea et al., 2023 ).

1.3 Reading and gender

Gender constitutes another significant contextual factor within the realm of children’s reading development. Despite standardized literacy instruction in classrooms, disparities in reading achievement between boys and girls have been consistently observed. Numerous studies have consistently highlighted noteworthy gender differences in reading achievement across the entire spectrum of reading abilities within educational settings ( Chatterji, 2006 ; Mullis et al., 2007 ; Logan and Johnston, 2010 ; Robinson and Lubienski, 2011 ; Reardon et al., 2019 ).

Remarkably, girls consistently outperform boys in reading achievement ( Chatterji, 2006 ; Mullis et al., 2007 ; Logan and Johnston, 2010 ; Robinson and Lubienski, 2011 ; Katzir et al., 2018 ; Reardon et al., 2019 ), and these gender differences do not display a marked declining trend across elementary or secondary schooling ( Reardon et al., 2019 ; Reilly et al., 2019 ). Additionally, substantial gender imbalances exist in poor reading, with boys being disproportionately represented ( Reilly et al., 2019 ). Notably, prior empirical evidence ( Coles and Hall, 2002 ; Mullis et al., 2007 ) consistently indicates that girls report higher reading frequency compared to boys. Gender-linked disparities in reading frequency may indeed influence variations in reading performance.

Support for gender differences can be found in the latest PISA report, in which girls outperformed boys in reading by an average of 24 points across OECD countries, indicating a universal gender gap. Among low performers, boys outnumbered girls, constituting 31% compared to 22% in reading proficiency. Conversely, among top performers, girls slightly outnumbered boys, with 8% versus 6% on average across OECD nations. In Israel, ranked 30th out of 81 countries, girls achieved a mean reading score of 486, surpassing boys by 24 points (462). While girls’ literacy achievements declined compared to previous years, boys showed improvement. Despite this narrowing trend, the gender gap still favors girls in reading proficiency. The gender gap scenario in Israel closely mirrors the OECD average. The Israeli Ministry of Education emphasized, based on the PISA 2022 findings, that the gender gaps in reading proficiency translate to nearly a year of schooling.

While gender effects in remote learning have primarily been explored among older students, limited research has delved into gender-specific effects on young learners during the COVID-19 pandemic. Some studies suggest that females tend to exhibit greater adaptability to collaborative and technology-based instruction, while others find that males often display a higher comfort level with the technical aspects of remote learning platforms ( Jones et al., 2021 ).

It is vital to underscore that most existing studies have focused on older children rather than those in the early stages of elementary school, where reading acquisition begins. As such, this present study emphasizes reading acquisition among second-grade students, aiming to bridge a gap in the literature pertaining to reading development during COVID-19. This research particularly targets children from diverse backgrounds at this pivotal stage. Furthermore, the study’s focus extends to examining whether gender-related differences manifest differently among boys and girls.

Research Questions:

1. What is the effect of COVID-19 on second-grade children’s reading fluency, and is there an interaction between COVID-19, SES, and gender on reading fluency?

2. What is the effect of COVID-19 on second-grade children’s comprehension fluency, and is there an interaction between COVID-19, SES, and gender on comprehension fluency?

2.1 Participants

The study included primary school students from the Israeli public education system, all Hebrew speaking children with typical IQs, encompassing various socioeconomic status (SES) backgrounds in the southern region of Israel. The participants’ age range was between seven and 8 years old, with a relatively equal distribution of boys (49%) and girls (51%). None of the children in the sample exhibited significant neurological difficulties. The division of children into SES groups was based on the Ministry of Education’s scoring system for schools, utilizing neighborhood and parental demographic information including education and income. A total of 20 schools were examined at both time points with 5% of the schools representing high SES, 55% medium SES and 40% of the schools from low SES. A comprehensive overview of sociodemographic characteristics is presented in Table 1 .

Table 1 . Sociodemographic characteristics of the sample.

2.2 Measures

2.2.1 reading fluency.

Word reading fluency was assessed using the TOWRE test ( Katzir et al., 2012 , based on Torgeson et al., 1999 ). Administered individually, participants were tasked with orally reading 80 single words as swiftly and accurately as possible within a 45-s timeframe. The words were progressively ordered in terms of complexity. Scores were computed based on the number of correct words read in 45 s and the error percentage. The internal consistency reliability (α) of this assessment was 0.95.

