motivational speech on covid 19 for students

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2 Minute Speech on Covid-19 (CoronaVirus) for Students

The year, 2019, saw the discovery of a previously unknown coronavirus illness, Covid-19 . The Coronavirus has affected the way we go about our everyday lives. This pandemic has devastated millions of people, either unwell or passed away due to the sickness. The most common symptoms of this viral illness include a high temperature, a cough, bone pain, and difficulties with the respiratory system. In addition to these symptoms, patients infected with the coronavirus may also feel weariness, a sore throat, muscular discomfort, and a loss of taste or smell.

10 Lines Speech on Covid-19 for Students

The Coronavirus is a member of a family of viruses that may infect their hosts exceptionally quickly.

Humans created the Coronavirus in the city of Wuhan in China, where it first appeared.

The first confirmed case of the Coronavirus was found in India in January in the year 2020.

Protecting ourselves against the coronavirus is essential by covering our mouths and noses when we cough or sneeze to prevent the infection from spreading.

We must constantly wash our hands with antibacterial soap and face masks to protect ourselves.

To ensure our safety, the government has ordered the whole nation's closure to halt the virus's spread.

The Coronavirus forced all our classes to be taken online, as schools and institutions were shut down.

Due to the coronavirus, everyone was instructed to stay indoors throughout the lockdown.

During this period, I spent a lot of time playing games with family members.

Even though the cases of COVID-19 are a lot less now, we should still take precautions.

Short 2-Minute Speech on Covid 19 for Students

The coronavirus, also known as Covid - 19 , causes a severe illness. Those who are exposed to it become sick in their lungs. A brand-new virus is having a devastating effect throughout the globe. It's being passed from person to person via social interaction.

The first instance of Covid - 19 was discovered in December 2019 in Wuhan, China . The World Health Organization proclaimed the covid - 19 pandemic in March 2020. It has now reached every country in the globe. Droplets produced by an infected person's cough or sneeze might infect those nearby.

The severity of Covid-19 symptoms varies widely. Symptoms aren't always present. The typical symptoms are high temperatures, a dry cough, and difficulty breathing. Covid - 19 individuals also exhibit other symptoms such as weakness, a sore throat, muscular soreness, and a diminished sense of smell and taste.

Vaccination has been produced by many countries but the effectiveness of them is different for every individual. The only treatment then is to avoid contracting in the first place. We can accomplish that by following these protocols—

Put on a mask to hide your face. Use soap and hand sanitiser often to keep germs at bay.

Keep a distance of 5 to 6 feet at all times.

Never put your fingers in your mouth or nose.

Long 2-Minute Speech on Covid 19 for Students

As students, it's important for us to understand the gravity of the situation regarding the Covid-19 pandemic and the impact it has on our communities and the world at large. In this speech, I will discuss the real-world examples of the effects of the pandemic and its impact on various aspects of our lives.

Impact on Economy | The Covid-19 pandemic has had a significant impact on the global economy. We have seen how businesses have been forced to close their doors, leading to widespread job loss and economic hardship. Many individuals and families have been struggling to make ends meet, and this has led to a rise in poverty and inequality.

Impact on Healthcare Systems | The pandemic has also put a strain on healthcare systems around the world. Hospitals have been overwhelmed with patients, and healthcare workers have been stretched to their limits. This has highlighted the importance of investing in healthcare systems and ensuring that they are prepared for future crises.

Impact on Education | The pandemic has also affected the education system, with schools and universities being closed around the world. This has led to a shift towards online learning and the use of technology to continue education remotely. However, it has also highlighted the digital divide, with many students from low-income backgrounds facing difficulties in accessing online learning.

Impact on Mental Health | The pandemic has not only affected our physical health but also our mental health. We have seen how the isolation and uncertainty caused by the pandemic have led to an increase in stress, anxiety, and depression. It's important that we take care of our mental health and support each other during this difficult time.

Real-life Story of a Student

John is a high school student who was determined to succeed despite the struggles brought on by the Covid-19 pandemic.

John's school closed down in the early days of the pandemic, and he quickly found himself struggling to adjust to online learning. Without the structure and support of in-person classes, John found it difficult to stay focused and motivated. He also faced challenges at home, as his parents were both essential workers and were often not available to help him with his schoolwork.

Despite these struggles, John refused to let the pandemic defeat him. He made a schedule for himself, to stay on top of his assignments and set goals for himself. He also reached out to his teachers for additional support, and they were more than happy to help.

John also found ways to stay connected with his classmates and friends, even though they were physically apart. They formed a study group and would meet regularly over Zoom to discuss their assignments and provide each other with support.

Thanks to his hard work and determination, John was able to maintain good grades and even improved in some subjects. He graduated high school on time, and was even accepted into his first-choice college.

John's story is a testament to the resilience and determination of students everywhere. Despite the challenges brought on by the pandemic, he was able to succeed and achieve his goals. He shows us that with hard work, determination, and support, we can overcome even the toughest of obstacles.

Explore Career Options (By Industry)

• Construction
• Entertainment
• Manufacturing
• Information Technology

Data Administrator

Database professionals use software to store and organise data such as financial information, and customer shipping records. Individuals who opt for a career as data administrators ensure that data is available for users and secured from unauthorised sales. DB administrators may work in various types of industries. It may involve computer systems design, service firms, insurance companies, banks and hospitals.

Bio Medical Engineer

The field of biomedical engineering opens up a universe of expert chances. An Individual in the biomedical engineering career path work in the field of engineering as well as medicine, in order to find out solutions to common problems of the two fields. The biomedical engineering job opportunities are to collaborate with doctors and researchers to develop medical systems, equipment, or devices that can solve clinical problems. Here we will be discussing jobs after biomedical engineering, how to get a job in biomedical engineering, biomedical engineering scope, and salary. 

