Written by Rebecca Walker ('21) & Hannah Hill ('22) (Bio below)
This post examines the ways in which high school students have felt the impacts of COVID-19 though the abrupt changes in the education system and the resources that it provides. Though high school students are not necessarily at a high risk for COVID-19 medically, from a biosocial perspective it is clear that high school students are suffering, especially with the closing of schools.
Are services provided by High Schools essential during COVID-19? No way
Public schools throughout the country provide services far beyond education for their students, but the continuation of these programs under COVID-19 stay-at-home orders proves to be difficult. By April 16th of this year, 26 states had closed their public school systems, a closure that was originally supposed to be temporary (2-3 weeks) (Turner 2020). The justification for these closures is the limitation of personal contact, and reduction in the spread of COVID-19 from students to at-risk members of the community (Viner et al. 2020). The decision to close schools coupled with stay-at-home orders appears to be an important public health measure during this time, but there are also adverse effects. The extension of school closures for the rest of the school year has limited the ability of school services to continue to provide for their students. Access to free or reduced lunch programs and technology are two essential services provided by schools that have been hindered by COVID-19.
Yes. They need access to food.
One of the major adverse effects of school closures is the limitation of access to free or reduced lunch programs. This can be associated with nutritional problems as many students receive their only meal of the day from school (Viner et al. 2020). An article by CNBC released that “widespread school closures mean that 30 million kids might go without meals” (Hess 2020). On average, the National School and Lunch program serves food to 30 million children, the School Breakfast Program serves 14.7 million, and the Child and Adult Care Food Program serves 6.1 million (Hess 2020). In high school, the effects of food insecurity can be even more severe. A high school student from Baltimore talked about his situation before the pandemic, in which he resorted to stealing food from his friends' lockers, because his mother didn’t make enough money to regularly purchase groceries. Now, in the age of COVID-19 this student has to take a public bus to reach the school where free meals are distributed, but he is unable to afford the bus fare (Balingit 2020). Buses are usually available to take students to school, but with school closures, many students who rely on transportation to reach schools where food is being distributed, will be stuck in an uncertain situation. The astronomically high number of people 18 and under that receive food only from schools highlights a structural imbalance in American society. According to USA Today, the United States is the 12th wealthiest country in the world (Suneson 2019). As the 12th wealthiest nation, there should not be a massive food insecurity issue that is only partially managed through school systems. This is a trend that is not just in the United States. In the United Kingdom, another one of the richest countries in the world, there are 4 million children growing up in poverty that have limited access to food on a daily basis (Tickle 2020). Food insecurity needs to be addressed on a national scale as a structural hindrance to communities of low socio-economic status. If this is addressed in times of peace, then broader structural issues would not be highlighted in times of crisis, like during the COVID-19 pandemic.
European, Central Asian, and North American countries have some of the lowest rates of food insecurity, but there are still millions of people within these countries that don’t know where their next meal will come from. The number of food insecure individuals worldwide is over 26% according to the USDA data from 2017, with 55% of the population of Sub-Saharan Africa being food-insecure and 28% being extremely food insecure. As COVID-19 breached Sub-Saharan Africa, the governments began to follow the lead of other countries and impose strict stay-at-home orders. However these stay-at-home orders are being violated due to hunger and desperation, which is leading to intense police confrontations in Lagos and other Sub-Saharan African cities (Lashitew 2020). The issues with food-insecurity extend past school systems, into the overall structural violence that many American citizens endure, and ultimately into the overall uneven food distribution throughout the world. Public health measures that are being taken throughout this crisis need to include providing access to food, so that individuals don’t have to choose between going hungry or being at greater risk for COVID-19.
Yes. Technology is essential.