2.2.2 Comprehension fluency

A group-administered task was employed to evaluate semantic comprehension fluency ( Yinon and Shaul, 2017 , based on Hutzler and Wimmer, 2004 ). This task consisted of 21 sentences spanning a range of everyday topics. Participants were required to read each sentence and promptly indicate whether it was semantically accurate or erroneous, all within a two-minute timeframe. The scores were calculated based on the number of accurately marked sentences within 2 min and the error percentage. The internal consistency reliability (α) for this task was 0.93.

2.3 Procedure

The necessary approvals were secured from the Ministry of Education and the relevant university’s ethics committee prior to data collection. All assessments were individually administered to participants in a designated quiet room within the school premises. Each assessment session lasted approximately 10 min. During the initial year of the study (October 2019), 1,460 children from 20 schools underwent testing. In the subsequent year (October 2020), 815 children were tested from the same 20 schools. All assessments were conducted individually during school hours in a controlled environment.

3.1 First research question: the effect of COVID-19, SES and gender on reading fluency

To answer the first research question regarding the combined effect of COVID-19, SES, and gender on reading fluency, a univariate analysis of covariance (ANCOVA) was run with COVID-19, SES, and gender as independent variables, reading fluency as the dependent variable, and school as a covariate variable. The descriptive statistics of the word reading fluency is presented in Table 2 . The analysis revealed no main effect of COVID-19 or gender, F’s < 1. The main effect of SES was significant, F (2, 1988) = 39.15, p  < 0.001, η 2  = 0.04, indicating that participants in the Low SES schools ( m  = 21.75, SE = 0.45) had lower reading fluency compared to medium SES ( m  = 25.67, SD = 0.35; p  < 0.001) which were lower than the High SES ( m  = 31.64, SE = 1.32; p  < 0.05). There were significant differences between all the different SES in reading fluency ( p  < 0.001).

Table 2 . Mean and (SD) of word reading fluency in the among the different SES groups and gender in both years of the study.

The interaction between COVID-19 and SES was significant, F(2, 1988) = 3.99, p  < 0.05, η 2  = 0.01. Post-hoc analyses revealed that the negative effect of COVID-19 existed only in low SES schools, F (1, 761) = 6.89, p  < 0.01, η 2  = 0.01. Low SES Participants in year 2 (post-COVID-19) had lower reading fluency ( m  = 20.56, SD = 0.64) than year 1 participants (pre-COVID-19; m  = 22.66, SD = 0.47). There was no effect of COVID-19 on medium SES, F (1, 1,371) = 2.14, p  = 0.14, nor High SES ( F  < 1). See Figure 1 .

Figure 1 . Word-reading fluency among the different SES levels in both years.

In addition, the interaction between COVID-19 and gender was significant, F (1, 1988) = 3.82, p  = 0.05, η 2  = 0.00. Post-hoc analyses revealed a marginally significant effect of gender on reading fluency in year 1, in year 1, F (1, 1,455) = 3.36, p  = 0.07, η 2  = 0.00, indicating that females’ reading fluency ( m  = 24.04) was slightly lower than that of males’ ( m  = 25.08, SD = 10.48). In year 2, there the performance of females was higher than the males.

The interaction between SES and gender, as well as the triple interaction between COVID-19, SES, and gender, were insignificant (F’s < 1).

Following this ANCOVA analysis, another ANCOVA analysis was run without school as a covariate variable. This analysis yielded similar trends: a significant main effect of SES, F (2, 1989) = 24.54, p  < 0.001, η 2  = 0.02, and interaction of COVID-19 and SES, F(2, 1989) = 3.99, p < 0.01, η 2  = 0.01; a marginally significant interaction between COVID-19 and gender, F (1, 1989) = 3.82, p  = 0.05, η 2  = 0.00; and the insignificant effects were the main effects of gender and COVID-19, and the interactions of SES × COVID-19, and SES × COVID-19 × gender (all F’s < 1).