Ethical Hacker

A career as ethical hacker involves various challenges and provides lucrative opportunities in the digital era where every giant business and startup owns its cyberspace on the world wide web. Individuals in the ethical hacker career path try to find the vulnerabilities in the cyber system to get its authority. If he or she succeeds in it then he or she gets its illegal authority. Individuals in the ethical hacker career path then steal information or delete the file that could affect the business, functioning, or services of the organization.

GIS officer work on various GIS software to conduct a study and gather spatial and non-spatial information. GIS experts update the GIS data and maintain it. The databases include aerial or satellite imagery, latitudinal and longitudinal coordinates, and manually digitized images of maps. In a career as GIS expert, one is responsible for creating online and mobile maps.

Data Analyst

The invention of the database has given fresh breath to the people involved in the data analytics career path. Analysis refers to splitting up a whole into its individual components for individual analysis. Data analysis is a method through which raw data are processed and transformed into information that would be beneficial for user strategic thinking.

Data are collected and examined to respond to questions, evaluate hypotheses or contradict theories. It is a tool for analyzing, transforming, modeling, and arranging data with useful knowledge, to assist in decision-making and methods, encompassing various strategies, and is used in different fields of business, research, and social science.

Geothermal Engineer

Individuals who opt for a career as geothermal engineers are the professionals involved in the processing of geothermal energy. The responsibilities of geothermal engineers may vary depending on the workplace location. Those who work in fields design facilities to process and distribute geothermal energy. They oversee the functioning of machinery used in the field.

Database Architect

If you are intrigued by the programming world and are interested in developing communications networks then a career as database architect may be a good option for you. Data architect roles and responsibilities include building design models for data communication networks. Wide Area Networks (WANs), local area networks (LANs), and intranets are included in the database networks. It is expected that database architects will have in-depth knowledge of a company's business to develop a network to fulfil the requirements of the organisation. Stay tuned as we look at the larger picture and give you more information on what is db architecture, why you should pursue database architecture, what to expect from such a degree and what your job opportunities will be after graduation. Here, we will be discussing how to become a data architect. Students can visit NIT Trichy , IIT Kharagpur , JMI New Delhi . 

Remote Sensing Technician

Individuals who opt for a career as a remote sensing technician possess unique personalities. Remote sensing analysts seem to be rational human beings, they are strong, independent, persistent, sincere, realistic and resourceful. Some of them are analytical as well, which means they are intelligent, introspective and inquisitive. 

Remote sensing scientists use remote sensing technology to support scientists in fields such as community planning, flight planning or the management of natural resources. Analysing data collected from aircraft, satellites or ground-based platforms using statistical analysis software, image analysis software or Geographic Information Systems (GIS) is a significant part of their work. Do you want to learn how to become remote sensing technician? There's no need to be concerned; we've devised a simple remote sensing technician career path for you. Scroll through the pages and read.

Budget Analyst

Budget analysis, in a nutshell, entails thoroughly analyzing the details of a financial budget. The budget analysis aims to better understand and manage revenue. Budget analysts assist in the achievement of financial targets, the preservation of profitability, and the pursuit of long-term growth for a business. Budget analysts generally have a bachelor's degree in accounting, finance, economics, or a closely related field. Knowledge of Financial Management is of prime importance in this career.

Underwriter

An underwriter is a person who assesses and evaluates the risk of insurance in his or her field like mortgage, loan, health policy, investment, and so on and so forth. The underwriter career path does involve risks as analysing the risks means finding out if there is a way for the insurance underwriter jobs to recover the money from its clients. If the risk turns out to be too much for the company then in the future it is an underwriter who will be held accountable for it. Therefore, one must carry out his or her job with a lot of attention and diligence.

Finance Executive

Product manager.

A Product Manager is a professional responsible for product planning and marketing. He or she manages the product throughout the Product Life Cycle, gathering and prioritising the product. A product manager job description includes defining the product vision and working closely with team members of other departments to deliver winning products.  

Operations Manager

Individuals in the operations manager jobs are responsible for ensuring the efficiency of each department to acquire its optimal goal. They plan the use of resources and distribution of materials. The operations manager's job description includes managing budgets, negotiating contracts, and performing administrative tasks.

Stock Analyst

Individuals who opt for a career as a stock analyst examine the company's investments makes decisions and keep track of financial securities. The nature of such investments will differ from one business to the next. Individuals in the stock analyst career use data mining to forecast a company's profits and revenues, advise clients on whether to buy or sell, participate in seminars, and discussing financial matters with executives and evaluate annual reports.

A Researcher is a professional who is responsible for collecting data and information by reviewing the literature and conducting experiments and surveys. He or she uses various methodological processes to provide accurate data and information that is utilised by academicians and other industry professionals. Here, we will discuss what is a researcher, the researcher's salary, types of researchers.

Welding Engineer

Welding Engineer Job Description: A Welding Engineer work involves managing welding projects and supervising welding teams. He or she is responsible for reviewing welding procedures, processes and documentation. A career as Welding Engineer involves conducting failure analyses and causes on welding issues. 

Transportation Planner

A career as Transportation Planner requires technical application of science and technology in engineering, particularly the concepts, equipment and technologies involved in the production of products and services. In fields like land use, infrastructure review, ecological standards and street design, he or she considers issues of health, environment and performance. A Transportation Planner assigns resources for implementing and designing programmes. He or she is responsible for assessing needs, preparing plans and forecasts and compliance with regulations.

Environmental Engineer

Individuals who opt for a career as an environmental engineer are construction professionals who utilise the skills and knowledge of biology, soil science, chemistry and the concept of engineering to design and develop projects that serve as solutions to various environmental problems. 

Safety Manager

A Safety Manager is a professional responsible for employee’s safety at work. He or she plans, implements and oversees the company’s employee safety. A Safety Manager ensures compliance and adherence to Occupational Health and Safety (OHS) guidelines.

Conservation Architect

A Conservation Architect is a professional responsible for conserving and restoring buildings or monuments having a historic value. He or she applies techniques to document and stabilise the object’s state without any further damage. A Conservation Architect restores the monuments and heritage buildings to bring them back to their original state.

