Pandemic grads push ahead – LAist

Impact of the COVID-19 Pandemic on California Students’ Education and Social Development

The COVID-19 pandemic significantly disrupted the academic and social lives of high school graduates in California, particularly affecting their transition to college. This report emphasizes the challenges faced by these students, with a focus on Sustainable Development Goals (SDGs) such as Quality Education (SDG 4), Reduced Inequalities (SDG 10), and Good Health and Well-being (SDG 3).

Educational Disruptions and Academic Challenges

During the pandemic, many students experienced remote learning, missing key senior year milestones such as homecomings, proms, and graduations. This led to gaps in academic skills and increased anxiety about social interactions.

1. Decline in Academic Skills:
   • UC Riverside reported an increase in freshmen entering at the lowest math level from 13% in 2019 to 22% in 2021.
   • Similarly, the percentage of freshmen at the lowest writing level rose from 25% in 2019 to 32% in 2020.
   • Grade inflation in high schools masked these gaps, as some students graduated with high grades but below-average test scores.
2. Funding and Resource Allocation:
   • California received approximately $34 billion in pandemic aid for education, with $10 billion allocated to colleges and universities.
   • Much of the funding was used for technology and replacing lost revenue rather than directly addressing academic catch-up.
3. Enrollment and Graduation Rates:
   • Enrollment at some Inland Empire campuses declined during the pandemic.
   • UC Riverside’s four-year graduation rate dropped from 67% pre-pandemic to 60% for the 2020 cohort.
   • California State University, San Bernardino, saw enrollment decrease from over 20,000 in 2019 to under 18,000 in 2024, with a slight drop in graduation rates for the pandemic cohort.

Social Isolation and Mental Health Concerns

Social isolation during the pandemic led to increased loneliness and anxiety among students, impacting their well-being and academic engagement.

• Students reported difficulty in forming connections with peers and faculty due to remote learning and campus restrictions.
• Many experienced social anxiety and avoidance, preferring low-key or outdoor events upon returning to campus.
• Universities observed decreased class attendance and participation, affecting academic success.

Case Studies: Student Experiences

Adriana Banda – Academic Catch-Up and Social Challenges

• Remote learning during senior year led to loss of foundational skills and social isolation.
• Faced challenges transitioning to college-level expectations without sufficient academic support.
• Engaged in campus employment to improve social skills and plans to pursue a career in social work, inspired by pandemic experiences.

Maribel Gamez-Reyes – Navigating College Amid Anxiety

• Experienced anxiety and social isolation during remote classes and initial college semesters.
• Found community through involvement in the college newspaper, aiding social integration.
• Plans to pursue a PhD, demonstrating resilience and commitment to education.

Carson Fajardo – Revitalizing Campus Culture

• Faced difficulties engaging students in campus activities post-pandemic.
• Organized successful events to rebuild campus traditions and student involvement.
• Graduated with plans for a career in nonprofit fundraising, emphasizing leadership growth.

Institutional Responses and Strategies

1. Academic Support Initiatives:
   • Summer programs focusing on writing and math fundamentals.
   • Freshman courses designed to enhance study skills and campus engagement.
2. Flexible Academic Policies:
   • Allowing easier class withdrawals to reduce failure rates and student dropout.
3. Rebuilding Social Connections:
   • Organizing small-scale outdoor events to ease students back into social interaction.
   • Encouraging participation in clubs and campus activities to foster community.

Challenges to Student Retention and Motivation

• High-paying regional jobs in sectors like warehousing present competing incentives to remain in college.
• First-generation college students often lack guidance, leading to gaps in academic preparedness and motivation.
• Universities emphasize the broader benefits of higher education, including expanded career opportunities and community contribution, to motivate students.

Alignment with Sustainable Development Goals (SDGs)

• SDG 4 – Quality Education: Addressing learning loss and improving academic support to ensure inclusive and equitable quality education.
• SDG 3 – Good Health and Well-being: Tackling mental health challenges and social isolation experienced by students during and after the pandemic.
• SDG 10 – Reduced Inequalities: Supporting first-generation and disadvantaged students to overcome educational disparities exacerbated by the pandemic.
• SDG 8 – Decent Work and Economic Growth: Balancing immediate employment opportunities with long-term benefits of higher education for sustainable economic development.

Conclusion

The COVID-19 pandemic has posed significant challenges to students’ academic achievement, social development, and mental health, particularly among first-generation college attendees in California’s Inland Empire. Institutional efforts to provide academic remediation, flexible policies, and social engagement opportunities are critical to supporting these students’ success and aligning with the Sustainable Development Goals. Continued focus on these areas will be essential to fostering resilience, equity, and well-being in post-pandemic education systems.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses heavily on the impact of the COVID-19 pandemic on students’ education, highlighting gaps in academic skills, challenges in transitioning to college, and the need for improved learning support.
2. SDG 3: Good Health and Well-being
   • The article discusses mental health issues such as anxiety, loneliness, and social isolation experienced by students during the pandemic.
3. SDG 8: Decent Work and Economic Growth
   • References to the regional job market and students balancing work and education, as well as the economic challenges influencing college retention.
4. SDG 10: Reduced Inequalities
   • Focus on first-generation college students and disparities in educational attainment, especially in the Inland Empire region.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
2. SDG 3: Good Health and Well-being
   • Target 3.4: Promote mental health and well-being.
3. SDG 8: Decent Work and Economic Growth
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.
4. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.

3. Indicators Mentioned or Implied to Measure Progress

1. Academic Performance Indicators
   • Percentage of incoming freshmen at lowest math and writing levels (e.g., 13% in 2019 rising to 22% in 2021 for math).
   • Four-year graduation rates at universities (e.g., UC Riverside’s rate dropping from 67% to 60% for the 2020 class).
   • Enrollment numbers in universities and community colleges (e.g., decline at Cal State San Bernardino from 20,000 in 2019 to less than 18,000 in 2024).
2. Student Retention and Continuation Rates
   • First-year continuation rates (e.g., drop from 85% to 78% for students starting in 2020 at Cal State San Bernardino).
   • Dropout rates and course withdrawal rates.
3. Mental Health and Social Engagement Indicators (Implied)
   • Levels of student anxiety, loneliness, and social isolation as described qualitatively.
   • Participation rates in campus activities and social events.
4. Economic Indicators (Implied)
   • Employment rates among students and youth balancing work and study.
   • Wages in the regional job market influencing education continuation decisions.

4. Table of SDGs, Targets and Indicators

Source: laist.com