Pandemic virtual classrooms created gaps

Existing differences reinforced; vulnerable students affected most adversely

Photo: Thomas Brun / NTB
Digital instructions during the pandemic has created long-term consequences for Norwegian students, especially for those most vulnerable from the outset.

Eline Eurud Dahl
NTB

A recently released report in Norway shows that  virtual instruction during the pandemic reinforced existing differences among Norwegian students, and vulnerable students were particularly affected.

Norway’s Directorate of Education has now published its second interim report in the series “Long-term consequences of the corona pandemic for students at junior high school,” which examines how schools work to mitigate the negative impact of the pandemic and long-term consequences for students.

“This report shows how important your school is, not only for the students’ learning, but also for well-being, friendship, and social competence,” says Director Morten Rosenkvist in the Directorate of Education.

Social exclusion reinforced

The main findings in the report shows, among other things, that virtual instruction weakened the relationship between teacher and student. Social exclusion was also reinforced as a result of long periods of home education and strict restrictions on meeting privately.

“It became legitimate to limit how many people could join social gatherings, and this led to youth who already felt left out being excluded to an even greater degree during the pandemic,” states the directorate report.

In addition, the report emphasized that the students were given a lot of responsibility for their own learning, which for many led to poorer learning and motivation.

“The students describe an everyday life with a lot of freedom, which some experienced as positive, while others were negative about a less structured school day,” writes the Directorate of Education.

Vulnerable students more affected 

The report also shows that vulnerable students have been negatively affected by digital instruction to a greater extent than other students and that already existing differences were reinforced.

Rosenkvist says that this is particularly worrisome. He believes that a solid team is required around these students. Such a team needs to consist of the school, parents, the school health service, and more to prevent the gap from continuing to grow.

“Through good cooperation, we can ensure that our young people do well at school, and that they learn, and have a good time when they get there,” says Rosenkvist.