Structural Engineer

A Structural Engineer designs buildings, bridges, and other related structures. He or she analyzes the structures and makes sure the structures are strong enough to be used by the people. A career as a Structural Engineer requires working in the construction process. It comes under the civil engineering discipline. A Structure Engineer creates structural models with the help of computer-aided design software. 

Highway Engineer

Highway Engineer Job Description:  A Highway Engineer is a civil engineer who specialises in planning and building thousands of miles of roads that support connectivity and allow transportation across the country. He or she ensures that traffic management schemes are effectively planned concerning economic sustainability and successful implementation.

Field Surveyor

Are you searching for a Field Surveyor Job Description? A Field Surveyor is a professional responsible for conducting field surveys for various places or geographical conditions. He or she collects the required data and information as per the instructions given by senior officials. 

Orthotist and Prosthetist

Orthotists and Prosthetists are professionals who provide aid to patients with disabilities. They fix them to artificial limbs (prosthetics) and help them to regain stability. There are times when people lose their limbs in an accident. In some other occasions, they are born without a limb or orthopaedic impairment. Orthotists and prosthetists play a crucial role in their lives with fixing them to assistive devices and provide mobility.

Pathologist

A career in pathology in India is filled with several responsibilities as it is a medical branch and affects human lives. The demand for pathologists has been increasing over the past few years as people are getting more aware of different diseases. Not only that, but an increase in population and lifestyle changes have also contributed to the increase in a pathologist’s demand. The pathology careers provide an extremely huge number of opportunities and if you want to be a part of the medical field you can consider being a pathologist. If you want to know more about a career in pathology in India then continue reading this article.

Veterinary Doctor

Speech therapist, gynaecologist.

Gynaecology can be defined as the study of the female body. The job outlook for gynaecology is excellent since there is evergreen demand for one because of their responsibility of dealing with not only women’s health but also fertility and pregnancy issues. Although most women prefer to have a women obstetrician gynaecologist as their doctor, men also explore a career as a gynaecologist and there are ample amounts of male doctors in the field who are gynaecologists and aid women during delivery and childbirth. 

Audiologist

The audiologist career involves audiology professionals who are responsible to treat hearing loss and proactively preventing the relevant damage. Individuals who opt for a career as an audiologist use various testing strategies with the aim to determine if someone has a normal sensitivity to sounds or not. After the identification of hearing loss, a hearing doctor is required to determine which sections of the hearing are affected, to what extent they are affected, and where the wound causing the hearing loss is found. As soon as the hearing loss is identified, the patients are provided with recommendations for interventions and rehabilitation such as hearing aids, cochlear implants, and appropriate medical referrals. While audiology is a branch of science that studies and researches hearing, balance, and related disorders.

An oncologist is a specialised doctor responsible for providing medical care to patients diagnosed with cancer. He or she uses several therapies to control the cancer and its effect on the human body such as chemotherapy, immunotherapy, radiation therapy and biopsy. An oncologist designs a treatment plan based on a pathology report after diagnosing the type of cancer and where it is spreading inside the body.

Are you searching for an ‘Anatomist job description’? An Anatomist is a research professional who applies the laws of biological science to determine the ability of bodies of various living organisms including animals and humans to regenerate the damaged or destroyed organs. If you want to know what does an anatomist do, then read the entire article, where we will answer all your questions.

For an individual who opts for a career as an actor, the primary responsibility is to completely speak to the character he or she is playing and to persuade the crowd that the character is genuine by connecting with them and bringing them into the story. This applies to significant roles and littler parts, as all roles join to make an effective creation. Here in this article, we will discuss how to become an actor in India, actor exams, actor salary in India, and actor jobs. 

Individuals who opt for a career as acrobats create and direct original routines for themselves, in addition to developing interpretations of existing routines. The work of circus acrobats can be seen in a variety of performance settings, including circus, reality shows, sports events like the Olympics, movies and commercials. Individuals who opt for a career as acrobats must be prepared to face rejections and intermittent periods of work. The creativity of acrobats may extend to other aspects of the performance. For example, acrobats in the circus may work with gym trainers, celebrities or collaborate with other professionals to enhance such performance elements as costume and or maybe at the teaching end of the career.

Video Game Designer

Career as a video game designer is filled with excitement as well as responsibilities. A video game designer is someone who is involved in the process of creating a game from day one. He or she is responsible for fulfilling duties like designing the character of the game, the several levels involved, plot, art and similar other elements. Individuals who opt for a career as a video game designer may also write the codes for the game using different programming languages.

Depending on the video game designer job description and experience they may also have to lead a team and do the early testing of the game in order to suggest changes and find loopholes.

Radio Jockey

Radio Jockey is an exciting, promising career and a great challenge for music lovers. If you are really interested in a career as radio jockey, then it is very important for an RJ to have an automatic, fun, and friendly personality. If you want to get a job done in this field, a strong command of the language and a good voice are always good things. Apart from this, in order to be a good radio jockey, you will also listen to good radio jockeys so that you can understand their style and later make your own by practicing.

A career as radio jockey has a lot to offer to deserving candidates. If you want to know more about a career as radio jockey, and how to become a radio jockey then continue reading the article.

Choreographer

The word “choreography" actually comes from Greek words that mean “dance writing." Individuals who opt for a career as a choreographer create and direct original dances, in addition to developing interpretations of existing dances. A Choreographer dances and utilises his or her creativity in other aspects of dance performance. For example, he or she may work with the music director to select music or collaborate with other famous choreographers to enhance such performance elements as lighting, costume and set design.

Social Media Manager

A career as social media manager involves implementing the company’s or brand’s marketing plan across all social media channels. Social media managers help in building or improving a brand’s or a company’s website traffic, build brand awareness, create and implement marketing and brand strategy. Social media managers are key to important social communication as well.

