COVID protocols have extensively damaged US student’s learning development

According to a report issued Wednesday by the Government Accountability Office, has wreaked havoc on U.S. children’s academic development, with teachers across indicating that many of their students are performing below expectations in the 2021-2022 school year (GAO).

According to a report by The Free Press,

At least half of students are behind where they should be, according to 45 percent of K-12 instructors throughout the country.

According to the survey, which looked at how the pandemic impacted learning, almost all instructors, 96 percent, reported at least some of their children were behind expectations after the school year.

According to Jackie Nowicki, GAO director of K-12 education, the pandemic’s trauma targeted solitary students and frustrated instructors.

“Trauma and pandemic-associated schooling disruptions disproportionately harmed vulnerable students and contributed to growing disparities between student populations,” Nowicki said. “Further, after two years of challenging working conditions, teachers are confronting burnout and recent surveys indicate that many are thinking of leaving their jobs.”

According to the research, 52 percent of teachers reported that more of their kids were starting the school year behind than in prior years. Two-thirds of teachers said their students were not making as much progress as they should be.

According to the GAO, parents feel that mental health treatments should be provided to help students. Parents also stated that schools benefit from workshops on how to support pupils.

The GAO also performed a study in May on teachers’ practices for preventing learning loss, which indicated that 60% of students learning online or in a hybrid environment struggled. Only 37% of students taking classes in person indicated they had trouble learning.

“In terms of how to address these ongoing challenges as well as inform thinking about managing future learning disruptions, common themes included the importance of addressing students’ mental health needs, and reducing class sizes or student-teacher ratios,” Nowicki said.