Parents of Alberta’s K-12 students feel their children are lagging behind in socialization skills since returning to in-person learning and are also experiencing lowered self-esteem and an increase in bullying.

These are among the trends revealed by a survey conducted by the Alberta School Councils’ Association  at the end of the 2021-2022 school year.

Among the parents and guardians surveyed, 63 per cent felt that their child was definitely missing skills, knowledge, or support due to learning disruptions caused by the COVID-19 pandemic. A further 13 per cent responded that these factors were maybe affecting their child.

Of those who answered yes or maybe, 63 per cent cited social/emotional/mental health as a factor that was affecting their child.

Further results revealed several recurring trends related to the return to in-person learning. These trends include:

1. Students are behind in developing the socialization skills necessary to productively interact with their peers.
2. The lowered self-esteem of students who feel that they are academically and personally behind their peers in scholastic experience and understanding.
3. A perceived increase in bullying among students.
4. Strong opinions on both ends of the spectrum regarding protection/prevention measures such as masks and physical distancing. Some parents argue that these measures contributed to their students’ anxiety, whereas others argue that it was the removal of these measures that increased student anxiety.
5. An overall feeling of mental and physical burnout stemming from living through a worldwide, life-altering pandemic.

Concern about disruptions

Through their survey responses, many parents and/or guardians voiced concerns that the academic expectations put forward by school curriculums do not adequately reflect the disruptions that COVID-19 and quarantine measures have caused over the last two years. Of particular concern are the potential educational and social delays of students as they transition from distance learning to a more traditional in-person model.

Many parents and/or guardians believe this lack of consideration and accommodation is greatly contributing to feelings of academic anxiety among their children, who do not have access to the educational and personal support they need to catch up to  curricular expectations. and succeed in their overall education.

Responses suggest that this trend is even further worsened by the quarter system format being used by some schools, and larger than average in-person class sizes.

Larger class sizes are also cited as being partially responsible for a noted inconsistency regarding teachers. The past year of transition from online to in-person learning has seen  a significant percentage of teachers indicating an intention to leave the teaching profession potentially sooner than originally planned, a result of changes in provincial education funding and increased anxiety from being expected to meet the unique educational and personal needs of each individual student. This is becoming more and more difficult for teachers to accomplish due to increased class sizes, and more combined-grade classes.,.

In conclusion, the consensus of these responding parents and/or guardians is that students, teachers, and the Alberta education system in general, are overwhelmed because of the COVID-19 pandemic and the subsequent changes to daily life and are experiencing a distinct lack of resources and overall support in response. This in turn has resulted in elevated levels of anxiety, which is further contributing to the ensuing struggles of Alberta students.

Survey details

From the end of May 2022 through to the middle of July 2022, ASCA conducted a survey of parents or primary caregivers of K-12 students in Alberta to examine the perceived impact of the COVID-19 pandemic on their child’s education and social/emotional well-being.

Promoted extensively through e-Bulletins and ASCA’s social media platforms, the survey was accessed by 5,588 Albertans, 5,390 of whom indicated they were a parent or primary caregiver of a student in the K-12 education system in Alberta.