Data Compiled
What does the data show? Is there a common trend?
Students initially felt that it was a weird and unexpected adjustment, moving remote in March, and got used to it, seeing the benefits with shorter classes, a lighter workload, and less stress. However, as the months passed many people soon found themselves struggling with their mental health, staying focused in class, and felt that teachers weren’t lenient and were assigning a lot of homework to make up for shorter class times.
Across each grade students voiced that their expectations lowered this year and that they felt grateful for the times they were in person. Many felt that education in person was similar to being online. The one component of in person that many were grateful for was being able to socialize.
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Many felt that it was harder to enjoy school but that assignments felt easier and that they were able to “cheat” consistently. Comparison of the responses suggest a common trend of students consistently achieving in classes but lacking motivation and procrastinating much more.
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"Its great not to have to stress on tests because its so easy to cheat."
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Students across all grades felt that the 90 minutes classes were either “too long” or “just right”. Some elaborated saying that it depended on the class. Some classes like language or history felt way too long. When classes involved more activities and discussion rather than lectures, students felt good about the duration of the classes.
Students in 10th, 11th and 12th echoed that they felt unmotivated for online classes and that only changed slightly when being in person, with being able to interact face to face with peers.
“In person classes felt like an extension of being online.”
A common theme across all grades is that most have felt like they haven’t learned or retained much information from the classes they take but consistently get good grades. Furthermore, students found assignments easier and that they were able to “cheat” consistently on tests and in classes.
Those who receive negative feedback hold a fixed mindset where they recieve negative feed and often find themesleces giving up afterwards. On the otherhand students feel they have not been receiving negative feedback at all. For those who do it impacts them more negatively than last year. Despite being unmotivated to do assignments and study for tests, freshmen are managing surprisingly well and feel they can move past any negative feedback.
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"Negative feedback hurts more now because it feel like you put in so much effort and it still not good enough. I've fallen behind. It's difficult." - Junior / Senior
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"I have been using my planner a lot as well as connect to manage my homework, and I like to take good notes so that I can turn them into study guides for tests." - Freshman
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When it came to reaching out for help academically one common trend seen across all grades was reaching out for help from fellow classmates.
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With reaching out for help mentally, most steered away from checking off any school resources (teachers, school psychiatrist).
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Students feelings about how LREI has handled the situation
“Lots of work without second thought, every teacher asks for a lot and doesn't keep in mind that we have other classes to work on as well.”
“I feel like they need to listen to students. Three of my friends have emailed and gotten no response, or one that didn't address their concerns.”
“Honestly I think teachers tend to say that they promote mental health awareness and respect if students need extra support but fail to check in stay true to their word. I think it would be beneficial to everyone if there was some form of check in with teachers.”