Another adverse effect is that access to technology and the internet is often centered around school for many students. When North Carolina was considering the initial closing of schools, a letter was sent home to every student asking if they had access to the internet in their homes. Now, in the past week, a call was made to all students from Winston-Salem Forsyth County Schools that over 5000 students had not signed in for online learning in the county (“Information on COVID-19 / Information for Parents” n.d.). In New York City, there are an estimated 300,000 students that do not have access to technology and the education department only has around 20,000 devices available (Wooley, Sattiraju, and Moritz 2020). Again, the problem is with access and some students will sadly be left behind in critical parts of their education. But, the use of technology is not uniform across the system and high schoolers have a greater reliance on technology than younger students, as teachers incorporate more internet-based learning into the curricula (Moore and Vitale 2018). When in elementary school, a lot of the education involves learning basic math and vocabulary in person and assignments are rarely online, but high schoolers often rely on access to technology to write papers, watch academic videos, and do homework. A study conducted by ACT titled “High School Student’s Access to and Use of Technology at Home and in School” stated that “This ‘digital divide’ — the gap between people who have sufficient knowledge of and access to technology and those who do not — can perpetuate and even worsen socioeconomic and other disparities for already underserved groups” (Moore and Vitale 2018) The issue with high schoolers having access to technology already existed before COVID-19, but because of this pandemic, the issue has been brought to the forefront and is now impeding the education of high schoolers in the United States. Other countries in similar economic situations to the US, like France, have taken a different approach to continued education amidst this pandemic. The French have started broadcasting lessons on public TV stations that students are expected to watch (Wooley, Sattiraju, and Moritz 2020). This is a step in the right direction, but students still must have access to a television in order to participate. Overall, access to technology is essential for high schoolers under normal circumstances as well as during times of crisis. The limited access that some students have experienced their entire lives will manifest itself into a cycle of socioeconomic disparities that hinders the ability of many high school students to succeed.
So, are high schoolers actually suffering from COVID-19? No way, right?
Public high schools in the United States provide access to food and technology for students. As these services are hindered by the canceling of schools, it becomes paramount to recognize the broader structural issues in our society. There are students that go hungry in the United States, despite our country being one of the wealthiest in the world. There are students who can’t continue their education, because there is not equal access to technology when at home. The bottom line is that the system is flawed and that means some people will be affected more negatively by the measures taken to stop COVID-19, than the actual disease. So, are high schoolers actually suffering from COVID-19?
Yes. They’re falling through the cracks.
For many students, attending school is the only way that breakfast or lunch is guaranteed to them. According to an article from USA Today, “About half of all U.S. public schoolchildren rely on free or reduced-priced meals” (Duert 2020). While many school districts are providing alternative food programs or handing out “grab-and-go” lunches to students who need them, the focus is often on elementary school students whereas high school students are left to fend for themselves. In Johnston County - one of the largest school districts in North Carolina serving about 35,000 students - out of 46 schools with 14 total pickup sites, only 1 of these sites is located at a high school. Other school districts nationwide follow a similar pattern, with much of the focus on providing meals directed towards elementary schoolers. High schoolers are expected to figure it out on their own, when the sad reality is that many still need assistance with getting access to food like their younger counterparts. High schoolers are falling through the cracks of food distribution programs in light of COVID-19, leading them to experience social suffering as a result of the perhaps unintended biases towards helping younger students first.
High school students are struggling when it comes to learning as well. With classes being moved to an entirely virtual platform and final exams and AP tests approaching, students are having to figure out how to learn all on their own. Unlike elementary school students who can learn basic skills from their parents or older siblings, high schoolers are tasked with learning much more difficult information to prepare for their futures. With no set guidelines for how to proceed, their extent of their learning is fully determined by both their own levels of access as well as what the teachers decide to provide.
“Right now it’s so different in all my classes… we sometimes have zoom calls but not everyone shows up. None of the work is being graded so most kids aren’t doing the work. I have 2 classes that are on Canvas and 2 that are on Google Classroom… but I wish they would all use the same platform. For my AP classes teachers are still giving work but not for other classes...I’m nervous about AP exams and for college.”