Photographer

Photography is considered both a science and an art, an artistic means of expression in which the camera replaces the pen. In a career as a photographer, an individual is hired to capture the moments of public and private events, such as press conferences or weddings, or may also work inside a studio, where people go to get their picture clicked. Photography is divided into many streams each generating numerous career opportunities in photography. With the boom in advertising, media, and the fashion industry, photography has emerged as a lucrative and thrilling career option for many Indian youths.

An individual who is pursuing a career as a producer is responsible for managing the business aspects of production. They are involved in each aspect of production from its inception to deception. Famous movie producers review the script, recommend changes and visualise the story. 

They are responsible for overseeing the finance involved in the project and distributing the film for broadcasting on various platforms. A career as a producer is quite fulfilling as well as exhaustive in terms of playing different roles in order for a production to be successful. Famous movie producers are responsible for hiring creative and technical personnel on contract basis.

Copy Writer

In a career as a copywriter, one has to consult with the client and understand the brief well. A career as a copywriter has a lot to offer to deserving candidates. Several new mediums of advertising are opening therefore making it a lucrative career choice. Students can pursue various copywriter courses such as Journalism , Advertising , Marketing Management . Here, we have discussed how to become a freelance copywriter, copywriter career path, how to become a copywriter in India, and copywriting career outlook. 

In a career as a vlogger, one generally works for himself or herself. However, once an individual has gained viewership there are several brands and companies that approach them for paid collaboration. It is one of those fields where an individual can earn well while following his or her passion. 

Ever since internet costs got reduced the viewership for these types of content has increased on a large scale. Therefore, a career as a vlogger has a lot to offer. If you want to know more about the Vlogger eligibility, roles and responsibilities then continue reading the article. 

For publishing books, newspapers, magazines and digital material, editorial and commercial strategies are set by publishers. Individuals in publishing career paths make choices about the markets their businesses will reach and the type of content that their audience will be served. Individuals in book publisher careers collaborate with editorial staff, designers, authors, and freelance contributors who develop and manage the creation of content.

Careers in journalism are filled with excitement as well as responsibilities. One cannot afford to miss out on the details. As it is the small details that provide insights into a story. Depending on those insights a journalist goes about writing a news article. A journalism career can be stressful at times but if you are someone who is passionate about it then it is the right choice for you. If you want to know more about the media field and journalist career then continue reading this article.

Individuals in the editor career path is an unsung hero of the news industry who polishes the language of the news stories provided by stringers, reporters, copywriters and content writers and also news agencies. Individuals who opt for a career as an editor make it more persuasive, concise and clear for readers. In this article, we will discuss the details of the editor's career path such as how to become an editor in India, editor salary in India and editor skills and qualities.

Individuals who opt for a career as a reporter may often be at work on national holidays and festivities. He or she pitches various story ideas and covers news stories in risky situations. Students can pursue a BMC (Bachelor of Mass Communication) , B.M.M. (Bachelor of Mass Media) , or  MAJMC (MA in Journalism and Mass Communication) to become a reporter. While we sit at home reporters travel to locations to collect information that carries a news value.  

Corporate Executive

Are you searching for a Corporate Executive job description? A Corporate Executive role comes with administrative duties. He or she provides support to the leadership of the organisation. A Corporate Executive fulfils the business purpose and ensures its financial stability. In this article, we are going to discuss how to become corporate executive.

Multimedia Specialist

A multimedia specialist is a media professional who creates, audio, videos, graphic image files, computer animations for multimedia applications. He or she is responsible for planning, producing, and maintaining websites and applications. 

Quality Controller

A quality controller plays a crucial role in an organisation. He or she is responsible for performing quality checks on manufactured products. He or she identifies the defects in a product and rejects the product. 

A quality controller records detailed information about products with defects and sends it to the supervisor or plant manager to take necessary actions to improve the production process.

Production Manager

A QA Lead is in charge of the QA Team. The role of QA Lead comes with the responsibility of assessing services and products in order to determine that he or she meets the quality standards. He or she develops, implements and manages test plans. 

Process Development Engineer

The Process Development Engineers design, implement, manufacture, mine, and other production systems using technical knowledge and expertise in the industry. They use computer modeling software to test technologies and machinery. An individual who is opting career as Process Development Engineer is responsible for developing cost-effective and efficient processes. They also monitor the production process and ensure it functions smoothly and efficiently.

AWS Solution Architect

An AWS Solution Architect is someone who specializes in developing and implementing cloud computing systems. He or she has a good understanding of the various aspects of cloud computing and can confidently deploy and manage their systems. He or she troubleshoots the issues and evaluates the risk from the third party. 

Azure Administrator

An Azure Administrator is a professional responsible for implementing, monitoring, and maintaining Azure Solutions. He or she manages cloud infrastructure service instances and various cloud servers as well as sets up public and private cloud systems. 

Computer Programmer

Careers in computer programming primarily refer to the systematic act of writing code and moreover include wider computer science areas. The word 'programmer' or 'coder' has entered into practice with the growing number of newly self-taught tech enthusiasts. Computer programming careers involve the use of designs created by software developers and engineers and transforming them into commands that can be implemented by computers. These commands result in regular usage of social media sites, word-processing applications and browsers.

Information Security Manager

Individuals in the information security manager career path involves in overseeing and controlling all aspects of computer security. The IT security manager job description includes planning and carrying out security measures to protect the business data and information from corruption, theft, unauthorised access, and deliberate attack 

ITSM Manager

Automation test engineer.

An Automation Test Engineer job involves executing automated test scripts. He or she identifies the project’s problems and troubleshoots them. The role involves documenting the defect using management tools. He or she works with the application team in order to resolve any issues arising during the testing process. 

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My Get Up and Go Got Up and Went

• Posted May 10, 2021
• By Andrew Bauld
• Counseling and Mental Health
• Disruption and Crises
• Social Emotional Learning
• Student Achievement and Outcomes
• Teachers and Teaching

EVERYONE KNEW learning during a pandemic wouldn’t be easy, but could we have guessed it would be quite this hard?