3.2 Second research question: the effect of COVID-19, SES and gender comprehension fluency

To address the second research question concerning the combined impact of COVID-19, SES, and gender on comprehension fluency, two similar univariate analyses of covariance (ANCOVAs) were conducted with COVID-19, SES, and gender as independent variables, comprehension fluency as the dependent variable, and with and without school as a covariate variable. The descriptive statistics of the reading comprehension fluency is presented in Table 3 . The analysis that included school as a covariate variable revealed a significant main effect of SES, F (2, 1958) = 14.46, p  < 0.001, η 2  = 0.02, indicating that participants in low SES schools ( m  = 5.82, SE = 0.17) had lower reading fluency compared to medium SES ( m  = 7.00, SD = 0.13; p  < 0.001) and high SES ( m  = 7.21 SD = 0.51). There were no differences in comprehension fluency between high SES and medium ( p  = 0.66) ( Figure 2 ). This analysis did not indicate main effects of COVID-19, F (1, 1958) = 2.58, p  = 0.11, or gender, F  < 1. An examination of the interactions indicated that all interactions were insignificant: COVID-19 × gender, F(1, 1958) = 1.87, p  = 0.17; and COVID-19 × SES, gender × SES, and COVID-19 × gender × SES, all F’s < 1.

Table 3 . Mean and (SD) of reading comprehension fluency in the among the different SES groups and gender in both years of the study.

The ANCOVA analysis that was run without school as a covariate variable yielded similar trends: a significant main effect of SES, F (2, 1959) = 13.71, p  < 0.001, η 2  = 0.01. All other effects were insignificant: the main effects of COVID-19 m, F (1,1959) = 2.51, p  = 0.11, and gender F < 1, and the interactions of COVID-19 x gender, F(1,1959) = 2.02, p  = 0.16, SES × COVID-19, SES X gender, and SES × COVID-19 × gender (all F’s < 1).

Figure 2 . Comprehension fluency among the different SES levels in both years.

4 Discussion

The acquisition of reading skills stands as a crucial milestone in early elementary education, a complex process that requires significant hours of formal teaching and practice ( Stanovich and West, 1989 ). Against this backdrop, this study aimed to scrutinize the impact of Coronavirus-related school closures on the development of reading fluency and comprehension among second-grade students. Additionally, it aimed to assess the differential impact of COVID-19 on reading skills among second-grade students with varying socioeconomic backgrounds and to explore potential gender differences. This research was spurred by the dearth of comprehensive large-scale studies employing validated reading assessment tools across distinct time periods among children of the same age ( Kesner Baruch et al., 2021 ). The examination of students from the same schools across both pre-pandemic and face-to-face learning periods allowed for a robust evaluation of the gaps in reading acquisition during the COVID-19 era among second-grade learners.

This study explored the influence of COVID-19 on reading and comprehension fluency in second-grade children. The assessment utilized measures of reading fluency for single words (TOWRE; Katzir et al., 2012 , based on Torgeson et al., 1999 ) and comprehension fluency at the sentence level (semantics; Yinon and Shaul, 2017 , based on Hutzler and Wimmer, 2004 ) in two distinct time frames among the second-grade cohort. The measurements occurred both before the onset of Coronavirus-related closures and after their resumption of face-to-face learning. Notably, the two groups of students were drawn from the same schools, exposed to the same educators and curriculum, with the sample adjusted for varying SES levels.

Surprisingly, the results demonstrated no significant disparities in reading fluency between second-grade students assessed before the pandemic in 2019 and those evaluated after the closures in 2020. A plausible explanation for the absence of discrepancies in fluency between these periods pertains to the characteristics of Hebrew orthography. The initial phases of reading acquisition in first grade encompass learning shallow pointed Hebrew, which facilitates the rapid assimilation of the correspondence between letters and sounds due to the provision of comprehensive phonological information ( Share and Levin, 1999 ). As a result, most children become proficient decoders by the end of first grade ( Lipka et al., 2016 ). Crucially, the two cohorts of second-grade students in this study had already acquired these foundational decoding skills during their first-grade year, preceding the pandemic’s advent. This suggests that while remote learning took place during their second-grade year, it did not notably impact the overall fluency and comprehension of these second graders as a whole.