---Emily, High School Junior (interviewed by authors)*
For students who are not in AP classes or preparing to go to college, this becomes even more evident. Even if the students do have access to technology, teachers who are having a hard time motivating their students seem to be giving up on assigning work entirely. In North Carolina, students have missed about half of a semester - with schools closing in March of 2020 and not opening until August of 2020. In other states, schools have been closed for even longer. Despite the best efforts of school districts, many students do not learn as well online and feel as though they aren’t retaining information, even if their teachers are assigning work. According to UNESCO, data shows that when students miss school, rates of malnutrition, child abuse, and teen pregnancy go up. In addition, distance learning could contribute to a rise in drop-out rates and challenges with students not learning the skills they need to succeed at the next level (UNESCO 2020). For high schoolers who depend on certain skill-based tests and exams to determine what their futures look like, this gap in education could have more far-reaching impacts than people might initially consider. High schoolers are being expected to manage their access to food, but they also are being expected to manage their education almost entirely.
Yes. Their mental health has taken a hit.
In the age of social distancing and stay-at-home orders that have no indication of ending anytime soon, mental health seems to be at the forefront of everyone’s mind. Yet, for some reason, high school students appear to be left out of the conversation despite suicide being the second leading cause of death among 15-19 year olds (CDC 2020). For many students, the routines and patterns that provide a source of comfort when attending school no longer exist. This is especially heightened for students who already struggle with mental health issues.
“First of all, I was already going to therapy before this all started... I have to do it on video calls and that is not the same at all. I don’t really feel like I’m getting as much out of it as before. And I know my anxiety has been really heightened… especially because I’m a very structured person. I like my routine of going to school and coming home and doing all that every day. I felt safe in my routine and now that’s out the window… I’ve had a lot more depression episodes where I’m not motivated. I usually would be able to go to my therapist and talk about it but I can’t so it’s harder [to get out of them]. But I’d say the lack of routine is really messing me up the most.”
---Emily
Even high school students who have no history of mental health struggles are taking a hit.
“I am so bored it’s not even funny… there is nothing to do… I feel like my sleep schedule is messed up and sometimes there is no desire to even eat. It’s like you’re in a state of limbo… the days are blurring together. I’m ready for structure… I’m sad and ready to see people and be out of the house. It feels like normal life was stripped away.”
--- Aaron, HS Junior (interviewed by authors)*
Both students point to the lack of routine contributing the most towards their decline in mental health. Additionally, both students reported that virtually no faculty or staff at their high school have reached out about their mental health, aside from one or two of their teachers. One even remarked, “I’m not even sure who my designated counselor is.” Unfortunately, most public school systems lack mental health resources to begin with and counselors are already overworked. What little support they did provide is now totally dismantled.
Yes. Their future seems to be put on hold.
For juniors and seniors, the last 2 years of high school are characterized by many different and special milestones. Prom, senior traditions, sports seasons, graduation - even more “adult” tasks like taking the SAT or touring colleges - are just a few of things that have been cancelled or put on hold as a result of COVID-19. These missed milestones only add to the uncertainty of the future for these students and contribute to increased anxiety and sadness. While some schools across the nation have opted for virtual versions of these events, many have not and have just cancelled entirely, leaving their juniors and seniors without important final memories.
“I’m dating a senior so this was going to be his last prom, and he’s playing college baseball so he won’t be able to come back for mine probably… I was playing varsity soccer and now I can’t… everyone is really sad about missing graduation and senior things being cancelled because it’s not like they can come back for them.”
--- Emily
Moreover, for high schoolers applying to or attending college in the fall, there is no way of determining what that looks like. College tours have been suspended and there is no way of taking important standardized tests like the ACT or SAT that are used in college admissions. Students are feeling discouraged about leaving home to attend school in the fall (if they’re even allowed to) and even from applying to the colleges they want altogether.
“I feel lucky because I did take my SAT and ACT before this all started so I have a score but… obviously I wanted to retake and now I can’t do that. Some kids don’t even have scores for them. My standards [for applying to college] have definitely gone down… with the scores I have now. I wanted to try and apply to some more reach [more prestigious] schools but I feel like I’m stuck with my scores and grades I have now”
--- Emily
COVID-19 has only increased the uncertainty and stress of this time. All the exciting and scary things about the end of high school have been replaced with even scarier, sadder alternatives. While it is clear that they understand why certain restrictions have been put into place - many have parents or siblings that are essential workers, or live with their grandparents - they still feel as though their lives have been suspended. They are almost expected to “get over it” because their experience of suffering as a result of COVID-19 isn’t always as directly visible.
