Over 80% of US public schools report that the pandemic has negatively impacted student behavior and social-emotional development


New NCES data also shows rise in student and teacher absenteeism

WASHINGTON, July 6, 2022 /PRNewswire/ — Eighty-seven percent of public schools reported that the COVID-19 pandemic had a negative impact on students’ social-emotional development in the 2021-22 school year, according to data released today by the National Center for Education Statistics (NCES). NCES is the statistical office of the Institute of Educational Sciences (IES) of the United States Department of Education. Similarly, 83% of public schools agreed or strongly agreed that students’ behavioral development was also negatively affected.

Specifically, respondents attributed the increase in incidents of classroom disruptions due to student misbehavior (56%), rowdiness outside of class (49%), acts of disrespect towards teachers and staff (48%) and prohibited use of electronic devices (42%). the COVID-19 pandemic and its lingering effects.

“Students thrive in an environment that provides effective social, emotional and behavioral support,” said the NCES Commissioner. Peggy G. Carr. “So when we see 72% of our public schools reporting an increase in chronic absenteeism among our students, it provides an opportunity for education leaders to act quickly using proven approaches that work. our responsibility at NCES to release data describing the severity of the situation.”

In addition to student behavior at school, school leaders were asked about chronic student absenteeism, defined as those who miss at least 10% of the school year. School leaders reported a steady increase in student absenteeism as a COVID-19 issue across a wide range of school types, including elementary schools (75%), schools with lower student poverty rates (73%) and rural schools (71%). .

Additionally, issues related to more frequent teacher absences were exacerbated by the fact that 77% of public schools also reported that finding substitute teachers had become more difficult during the pandemic. Compared to the 2020-2021 school year, 61% of public schools said it was difficult to find substitute teachers.

“Data from the monthly survey is essential to understanding the challenges facing our public schools in real time, enabling policy makers to provide timely assistance,” the NCES Associate Commissioner said. Chris Chapman. “We are continually grateful to the public elementary, middle, high and coeducational schools that participated.”

The results released today are part of the School Pulse Panel’s sixth experimental data product, the latest round of monthly data collection. May data was collected from a total of 846 participating schools between May 10 and May 24, 2022.

The School Pulse Panel is part of NCES’ innovative approach to providing timely information regarding the impact of the pandemic on K-12 public schools in the United States. The May survey provides reliable data focused on teacher absences and the availability of substitute teachers, the learning styles offered by schools, the prevalence of student and staff quarantine, mental health, the truancy and classroom management as reported by US public school principals.

Experimental data products are innovative statistical products created using new data sources or methodologies. Experimental data may not meet all NCES quality standards, but is of sufficient benefit to data users in the absence of other relevant products to justify their release. NCES clearly identifies experimental data products when they are released.

Data released today can be viewed on the COVID-19 Dashboard at https://ies.ed.gov/schoolsurvey/.

Main conclusions

Student behavior and development

  • Heads of public schools have seen a marked impact of the pandemic on the socio-emotional and behavioral development of their students. Eighty-seven percent of public schools agreed or strongly agreed that the pandemic has had a negative impact on students’ social-emotional development. Similarly, 83% of public schools agreed or strongly agreed that students’ behavioral development has been negatively affected.

  • The following student behaviors were most commonly reported to have increased in the 2021-2022 school year (compared to a typical school year before the onset of the COVID-19 pandemic), in part due to the COVID-19 pandemic and its lingering effects:

  • Public schools reported needing more mental health support for students and/or staff (79%), training on supporting students’ social-emotional development (70%), hiring more staff (60%) and training in classroom management strategies (51%). percent).

Student and teacher absenteeism and the need for substitute teachers

  • Schools across the country have seen an increase in chronic absenteeism. Compared to a typical school year before the onset of the COVID-19 pandemic, 72% of US public schools reported an increase in chronic absenteeism among their students. Compared to last school year (2020-2021), 39% of public schools reported that chronic absenteeism had increased.

  • Compared to a typical school year before the onset of the COVID-19 pandemic, 72% of U.S. public schools reported an increase in teacher absences in the 2021-2022 school year. Compared to last school year (2020-2021), 49% of public schools reported an increase in teacher absenteeism.

  • Seventy-seven percent of public schools said it was harder to find substitute teachers in the 2021-2022 school year compared to years before the pandemic. Compared to the 2020-2021 school year, 61% of public schools said it was difficult to find substitute teachers.

  • Almost all public schools (99%) said they were not always able to find substitute teachers when needed. When replacements cannot be found, public schools reported relying on administrators (74%), non-teaching staff (71%) and other teachers during their preparation period (68%) to cover lessons . Additionally, 51% of public schools reported combining separate classes in one room when they cannot find a substitute.

Modes of learning and the prevalence of quarantine

  • Almost all (99%) public schools continued to offer full-time in-person learning, while 33% offered full-time remote learning and 9% offered blended learning. This trend has been consistent throughout the 2021-2022 school year.

  • For the first time since quarantine data was collected in January, the prevalence of student and staff quarantine increased from the previous month. In May, 47% of public schools reported having at least one student in quarantine (compared to 30% in April), with the average number of students in quarantine being eight (compared to six students in April).

  • Thirty-five percent of public schools reported having at least one staff member in quarantine (compared to 15% in April), with the average number of staff in quarantine being two (compared to one staff member in April).

Data released today can be viewed on the COVID-19 Dashboard at https://ies.ed.gov/schoolsurvey/.

The National Center for Education Statistics (NCES), a principal agency of the U.S. federal statistical system, is the statistical center of the U.S. Department of Education and the primary federal entity responsible for collecting and analyzing data related to education in United States and other countries. NCES, located within the Institute of Educational Sciences (IES), fulfills a congressional mandate to collect, collate, analyze, and report comprehensive statistics on the state of American education; produce and publish reports; and review and report on education activities internationally.

The Institute of Educational Sciences (IES) is the independent, nonpartisan statistics, research, and evaluation arm of the United States Department of Education. Its mission is to provide scientific evidence on which to base educational practices and policies and to share this information in formats that are useful and accessible to educators, parents, policy makers, researchers and the public.

CONTACT:
Josh DelarosaNational Center for Education Statistics, [email protected]
james elias, Hager Sharp[email protected]

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SOURCE National Center for Education Statistics

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