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Students Life After The COVID Pandemic

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47 views4 pages

Students Life After The COVID Pandemic

covid

Uploaded by

neelamkirplani5
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Students Life after the COVID Pandemic

COVID and its Changes:


The havoc caused by the COVID-19 pandemic has swept across the world and has made changes
to many facets of life, from working conditions to freedom of movement. Education has been
one of the sectors disrupted by the crisis, with educational provision globally having gone online.

Safety Measures were taken by Universities:


To counter the impact of COVID’19, most universities put forward measures in place to shield
students and employees against the threat of coronavirus. The methods undertaken include but
are not limited to, limiting the number of visitors, maintaining six feet distance, taking a rapid
test and practicing self-isolation in case of doubt, and banning the entry of students into the
kitchen.

Other popular methods of protecting against the virus included having online lectures rather than
face-to-face lectures, making face coverings in public places compulsory, distributing hand gel,
and increasing the frequency of cleaning in university facilities. (Lane, 2021)

The silver lining:


The changes brought in by COVID in the education system, like venturing towards virtual
classrooms; have their pros and cons. Advantages include; lower living costs for students who
would otherwise study away from their family home. On the other, it has underlined inequalities
between students, particularly in relation to differences in terms of digital skills, support
networks, and home environment resources. (Brussels, 2021)

Aftermaths of COVID’19:
During the pandemic, almost every country implemented either nationwide or local “lock-down.
Such closures meant that face-to-face courses have been transitioned to online learning, which
had a substantial impact on student life. These can be, for example, experiencing more workload,
adapting oneself to an online learning mode immediately, or moving back home without
sufficient preparation but can also include more worries due to uncertainty and fear of pandemic.
In addition, the impact of COVID-19 on each student varies. Some students have limited access
to connectivity; some do not have adequate IT equipment to attend online classes, and others
cannot afford the extra cost to improve their IT gadgets. (Maria S. Plakhotnik1, 2021)

Dent in degree completion:


Switching to virtual classes had not only depreciated the knowledge base of the pupils but also
encouraged students to attempt completion of assignments and tasks through the wrong means
like cheating and outsourcing homework. Due to the easy access to websites like
Cheap Assignment Writing Service.
Psychological Impact:
The adverse impact caused by a deadly virus is not just restricted to having a notch in one’s
academics but it had its repercussions on social life as well. Students face numerous challenges,
demands, and turbulences that influence their well-being. For example, they experience diverse
social and economic pressures of balancing their education, family, and work responsibilities and
encounter social isolation, discrimination, language barriers, and cross-cultural differences.
To embark success in the aforementioned requirements most students at all levels of education
and across all disciplines have to have timely and adequate resources These resources help to
address students' needs and, hence, reduce their burn-out and stress and increase their
engagement in learning activities, meaning-making, and life satisfaction. (Volkova1*, 2021)

Other closures:
The world almost got on hold due to the shutdown of my small businesses, which had an indirect
impact on the mental and financial health of many. Out of 10, around 5 students work at places
like local restaurants, stores, movie theaters, gyms, or other businesses that provide a daily wage.
The closure or reduction in services being offered or compact hours of operation offered by such
places have impacted the income of adolescence.

Plunge in income:
The young people working at these establishments count on their paychecks to help with
household expenses, to pay for things that are important to themselves (e.g. clothes, music,
activities), to provide for transportation (e.g. gas, car insurance, car payments), or to save for
college or other future endeavors. If their parent(s) or other members of their family have lost
jobs or income due to closures, the student may feel even more stress over losing their ability to
contribute to the family’s financial situation. (Kreitz)

To overcome that unprecedented issue of loss of pay many students joined online groups that are
being organized to help students in their sophomore year with easy writing. To fill the gap
created by part-time jobs, people started cheap easy writing services in the UK. The practice had
been observed not just in the UK but in any part of the world.

Ways to overcome the change:


The foremost thing to adapt in daily lifestyle is to is to maintain good self-care. To accomplish
that one should regardless of age or gender;
1. Eat Healthily. The human body works better when fuelled better and when people can make
rational choices with a clear mind.
2. Get enough sleep: Not having enough sleep could lead to anxiety, depression, and mental
distress, which leads to fatigue. Therefore, sleeping better may sound basic but it surely adds
up to having a clear conscious.
3. Exercise: Adding a physical activity like running, Yoga, Gym, etc keep the human body alive
and active. Going for a short walk or running outside provides a change of scenery and fresh
air as well as exercise. A way to make exercising fun is to turn on whatever music you enjoy
and dance around for a few minutes.

All the aforementioned factors not just only keep us more active and healthy but will also help us
to think clearly under such stressed out situations like COVID’19 by keeping us diverted.
Adding further, the need for social connection is fundamental for humans. In times of stress, we
need support and interaction with friends and family.

1) Make a point to reach out to others who may be isolated or unsupported in their current
environment.
2) Pay attention to the effect social interactions have on you. If you notice that your interactions
with someone leave you feeling more anxious, angry, worried, frightened, or bad about yourself,
consider limiting or suspending your interactions with that person.

Moving forward:
How your will student life is impacted in the future depends on where you are going to study and
how the situation is being tackled there. Each country or university has taken different and
localized responses to the pandemic.
Therefore, between now and then, the best things one can do are stay up to date with changes in
restrictions and just go with the flow.

Bibliography
Brussels. (2021, April 29). Student life during the Covid-19 pandemic lockdown Europe-wide insights.
Retrieved from esu-online.org: https://www.esu-online.org/?publication=student-life-during-the-covid-
19-pandemic-lockdown-europe-wide-insights

Kreitz, M. (n.d.). THE IMPACT OF COVID-19 ON HIGH SCHOOL STUDENTS. Retrieved from
childandadolescent.org: https://www.childandadolescent.org/the-impact-of-covid-19-on-high-school-
students/

Lane, C. (2021, March 21). Life as a First Year Student During COVID-19. Retrieved from
https://www.topuniversities.com/: https://www.topuniversities.com/student-info/health-support/life-
first-year-student-during-covid-19

Maria S. Plakhotnik1. (2021, July 12). The Perceived Impact of COVID-19 on Student Well-Being and the
Mediating Role of the University Support: Evidence From France, Germany, Russia, and the UK. Retrieved
from frontiersin.org: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.642689/full

Volkova1*, N. V. (2021, July 12). The Perceived Impact of COVID-19 on Student Well-Being and the
Mediating Role of the University Support: Evidence From France, Germany, Russia, and the UK. Retrieved
from frontiersin.org/: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.642689/full

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