“It mostly just feels like… someone has put a pause button on my life and just left me hanging. But I do understand why we have to stay in. I think having the physical example of my grandma living with me really shows that… It sucks, but I do understand.”
--- Aaron
Conclusion
High schoolers seem to be understanding of the reasoning behind school closures and most are following the restrictions in place. However, this does not mean that they aren’t feeling the negative impacts of the virus. Schools provide resources that are both structured - such as access to food and technology resources - and unstructured - through providing a foundation for relationships and a source of routine amidst the uncertainty of the future. In light of COVID-19, these benefits have been all but stripped away or replaced with virtual alternatives. While there is no perfect solution, California has sought to address some of these disparities through partnering with tech giant Google to provide 100,000 free wifi hotspots and 70,000 Chromebooks to K-12 public school students. This could be modeled in other school districts to address the “technology gap” that has arisen as a result of school closures. (EdSource 2020)
Public school systems are vastly underfunded and understaffed. Policymakers are now being forced to address disparities and some of the social determinants of health that have been overlooked for decades. Now, the students who are at a disadvantage and barely keeping up to begin with are at a risk of being left behind entirely -- perhaps at one of the most crucial times in their lives. This is a mirror into the larger systematic problems that exist in the United States for those who are less privileged, especially when it comes to the social determinants of health. The public school system is one of the most important tools for cultivating the future, and by addressing the disparities within it, policymakers can begin to look at these disparities on a broader stage.
While high school students might not be at great medical risk to the dangers of COVID-19, by looking at their overall health through a biosocial analysis, one can gain a greater insight into some of the social determinants of health that are often glossed over. School closures reveal problems within the public school system that only emphasize the other disparities that high school students face. It is clear that they are suffering in a number of seen and unseen ways because of COVID-19.
* Pseudonym
Works Cited
Balingit, Moriah. 2020. “Schools Serve More than 20 Million Free Lunches Every Day. If They Close, Where Will Children Eat?” Washington Post. March 16, 2020. https://www.washingtonpost.com/local/education/schools-serve-more-than-20-million-free-lunches-every-day-if-they-close-where-will-children-eat/2020/03/16/29c4f35a-655e-11ea-845d-e35b0234b136_story.html.
Duret, Daphne. “Free School Lunch Programs Face Terrible Choice: Fight Coronavirus or Students’ Hunger.” USA Today Network, 2020. April 3.
Lashitew, Addisu. 2020. “Social Distancing Unlikely to Hold up in Africa without a Safety Net for Microentrepreneurs.” Brookings (blog). April 9, 2020. https://www.brookings.edu/blog/africa-in-focus/2020/04/09/social-distancing-unlikely-to-hold-up-in-africa-without-a-safety-net-for-microentrepreneurs/.
Viner, Russell M., Simon J. Russell, Helen Croker, Jessica Packer, Joseph Ward, Claire Stansfield, Oliver Mytton, Chris Bonell, and Robert Booy. 2020. “School Closure and Management Practices during Coronavirus Outbreaks Including COVID-19: A Rapid Systematic Review.” The Lancet Child & Adolescent Health 4 (5): 397–404. https://doi.org/10.1016/S2352-4642(20)30095-X.
Wooley, Suzanne, Nikitha Sattiraju, and Scott Moritz. 2020. “U.S. Schools Trying to Teach Online Highlight a Digital Divide.” Bloomberg.Com, March 26, 2020. https://www.bloomberg.com/news/articles/2020-03-26/covid-19-school-closures-reveal-disparity-in-access-to-internet.
Biographies:
Rebecca Walker is from Winston-Salem, NC and is currently a junior at Wake Forest University majoring in Biochemistry and Molecular Biology with a minor in Anthropology. She plans to continue her education through an MD/MPH program after graduation.
Hannah Hill is a sophomore at Wake Forest University originally from Clayton, NC majoring in Communication with minors in Anthropology and Health Policy & Administration. She wants to pursue a career in public health and nonprofit work, with a focus on social justice.