Schools are still battling everything from poor internet service to low attendance. Parents are overwhelmed in homes that have also become workplaces and classrooms. Teachers are demoralized. And students are exhausted, burned out after hours of online classes, and that is if they even show up at all.

The result is students — and teachers — who have lost so much of what used to keep them motivated. Without the ballast of most extracurricular activities like athletics, drama, and band to keep them engaged, many students lost the motivation this year to turn in homework or turn on cameras during remote lessons. Teachers are burnt out, many discouraged by not keeping up with curriculum standards and constantly having to find new ways to keep their students invested in their learning.

Some schools have gone back, but with a return to “normal” school unlikely for many districts until the fall of 2021, teachers and students are having to find new ways to stay motivated to learn during a school year unlike any other.

The Science of Motivation

Abigail Williamson, Ed.M.’15, teaches English Language Development on Martha’s Vineyard. Her middle school students are brand new to the United States, working hard to learn a new language, many of them also taking care of younger siblings at home during remote learning while their parents are at work.

But for five minutes every day, students put aside the challenges they are facing and turn on their favorite song. Some students don sunglasses or fun hats, others grab stuffed animals to join them onscreen for their class DJ Dance Party.

“I wanted to give the kids jobs to keep them engaged and give them some ownership,” says Williamson. “The dance party offers some lightness and fun, but I believe also contributes to our strong attendance and participation.”

Especially during these stressful times, it is important for teachers to think about how students are doing not only academically but also emotionally, and to find ways to inject joy into their lessons.

Christina Hinton, Ed.M.’06, Ed.D.’12, founder and CEO of Research Schools International, which partners with schools to carry out collaborative research, says lessons like the DJ Dance Party can make a huge impact for students.

“There’s a misconception that learning can either be rigorous or fun. That’s not what we’re finding in our research,” Hinton says. “The more they are flourishing and happy, the better, on average, students are doing academically.”

Happy students are also motivated ones. Research has found that motivation is driven by a combination of a person’s earliest experiences and innate biological factors. According to a recent report from the Center on the Developing Child at Harvard University and the National Scientific Council on the Developing Child, there are two types of motivation: one that seeks out pleasure (known as approach motivation) and the other that avoids danger (known as avoidance motivation).

Both of these types of motivation develop early in childhood, and both are influenced by intrinsic (like a child’s desire to explore or master a skill) and extrinsic factors (external validation from grades or awards). A healthy motivation system is one built on intrinsic drivers supported by positive extrinsic feedback.

For teachers and parents, there are many ways to encourage motivation. Activities like the DJ Dance Party that provide children space for playful exploration help fuel intrinsic motivation. Activities that appropriately challenge students are also great, but they must be carefully selected as students will lose motivation when an activity is too hard or too easy. Students are also more motivated when they feel a sense of ownership over their work.

These types of activities can also spur in students a sense of curiosity, another good driver of motivation. Ed School associate professor and cognitive research scientist Elizabeth Bonawitz says that curiosity is a core drive that all human beings are born with.

“It’s a drive like hunger or thirst, and it can get us learning very rapidly,” Bonawitz says. Under particularly stressful environments, however, say like during a global pandemic, the body must balance all its needs. “Do I have time to be curious or am I worried about my next meal, or if grandma is going to get sick? If you’re under a lot of duress, you don’t have time to indulge your curiosity,” so actively finding ways to encourage curiosity in the classroom is so important.

Williamson came up with the idea for the dance party at the beginning of this unusual school year, trying to think of ways to replicate traditional classroom management techniques for online learning. Some of her more hesitant learners were hooked from the beginning. Besides the opportunity to get up and move around, it also provided students a chance to show a bit about their personalities, connect over shared interests, and extend their learning, since the songs they choose have connections to the vocabulary they are learning.

Williamson says this break in the day has also given her a unique insight into her students. In her first year at a new school, Williamson says she was initially worried about building connections with students she had never met, but she says the same theories for building community when in-person apply to remote learning.

“Their creativity in activities like the dance party motivates me to find more ways to let them express their personalities,” Williamson says. “I ask students about their lives and listen and incorporate that into my lessons. You can have deep relationships with students even online.”

Find New Ways to Connect

Those relationships are a critical component of motivation. As Bonawtiz has found in her research, humans are social beings with minds designed to learn from other people. When students lose those important relationships with teachers and peers, they are far less likely to be motivated to learn.

The pandemic and remote learning have seriously disrupted those important connections, resulting in huge numbers of students losing the motivation to even show up for virtual classes, let alone participate. Bellwether Education Partners, an education nonprofit, estimates that between 1 million and 3 million U.S. students haven’t attended school since pandemic-related school closures began in March 2020, hitting high-risk groups including homeless students and children with disabilities particularly hard. And there is no silver bullet to solving the problem. Sruti Sriram is a current Ed School student and teaches English to 11th- and 12th-graders at a boarding school in Pune, India. Sriram says her school has tried different ways to keep students engaged, trying to find a balance between learning models. While there was early success with each new attempt, student engagement would inevitably drop off.

Sriram says from her own positive experience as a student in her Ed School classes, she has been inspired to be more intentional using tools like virtual breakout rooms to build relationships. She’s also recognized that, this year especially, the emphasis needs to be on how students are doing emotionally, not just academically.

“My students are going through so much at home. I’ve realized how important it is for students to feel supported in the classroom before I can harangue them about incomplete homework or give them a lot of corrections,” she says. “That’s always been true, but in remote learning it’s an even more apparent reminder that the job is to care for the whole student.”

Even during normal times, these relationships are important to academic development. During the pandemic, they are crucial. Research has shown that when teachers can build a good rapport with their students, those students are more motivated to do well in school. To build that rapport, students need to believe that their teacher has a good sense of their abilities.

“It’s critical to learning that a teacher has an accurate understanding of their students,” says Bonawitz. “When a child thinks a teacher doesn’t have a good sense of their abilities, it totally shapes what kind of exploration and projects they think they can pursue.”

