DR GABRIELLE JAMELA HOSEIN
SCHOOL started back this week. I watched Ziya on her first day, following the teacher on her computer, thinking her energy seemed like she had already had enough. I couldn’t blame her. It’s a pandemic and she’s been isolated at home, doing school by herself in our living room for 13 months. Her energy felt like it could start strong, but would surely run down. Looking on, I thought I need a strategy to get her through the next two and a half months of homework, assessments and scaling up of preparation for SEA next year.
Her marks dropped last term, but so did her class average, and I wondered how to respond. Does quarrelling work? Does that actually motivate? Is there even a magic formula? Is it about more lessons? We went for the long talk about working hard to be proud of yourself, and developing good habits to do well. She’d been through a lot of changes in her family, and had gone through various stages of managing, and it would only be normal for everything to which she had to adapt to have had some impact.
She was doing everything she should for school, but seemed disconnected from it, like she was attentive, but on automatic while there. Perhaps, not learning among other children left her less motivated. Perhaps it has been harder to separate her school-self from herself at home. I have adult students saying how much harder it is to study without UWI’s library to go to. I’m tired teaching students over a computer and I imagine her just as tired of learning from a screen all day. Perhaps, she is just ten and these are unusual circumstances and this is her best.
As parents, we are all negotiating the balance between our children’s emotional and mental health, their individual strengths and challenges, and the demand to step up to what school exams still require. I’m thinking about the students writing SEA in two weeks, and the stress even their parents must be feeling. How much to push in a pandemic, and with what costs to our children? I’m thinking about how I’m functioning less well, without quite knowing why. I also think my university students are barely keeping up.
Studies conducted over 2020 around the world suggest that the home confinement of children is associated with uncertainty, depression and anxiety resulting from disruption in their education, physical activities and opportunities for socialisation. Children are more bored and less engaged. We may miss the signs of covid19’s impact on them. In a Save the Children study of 1,127 students in Latin America and the Caribbean (Dominican Republic and El Salvador), four out of ten children indicated that they needed counselling.
Alternatively, I’ve also seen children Ziya’s age spend vastly more time on their devices, playing games for hours and unable to socialise without them. Now that children are on their computers, phones or tablets, with internet access, they are also on various apps much more, all of which are designed to keep them watching, checking, scrolling or playing.
These devices have likely helped them to cope, but I think they are also rewiring their brains. This generation is the youngest to have such access ever in the world and, as the Social Dilemma on Netflix shows, there are costs. We cut Roblox after Zi wanted to spend time just to keep up with the children who were playing more hours than her, and socialising there as well. The less she played, the less she seemed to have in common, and all that required adjustment too. We purposely got her outside as much as possible, and off her screen, so that the cumulative impact of being in front a device all day could be reduced.
A year ago, at the beginning of the pandemic, I proposed in this column that maybe we should opt out of trying to achieve as normal, recognising that children may be holding it together just as we are, but may just be going through the motions, connecting in and out, as it feels that my own students at university are similarly doing. I want to be sensitive to what is happening even as I want both my students and Zi to learn. I’m looking at her on the first day of school, and wondering about the best approach to both her marks and her mental health as well as her school motivation and social relationships over the rest of the term.