“CHALLENGES YOU HAVE FACED DURING THE PANDEMIC”, Essays (high school) of Economics

Download “CHALLENGES YOU HAVE FACED DURING THE PANDEMIC” and more Essays (high school) Economics in PDF only on Docsity! “CHALLENGES YOU HAVE FACED DURING THE PANDEMIC” With the COVID-19 pandemic, we are seeing a global disaster unprecedented in the last 100 years. The situation of this COVID-19 is very stressful since it is difficult to foresee how things will unfold, and our circumstances are quickly changing. This might leave us feeling helpless, as if we are no longer in charge of our own life. There are parts of this circumstance over which we have no control, just as there are in many other aspects of our life. These include other people's behaviors and emotions, how long the situation will persist, and what may happen in the future. The education system has recently been rocked by an unparalleled health crisis that has shattered its foundation. Given the current state of affairs, it is critical to gain a more detailed understanding of students' online learning experiences during the COVID-19 pandemic. Despite the fact that many studies have looked into this topic, there is a scarcity of information about the challenges students face and the strategies they use to overcome them. Their greatest challenge was related to their learning environment at home, while technological literacy and competency was their least significant challenge. The findings also revealed that the COVID-19 pandemic had the highest impact on students' mental health and the quality of their learning experience. Managing resources and utilization, help-seeking, technical competency enhancement, time management, and adjust to different control were the most commonly used strategies by students. It is addressed what this means for classroom practice, policymaking, and future study. The rapid move to online classes last Summer 2020 semester demonstrated that existing disparities in higher education had only worsened and that it will affect different student groups differently. Students encountered significant challenges, such as quick switches to online learning when the pandemic first arose, changes in their campus living circumstances, and the difficulty of juggling job, school, and family commitments. Students at residential schools were unexpectedly ordered to pack their belongings and leave the campus they had come to call home, often without even saying goodbye to their friends and teachers who had played an important part in their growth and feeling of community. However, for many students who were homeless, there was either no safe place to return to or no home at all. Even if students had someplace else to go when resident halls closed, many lacked the wherewithal to depart at a moment's notice or have a peaceful, private study area after they returned home. The sudden departure from resident halls in March raised problems of reimbursements for students who left early, as well as worries about how to accommodate vulnerable students. Students and colleges have struggled as a result of the COVID-19 pandemic. Students experienced financial difficulties that jeopardized their education, had changing living arrangements that made learning difficult, and frequently lacked the resources required to even connect onto class online. Colleges spent time and money to move classrooms, events, and services online in a matter of days, but they also lost vital tuition and auxiliary revenue. The enormity of the crisis and its consequences are inevitably creating widespread dread, uncertainty, and worry. When you combine social isolation, disturbed work and family routines, cabin fever, and economic insecurity, it's easy to see why our mental health is suffering. According to a recent Kaiser Family Foundation poll, 45 percent of individuals believe that fear and stress caused by the coronavirus have had a detrimental influence on their mental health. The outbreak also highlighted how many pupils lacked access to another fundamental educational requirement: cheap and dependable internet. Prior to the pandemic, low-income students and students of color depended on university facilities like libraries, computer laboratories, and campus wi-fi to finish their education, but these critical tools were lost as schools closed. Due to inequitable internet access, a large number of students of color, low- income, rural, and Native students failed to even log into class. Similarly, many of these students lacked laptops and cameras to help them with their studies, so they had to rely on their phones instead. Institutions made valiant attempts to provide computers and hotspots to these students, and various legislative solutions were proposed, but many students still found it impossible to remain in school remotely. For many students, school is about more than just academic achievement; it is an opportunity to involve themselves in their studies while also being surrounded by peers who are on the same path. The university campus culture is formative. Graduating seniors also miss out on convocation, a major milestone. Instead of attending the large consolatory ceremonies they had hoped to attend with their friends, they were forced to stay at home and participate via computer. Those who have been impacted by COVID-19, either via family members or themselves, must rely on instructors to understand why their tasks are late. Many people are suffering with the online academic experience during the epidemic, even if they are not directly affected by COVID-19. This pandemic highlighted the need of basic requirements like as internet, food, housing, and access for students throughout the nation to be able to pursue higher education. This absence has further compounded the difficulties faced by students of color and low-income students in higher education. Unmet fundamental necessities will have a significant impact on kids' educational paths and, eventually, their lives. During the crisis, students with disabilities also battled to have their needs addressed. Many faculty members did not take legally required steps to guarantee accessibility for students with impairments, such as providing closed captioning, alternate language for pictures, or transcribing lectures, as they struggled to adapt to online. While some professors went above and beyond to guarantee accessibility for students with disabilities, it was an afterthought for far too many, putting the institution at danger of a lawsuit. Although these events may make us feel powerless, there are many aspects of our life over which we have control, especially during difficult times. Redirecting our energies toward these activities will help us deal with this circumstance more successfully. (1) Reduce your media consumption. The quantity of information on the epidemic that is accessible might be daunting. While it is understandable that you want to keep up with current developments, frequent exposure to news and COVID-19-related material might make you feel more concerned or nervous. Limit your exposure to once or twice a day for a certain amount of time; (2) Make use of the Worry Time method. Telling oneself to quit worrying generally has the opposite effect of making you think about it more. Setting up a ten-minute ‘worry time' once or twice a day when your sole duty is to worry is a more effective method to handle concern. As your worries