In one lab experiment, Bonawitz has found that when children as young as 6 think their teacher is overestimating their abilities, they will choose less challenging work, while if a teacher underestimates their abilities, they will seek work that might be too difficult for them.

With the pandemic removing much of the one-on-one time for students and teachers to get to know each other well, it’s important for teachers to find new ways to show their students they know them.

“Reciprocity is really critical to make sure there is maximum engagement,” Bonawitz says. “Regular feedback and mini-assessments can help so that students know the teacher is aware of their current place and the teacher is using that information for tailoring the learning.”

Hinton says making room to provide students extra emotional support this year is so important, and finding additional opportunities, like through virtual office hours, can make a big difference for students and teachers to build relationships while apart and maintain motivation.

Jill Goldberg, Ed.M.’93, credits her students staying motivated thanks to recognizing new ways of building relationships. Goldberg, who teaches sixth grade English language arts in upstate New York, says it was challenging at first teaching to static profile pictures of students or empty black rectangles because her district, like many across the county, does not require students to turn on cameras when remote.

But then students, some shy or just unwilling to turn their cameras on during full class activities, started to reach out in other ways. Many found their voice over email. Others requested private Zoom breakout meetings to connect between classes or after school, sometimes to talk about academic work, other times just to share something personal, like a pair of twins in her class excited to share news of a new pet.

“It’s wonderful how many kids are so much more comfortable and proficient and proactive in initiating contact” over digital platforms, Goldberg says. Remote learning has also given Goldberg and her students a change of pace to their normal in-person schedule that left little time in the day to connect. Now, students have breaks between periods and teachers can use that time for extra help sessions or just one-on- one check-ins.

Professor Jal Mehta isn’t surprised that some students and teachers are finding positives during remote learning. Mehta says that while traditional in-person school can be exhausting for students required to be “on” and engaged all day with teachers and peers, remote learning has given some students a chance to slow down. “Teachers have reported more contact and conversations with students and families. I think some people have experienced that there’s less rush and a chance to do things in more depth,” Mehta says.

Caring for the Adults in the Room

Of course, not everyone is finding remote learning a happy new environment. In November, the Education Week Research Center found that nearly 75% of teachers say their morale is lower than it was before the pandemic. Trying to learn new technology, keep students invested, and deal with the challenges of their own lives is leaving many teachers burnt out.

With teachers feeling dejected from not keeping up with curriculum standards or blaming themselves for students falling behind, Hinton says now it’s more important than ever for teachers to not only show compassion for their students but also for themselves.

“Teachers have to treat this as a totally different year and be patient with themselves,” she says. “A great rule of thumb for practicing self-compassion is to treat yourself the way you would treat a best friend.”

That change in mentality was important for Ian Malmstrom, Ed.M.’10, a middle school history teacher and athletic director in Illinois.

“The most discouraging thing was realizing I wasn’t going to accomplish as much as I have in past years. That bothered me at first, the feeling I wasn’t doing as well as a teacher. But putting that stress on myself wasn’t going to work. I’ve accepted that,” Malmstrom says.

Malmstron isn’t alone. A survey by the RAND Corporation found in its American Educator Panels Survey in October that most classrooms are not proceeding at their normal pace, with 56% of teachers saying that they had covered half, or less than half, of their normal curriculum, and only 1 in 5 teachers saying they were on the same schedule as years past.

Rather than putting pressure on themselves to jam as much of the old curriculum into this year, experts like Mehta are advocating a “Marie Kondo” approach to curriculum, borrowing from the Japanese tidying expert. In his recent New York Times opinion piece, Mehta encourages teachers to accept a “less is more” attitude by “discarding the many topics that have accumulated like old souvenirs, while retaining essential knowledge and topics that spark joy.”

At her school in Providence, Rhode Island, academic dean Kaitlin Moran, Ed.M.’20, has worked with faculty and administrators to reduce their academic program to the most essential content and setting realistic learning goals. The school day itself has been shortened and longer blocks of instruction in subjects like math, science, and social studies have been shortened to accommodate students, including taking into account time spent on screens.

“I think what has helped students and teachers feel more motivated is by setting bite-size achievable goals that work towards a grade-level standard. As much as we can collaborate on best practices, that has also helped keep our team engaged and motivated,” Moran says.

To that end, Moran has also worked with teachers to implement targeted learning goals to address missed learning from the spring by having each student complete a diagnostic assessment, allowing teachers to know which areas of instruction to focus on to help close gaps. Not everything can simply be replaced virtually. One of the biggest losses since the pandemic hit has been extracurriculars. Malmstrom says athletics have been virtually nonexistent in Illinois since the start of the pandemic, and without them, many students have just given up.

“My students have just been starved for athletic opportunities,” Malmstrom says, citing several academically thriving students who have lost their motivation to do well in school. “We have more time, but people don’t have the desire to do as much as we used to. I have students who were mainly doing schoolwork to stay eligible for sports, and they’ve quit trying.”

Malmstrom and his colleagues have tried to find some replacements. In the fall, when the weather was nice, they started an afterschool running club, which had a great turnout of students eager to do any sort of outdoor activity. His school also launched a virtual chess club and quiz bowl team, offering online practices.

Malmstrom is realistic that these activities are only stopgaps until students can return to regular activities, but they have been helpful in keeping morale and motivation up.

“The students aren’t going to be interested in everything, but our hope is that each student can find something that engages him or her in addition to their regular classwork,” he says.

Eventually, the world will return to some new normal, and schools with it. While there are many challenges that students and teachers have faced during this year, there are some areas of remote learning that might endure.

Researchers like Mehta say the lessons learned during remote learning and the changes made to support students and teachers should spur an even greater effort to reimagine and rebuild schools.

“Schools weren’t working well for students pre-pandemic. To put things back exactly as they were is ignoring inequities and disengagement,” says Mehta.

