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How the COVID-19 Pandemic Affects Students and Their Studies?

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miguel gabriel

The COVID-19 pandemic has affected students in different ways. Some districts have been closed while others have been affected only slightly. Some districts have lost internet coverage, and others aren't at all connected at all. Others don't even have 3G coverage, or have very poor internet connections. Regardless of the causes, students are suffering because of the pandemic.

Adolescent Behaviors and Experiences Survey (ABES):

Researchers at the Centers for Disease Control and Prevention (CDC) recently released the results of the Adolescent Behaviors and Experiences Study (ABES), a one-time online survey of 7,998 high school students. This survey evaluated how the COVID-19 pandemic affected students and their studies. They also studied the effects of the disease on students' mental health and climate in their school district.


The CDC's Adolescent Behaviors and Experiences Study (ABES) includes a measure of perceived racism that examines the attitudes of adolescents about racial differences. The survey, conducted by the Centers for Disease Control and Prevention (CDC), is a nationally representative sample of high school students.


The Adolescent Behaviors and Experiences Study has found that girls were more likely to report feeling low after undergoing the COVID-19 outbreak than boys. Girls were also more likely to report having a negative experience in the 30 days before completing the survey. The study concludes that this pandemic has affected the students' studies and mental health.


The results of this survey also highlight the importance of addressing student mental health. The survey showed that students who identify as LGB experienced disproportionately high rates of mental health and suicide-related behaviors than their heterosexual counterparts. Nearly 20 per cent of LGB high school students reported having attempted suicide in the past year, compared to just 5% of heterosexual or monosexual students.

Impact of COVID-19 testing on students:

The American Rescue Plan, passed by Congress in December 2017, has allocated $200 billion for public schools to address the challenges of COVID-19. Of that, $22 billion will go towards addressing learning loss, evidence-based interventions, and the disproportionate impact of COVID-19 on underrepresented student groups. However, concerns about the impact of COVID-19 testing have remained. A USC study shows that school administrators should be aware of these concerns and consider reopening schools as part of their reopening plans.


In addition to the study's findings, it revealed that COVID-19 testing in Connecticut is generally consistent. Some schools increased testing volume on move-in day and during outbreaks. Albertus Magnus College increased its testing volume in spring 2021. Four other institutions increased testing volume during the initial quarantine period. On average, schools tested 75% of students weekly in the spring; however, only 4 schools consistently tested students twice a week.


The primary inclusion criteria for studies in this review included actual data, statistical analyses, and effect sizes. The study also emphasized studies that incorporated student achievement as a dependent variable. The review excluded studies that were only reviews of the COVID-19 testing or exploratory analyses. Furthermore, it excluded studies that reported only percentages. However, the results of the systematic review can serve as a benchmark for future studies.

Impact of school closures on student achievement:

This study sought to identify three moderating factors for the effect of school closings caused by the COVID-19 pandemic on student achievement. The moderating factors include the type of school, the mode of learning, and the timing of school closures. The first variable provides the first indication of whether COVID-19 school closures lead to changes in student achievement.


Despite the negative effects of school closings on individual learning, most scholars agree that children will spend less time in school and more time at home. The prolonged social isolation of students may worsen their mental health outcomes. In addition, children may be deprived of educational resources and thus suffer fewer opportunities to complete assignments and other tasks. This would further exacerbate the socioeconomic gap between high and low-income students.

Author Bio:

Carmen Troy is a research-based content writer for Essays.UK, The most trusted and Best Essay Writing services in UK. They have expert Essay writers, and they provide the Best Literature review writing service. Carmen Troy is also working for the Research Prospect. They have expert Essay writers in the UK and provide Professional Research Proposal Help, Dissertation writing services in the UK and also provide the Best Essay writing service in UK and many more services to students of all levels. Their experts are all UK-qualified. Mr Carmen holds a PhD degree in mass communication. He loves expressing his views on various issues, including education, technology, etc.

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