When examining the SES effect, which focused on the differential effects of COVID-19 on reading among second-grade students of varied socioeconomic backgrounds, the study unearthed a significant SES impact on both word-reading fluency and comprehension at the sentence level. The findings highlighted that lower SES corresponded to lower reading and comprehension fluency. Moreover, a noteworthy interaction emerged specifically for reading fluency, rather than comprehension fluency, among students from diverse SES backgrounds. This interaction stemmed from a considerable decline in word-reading fluency and comprehension fluency within children from low SES during the pandemic, in contrast to their higher SES counterparts.

This decline is notable given the widely established SES-based disparities in reading fluency and comprehension ( Burkam et al., 2004 ; Christodoulou et al., 2017 ). The pandemic exacerbated these gaps, revealing that children from low SES backgrounds faced substantial challenges during remote learning, potentially due to limited access to digital resources, reduced parental support, and heightened familial stress. The substantial decrease in reading fluency and comprehension abilities among low-SES children underscores the urgent need for targeted interventions to mitigate the amplified disparities brought about by the pandemic.

To conclude, the study contributes to our understanding of the ramifications of COVID-19-induced school closures on reading acquisition. The investigation suggests that the impact on reading skills might be mediated by prior decoding proficiency and underlines the significance of mitigating socioeconomic disparities. The findings underscore the urgency of tailored educational support to bridge the gaps that have emerged during the pandemic, particularly among students from low-SES backgrounds.

The observed widening gap in reading fluency and comprehension between children of low SES and those of medium-high SES during 2020 underscores a significant concern within the educational landscape ( Burkam et al., 2004 ; Christodoulou et al., 2017 ). This finding highlights a pressing need for understanding the factors contributing to this phenomenon in the context of the COVID-19 pandemic. Several plausible explanations for this widening disparity emerge from the current study’s findings.

One conceivable explanation for the increased gap is rooted in the altered learning environment precipitated by school closures due to the pandemic. The significant reduction in the school day’s duration, coupled with the reliance on digital learning platforms for curriculum delivery, has had varying consequences for different student populations ( Hall et al., 2020 ; Kuhfeld et al., 2020 ). Notably, the majority of second-grade children lack the autonomy required for effective engagement with digital tools, necessitating greater parental involvement. However, parents from low SES backgrounds, who might face financial concerns and time constraints, may have struggled to provide the necessary support for their children’s remote learning ( Giovannella et al., 2020 ; Kruszewska et al., 2020 ; Letzel et al., 2020 ). This lack of adequate support could potentially contribute to the observed widening gap.

Furthermore, households with low SES often face challenges related to digital access and availability ( UNESCO, 2020 ). Reports from teachers in low-SES schools corroborate this, revealing that many students lacked access to computers during remote learning ( Dotan et al., 2021 ). This digital divide could have amplified the gap in reading fluency and comprehension skills, as students without access to digital tools were likely further marginalized during remote learning.

The confluence of these factors, coupled with the abrupt transition to remote learning, might have compounded the challenges faced by students from low SES backgrounds. This combined effect likely contributed to the significant decline in reading fluency and comprehension abilities among these students. This explanation finds reinforcement in a study by Domingue et al. (2021) that revealed the impact of SES on oral reading fluency growth during the COVID-19 period, where low SES students experienced a decline compared to the previous year.

Interestingly, during the pandemic, reading comprehension fluency improved among children of medium-high SES. This could be attributed to the comprehensive support these students received at home, allowing them to capitalize on one-on-one learning opportunities with parents or older siblings. This observation emphasizes the advantages of tailored support in affluent households.

In addition, while no significant gender differences were found in general, an unexpected effect of the pandemic was observed on boys. Previous literature has highlighted gendered experiences in education, with girls often encouraged more to read and boys receiving more opportunities for computing ( Eccles et al., 1993 ). The pandemic-induced shift to remote learning could have impacted boys’ confidence and interest in computing-related learning, thereby affecting their academic performance. Conversely, the superior reading proficiency exhibited by girls on average ( Logan and Johnston, 2010 ) and their affinity for reading could have helped them adapt better to self-regulated, computer-based learning.

The findings underscore the significance of addressing the “Matthew effect” ( Stanovich, 1986 ) in the context of the pandemic-induced disparities. The trajectory of reading skill development may exacerbate differences over time, warranting strategic efforts to narrow these gaps. It is crucial to consider the varied impact of remote learning on different student populations and their unique challenges.