When schools can be fully reopened, Mehta says leaders need to think about areas that helped keep students motivated this year and amplify them, including giving students greater agency over their learning and providing more time for teachers to connect with families.

“How do we create the space to do more of those things when we come back to regular school,” he says, “and what do we want to let go of to allow those things to grow? I think those are the questions I would ask everybody.”

Andrew Bauld, the communications coordinator at the Berkeley Carroll School in New York City, is a frequent contributor to Ed.

Happy Students Are Motivated Students

Ed. Magazine

The magazine of the Harvard Graduate School of Education

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A year after COVID-19 shut schools, students and teachers share what shook them – and what strengthened them

Illustration: Mary Ann Lawrence, USA TODAY Network

From grade school to graduate school, developing young minds in close physical proximity halted abruptly in mid-March 2020.

What happened next to schools and families was devastating and electrifying, thought-provoking and quieting, unifying and isolating. Homes became entire worlds. Working parents juggled daytime teaching. College students studied from childhood bedrooms. Millions of kindergartners started school in a format previously unfathomable: Zoom.

Teachers shifted to nurturing and encouraging through screens – with little training. Many hunted down students in person to ensure they were safe, fed and outfitted with resources to learn.

The COVID-19 pandemic has presented a set of real-world lessons too close and too fresh to be captured by textbooks: How does one manage lives lost? Calculate the damage of lost income? Measure new levels of mental fatigue? We interviewed more than 30 students and educators, of all ages and experience, about how they grew and changed in 2020 – or just made it to the next day.

Over the course of an extraordinary year, here’s what they learned. 

Students discuss what surprised them most about hybrid learning

Students and educators describe the most difficult part of school, students and educators explain their source of strength this past year, students and how they have maintained relationships amidst covid-19, students and educators describe what they have learned this past year, students describe the most challenging part of their personal lives, students and educators reflect on stories they'll tell in 20 years, what surprised you the most about virtual or hybrid learning.

“The mask environment – having to teach through that, having to work with students through that and communicate through this barrier was a struggle. I couldn’t quite tell if they were getting it. My dad jokes just didn’t land.” – Josh Montgomery , 43, associate professor of computer science at Southern State Community College in Hillsboro, Ohio

When personal protective equipment was scarce at the beginning of the pandemic, Montgomery organized about 200 volunteers, most of them educators, to create and assemble face shields for first responders. With the help of 3D printers, the educators distributed more than 4,000 face masks to 51 medical organizations.

Being at home and not in person made it more difficult to manage my school work and my personal life, which brought a lot of stress and anxiety. Having someone guide me is the way I learn best.

Alvizo attended school remotely all year from the three-bedroom, one bathroom home she shares with 10 family members. Her father and grandmother got very sick with COVID-19, but both recovered. Alvizo, the first in her family to attend college, participates in the Boys & Girls Clubs’ College Bound program. She’ll graduate high school with two associate degrees and plans to continue studying to be a physician’s assistant.

The convenience of being able to wake up and log into class was one of the most surprising things about virtual learning. It allowed me to expand the number of activities I was involved in because it totally removes the travel time. I ended up picking up an extra job. But this also meant I would be online for 12 hours a day. That was really difficult for me.

Alvarez, a recipient of Deferred Action for Childhood Arrivals, a program that allows people brought into the USA illegally as children to stay in the country, said neither she nor her family received money from the Coronavirus Aid, Relief and Economic Security Act passed last March . Undocumented communities were not eligible, but organizations at the university raised funds for them, Alvarez said.

Serving two student populations at the same time. I have people joining online and joining from the classroom. Learning to work with both groups simultaneously — that was pretty difficult.

"What surprised me most about virtual learning is probably how exhausting it is. And I don't just mean exhausting in the physical sense or your eyestrain sense, which are all very real. I also mean exhausting in the sense that you are reimagining yourself every day, and you are sitting in this place trying to figure out how to really teach this material to students who sometimes don't have their cameras on." –  Joellen Persad , 29, physics teacher, Madison Park Technical Vocational High School, Boston.

What was the most difficult part of the past year?

The uncertainty of everything. Would I have the opportunity to return to campus, or have a basketball season?

Carda and the Creighton Blue Jays were in the middle of the Big East conference tournament when COVID-19 shut down college sports. She flew home to Minnesota, where she stayed for six months. Carda played all season wearing a mask.

“I’m fueled by being around people, by touching them – like, I'm going to physically demonstrate my affection towards you. When I'm with my kids, I'm like, ‘let’s hug!’ ” I have seen some of my students who have come into the building, but I feel this pause, like, ‘Oh, I need to make sure I keep my space and stay over here.’ And that's been really, really tough.” – Persad

“When my wife got sick, that was very scary. I had four members of my family die from COVID.” – Aaron Jemison , 54, custodian, Peterson Elementary School, Chicago

Jemison contracted the virus and was hospitalized March 22 last year. He and his wife recovered, and Jemison is back at work. About 300 students at Peterson receive in-person instruction, he said.

The reverted sleep schedule. I’m very much an early bird, and I can’t do this if my classes start at 6 p.m. (local time) and end at a quarter to 2 a.m.

Koch studies online from Frieda, Germany. Without access to university libraries for studying, Koch said she feels like she's lost at least a year of her Ph.D. work. 

Families want a pre-pandemic education, and not being able to give them exactly what they want has been really hard.

Doing the same repetitive tasks every day with little variation can be so boring.

“In my first year of teaching, I taught a group of students on Sept. 11, and I thought for years and years that would be the hardest day. I’m in Littleton, Colorado, so we have experienced a couple of local school shootings since that, and I thought those would be the hardest days. Those days were very hard, but in some ways, they were contained. This has been 12 months of crisis.” –  Monica Fuglei , 44, community college instructor and English Department chair, Arapahoe Community College, Littleton, Colorado 

What was the most challenging part of your home or social life?

My friend dying. And me going to jail. And my friend getting life. It was challenging for me. They’re my friends. These dudes I kick it with every other day. Some of my friends who died really believed in me, they thought I could really be successful.

