I am proud to be a teacher. I’ve worked in the Canadian public school system for the past 15 years, mostly at the high school level, teaching morals and ethics.
I don’t claim to be a doctor or an expert in virology. There is a lot I don’t know. But I spend my days with our youth and they tell me a lot about their lives. And I want to tell you what I’m hearing and what I’m seeing.
Since the beginning of the pandemic, when our school went fully remote, it was evident to me that the loss of human connection would be detrimental to our students’ development. It also became increasingly clear that the response to the pandemic would have immense consequences for students who were already on the path to long-term disengagement, potentially altering their lives permanently.
The data about learning loss and the mental health crisis is devastating. Overlooked has been the deep shame young people feel: Our students were taught to think of their schools as hubs for infection and themselves as vectors of disease. This has fundamentally altered their understanding of themselves.
When we finally got back into the classroom in September 2020, I was optimistic, even as we would go remote for weeks, sometimes months, whenever case numbers would rise. But things never returned to normal.
When we were physically in school, it felt like there was no longer life in the building. Maybe it was the masks that made it so no one wanted to engage in lessons, or even talk about how they spent their weekend. But it felt cold and soulless. My students weren’t allowed to gather in the halls or chat between classes. They still aren’t. Sporting events, clubs and graduation were all cancelled. These may sound like small things, but these losses were a huge deal to the students. These are rites of passages that can’t be made up.
In my classroom, the learning loss is noticeable.