This study has several limitations, although there was a large diverse sample from different SES there were no boys in the high SES group and therefore gender differences were examined only in the medium and low SES groups. In addition, all the children were Hebrew speaking children thus the effect of school closure was not examined among bilingual children or children from different minorities, future studies should examine the long-term effect of the COVID and school closure among different types of population, and at various ages to examine the effect at different stages of reading. Furthermore, only one aspect of comprehension was examined which may limit our understanding of the effect of COVID and school closure, this topic should be further examined as well.

In conclusion, the study highlights the importance of targeted interventions to address the widening gaps exacerbated by the pandemic, particularly among students from low SES backgrounds, as well as gender differences. The repercussions of learning loss and increased stress and anxiety during the pandemic cannot be ignored. Educators and policymakers must channel resources and efforts toward supporting these vulnerable populations to ensure equitable academic outcomes. An exploration of the pandemic’s impact on diverse populations will be integral to comprehending its full educational implications.

Data availability statement

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Ethics statement

The studies involving humans were approved by Ethics Committee University of Haifa Faculty of Education Chief scientist ministry of Education Israel. The studies were conducted in accordance with the local legislation and institutional requirements. Written informed consent for participation in this study was provided by the participants’ legal guardians/next of kin.

Author contributions

SS: Writing – original draft, Methodology, Investigation, Formal analysis, Conceptualization. OL: Writing – review & editing, Methodology, Conceptualization. DT-C: Writing – original draft, Methodology. AB: Writing – review & editing, Data curation. SD: Writing – review & editing, Data curation.

The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This study was founded by the chief scientist of the ministry of education, Israel.

Acknowledgments

We would like to thank the Edmond J. Safra Foundation for their generous support and Tami Katzir for her helpful insights. In addition, great appreciation is conveyed to the students and teachers who participated in the present study.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: COVID-19 pandemic, reading acquisition, reading fluency, comprehension, socioeconomic status, gender differences

Citation: Shaul S, Lipka O, Tal-Cohen D, Bufman A and Dotan S (2024) The impact of school closures during the COVID-19 pandemic on reading fluency among second grade students: socioeconomic and gender perspectives. Front. Psychol . 15:1289145. doi: 10.3389/fpsyg.2024.1289145

Received: 05 September 2023; Accepted: 20 June 2024; Published: 05 July 2024.

Reviewed by:

Copyright © 2024 Shaul, Lipka, Tal-Cohen, Bufman and Dotan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Shelley Shaul, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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• Andersen, S C, and H S Nielsen (2019), 'Learning from Digital', Journal of Public Administration Research and Theory.
• Burgess, S and E Greaves (2019), “Challenges of COVID-19”, Journal of Labor Economics 31(3): 535–576.
• https://en.unesco.org/covid19/educationresponse
• http://www.education.ie/en/Schools-Colleges/Information/Information-CommunicationsTechnology-ICT-in-Schools/Digital-Strategy- for-Schools/Building-Towards-a-Learning-Society-ANational-Digital-Strategy-for-Schools-Consultative-Paper.pdf
• Sprague, D., Maddux, C., Ferdig, R., & Albion, P. (2007). Editorial: Online education: Issues and research questions. Journal of Technology and Teacher Education, 15(2), 157-166.
• Lone, A. Z. (2017). Impact of online education in India. IJESC, 7(7), 13050- 13952.
• Alqurashi, E. (2018). Predicting student satisfaction and perceived learning with online learning environments. Journal of Distance Education, 40(1), 133-148.
• http://www.education.ie/en/Schools-Colleges/Information/Information-CommunicationsTechnology-ICT-in-Schools/Digital-Strategy-%20forSchools/%20Building-Towards-a-Learning-Society-ANational-Digital-Strategy-for-Schools-Consultative-Paper.pdf
• http://www.education.ie/en/Schools-Colleges/Information/Information-CommunicationsTechnology-ICT-in-Schools/Digital-Strategy-%20for-Schools/%20Building-Towards-a-Learning-Society-ANational-Digital-Strategy-for-Schools-Consultative-Paper.pdf

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