The last eighteen months have challenged educators and students across the globe in unprecedented ways. Whether learning remotely without the physical walls of a classroom or alternating between settings, students were forced to adjust to a style of teaching unlike anything they’ve experienced before. Now, with schools returning to in-person teaching, many students are heading into the new school year with new expectations and needs. And even though there is still plenty of uncertainty about the coming school year, and whether in-person teaching can be maintained throughout it, it is vital to understand what students are thinking and feeling.

Gedit conducted interviews with high school students and found three key things they expect from their teachers this coming school year:

1. Focus on social-emotional wellbeing of students, as well as mental health

When speaking to students, many shared that they were expecting their teachers to actively enquire about their mental health and external factors which may be contributing to their attention and productivity. Students across grades 9 to 11 told Gedit that teachers checked in often with them during the pandemic and they would urge them to ‘not change now that we’re in-person.[1]

In an article about student learning in the pandemic, the CRPE highlighted that the COVID-19 pandemic had ‘heightened anxiety and depression in students’.[2] Having conducted a national representative survey with 3,300 students, the Center of Promise also released a report titled ‘The State of Young People During COVID-19’.[3] The report revealed that more than one-in-four students have ‘felt unhappy or depressed’ and lost sleep as a result. Furthermore, over one-in-four students also felt a lack of connection to adults at their school due to remote learning.

The research conducted by Gedit revealed attitudes similar to those found by the CRPE and Center of Promise, indicating the need for greater focus on the mental wellbeing of students this coming year. Instead of general check-ins on students, educators must offer more ‘intentional support’ with a focus on social-emotional wellbeing’.[4]

2. Be prepared to adjust teaching methods and pace to suit students

Remote learning opened doors to asynchronous teaching which Gedit found left many students feeling overwhelmed and flustered. Some students mentioned that asynchronous materials were often the only source of teaching on certain topics which were then left unaddressed in synchronous lessons. One student explained that ‘teachers did not feel the need to use time in class to teach material they had already provided in recordings’.[5]

This school year, educators will find they have to alter styles and methods of teaching to be truly receptive to how students feel about content as well as class. By doing so, they will not only be catering to students who may struggle this year, but also to those who have been affected by the learning loss and emotional pressures of the last year.

However, educators must be supported when trying to personalise teaching to suit their students. The adoption of technology by educators caused a shift in their role in the classroom with digital tools becoming an important part of informing practice. Studies across the globe have revealed the significant advantages digital tools offered both educators and students during the pandemic. For example, a Brazilian cross-country study on ‘The changing role of teachers and technologies amidst the Covid-19 pandemic’ found that technologies allowed teachers to recalibrate the time they spent on teaching. [6] In the coming year, digital tools will be vital in allowing teachers to quickly identify areas of concern for students and make pedagogical adaptations efficiently.

3. Offer more personalised feedback to help students where they are struggling

Remote teaching opened channels of online communication between teachers and students which both parties benefited from. Whether through email surveys, Google Classroom chats, or Google Forms, students told Gedit they had benefited from informing teachers how they had been finding remote learning. A more rigorous feedback cycle throughout the year helped many students feel less isolated. One student interviewed by Gedit said ‘it reassured me my teacher knew exactly what help I needed to improve in class’.[7]

Gedit aims to improve the student-teacher relationship by boosting the knowledge teachers have about each of their students and offering insights into each student journey. The coming year will require patience, flexibility, and forward-thinking by educators and students alike who are returning to the classroom with new expectations of the learning experience.

To find out more about what Gedit is doing to support a more connected and flexible learning environment, visit our website www.gedit.co.

References

[1] Student interview with Gedit.

[2] Robin Lake, 'Students Count: Highlights from COVID19 Student Surveys', CRPE <https://www.crpe.org/thelens/students-count-highlights-covid-19-student-surveys> [last accessed 29 August 2021].

[3] ‘The State of Young People in COVID-19’ (2021) < file:///Users/afshan/Downloads/YouthDuringCOVID_FINAL%20(1).pdf> [last accessed 29 August 2021].

[4] Ibid.

[5] Student interview with Gedit.

[6] <https://blogs.worldbank.org/education/changing-role-teachers-and-technologies-amidst-covid-19-pandemic-key-findings-cross> [last accessed 30 August].

[7] Student interview with Gedit.