Miles was released from Texas Youth Commission, a juvenile correctional facility, at the end of March 2020. He served time for having drugs on a school campus. Eight Million Stories , a nonprofit group that helps disadvantaged youth, helped him finish his education. He plans to attend Alabama A&M University this fall.

I found out I was going to be a dad. It just amplified any emotional struggles and battles I was already having. And certainly it doesn’t help the financial worries. It’s been hard for me to get through college already. I want to be able to provide for her, but I just don’t know if I’m ready.

Fillingin’s wife, also a student at Eastern Washington University, is due in July. They attend classes online from her family's home in Tacoma, Washington. Their wedding last summer was reduced to five guests. Fillingin said he lost several thousand dollars in deposits.

“The most difficult part of my home or social life was having no privacy. Usually during the year, I could go out and find my own space. Being home all day with 10 other family members is stressful. There’s a lot of arguments. You’re together all the time and then you start to feel unappreciated, which is ironic.” – Alvizo

When Alvizo’s father came back from the hospital to recover from COVID-19, Alvizo, her mom and her sister had to sleep on the living room floor for several weeks. Alvizo continued to attend class from home and help her little sister attend kindergarten on Zoom.

How did you find strength?

I got strong when I realized that homeschool is learning at your own pace. I think it was the end of the quarter when I got good grades for the entire quarter. I was like, ‘OK, I can do this’ because I was really afraid [that I was] going to have to repeat a grade.

Bradley chose to home-school this year, but she feared missing all the rituals that would make her feel like a senior. In the end, she said, it turned out to be a good decision.

I prayed a lot. My salvation was when I started collaborating with other superintendents.

Gregory was on the 50th day of his new job leading Hillside when schools shut down. Initially, many students lacked internet and computers at home, but as those needs were addressed, and as COVID-19 transmission rates remained high, Gregory announced the district would operate online for the entire 2020-21 school year.

How did you maintain relationships?

By going on Zoom at my own time, playing Minecraft with my friends. And also by having discussions with my class, because they usually will put us in breakout rooms and we’ll be able to talk together — not just about the work but our personal lives as well.

Initially, it was difficult — I couldn’t find words for it, and I didn’t want to seem like I was complaining. I started seeing a counselor, someone that I could talk to myself, just to kind of release and unload my stress.

Williams-Hall’s son just went to college. She normally would have dealt with the loneliness and isolation by chatting with colleagues at school in the hallways or at lunchtime, she said.

I didn’t really maintain the same relationships, I built new ones. Seeing how everyone responded to the pandemic made me pay attention to who I call my friends.

“My friends at the Teachers College and I would hold Zoom calls where we would work on our assignments together. This became more frequent during the finals and all of our projects due. It was the moral support that we felt from having another person’s presence, even though it was virtual. I remember staying up till 3 a.m. working on a final project with one of my other friends.” – Alvarez

What did you learn this year that you wouldn’t have learned without living through this pandemic? 

I learned more about American history. These are some of the best times I’ve had, being with my family, learning about myself.

Green learned a difficult truth this year: His great-great-grandfather was a slave. Still, he appreciated the time at home to discuss his family’s history with loved ones, he said. 

“(The pandemic) made that superintendent/ed-leader network stronger, because we didn’t have mandates and guidance. I have colleagues that are superintendents out in Washington state, who were a few weeks ahead of me when we were talking about shutting down here in Ohio. I said, ‘What am I not thinking of?’ ‘What don’t I know?’ ‘What do you wish you would have known when you started down this path a couple of weeks ago?’ ” – Matt Miller , 49, superintendent and CEO, Lakota Local Schools, Ohio

I learned the skill of time management. It’s so tempting to be on your phone during class time when you’re at home. But it ultimately kicks you in the butt.

It’s not that parents don’t want to be involved — it’s that parents are not being educated about education … and don’t know how to be involved.

“I never realized how big of a disparity the digital divide is in certain communities. Things we take for granted, like access to the internet isn't there for everyone. Or if there’s an older sibling in the home, they have to watch a younger sibling and at times have to share a device. It was that digital divide that I was not anticipating. It destroyed us last spring.” – Robert Gregory , 47, Hillside Public Schools, Hillside, New Jersey

How do you think the pandemic will permanently change education?

“Everything is not pencil, paper, rote memorization and writing on the dry-erase board. Also, sadly for the kiddos, it will take away snow days.” – Williams-Hall

We’ve learned the power of digital tools is only as good as the buy-in teachers and students develop to include them. With hard-to-reach students, we’ve been gobsmacked with how true that is.

“We’re already talking about ensuring that virtual classes continue to be an option for our students because we might have students who are single parents who can’t come to a night class physically but might be able to attend a night class virtually.” –  Fuglei

What stories do you think you’ll be retelling 10 or 20 years from now?

We did this research project that got published and those compounds are now being synthesized by our collaborator to be tested against coronavirus. All of that is just chemistry in real form. It’s like, ‘What I am supposed to do with all this stuff in these books? Well, you should save lives.’

I’m going to describe (the pandemic) as kind of a challenging time. But it’s time that we got through and we got through it together. And I think that it’s brought out really good things in a lot of people — like support and friendliness.

I’m going to tell them how you do virtual stuff and how you do Zoom and how you do Special Olympics with your kids (virtually).

Vaughn, a school for students with special needs, was the first Chicago school to shut down last March after a classroom assistant had one of the earliest known cases of the virus in the state. Burkhalter and many of her peers are back to attending school in person. 

We will look back at this and recognize it for what it is: a period where we made the best use of an unsettling time. It was a time that my daughter, who is 6, and I were able to bond in a way I hope lasts a lifetime. With my son (10), it continues to give us a chance to create this special man camp relationship we have. And it gives me a chance every day to slow down and smile at my wife even more.

Even though the world is at a standstill, I got to keep on moving and progressing and evolving as a human being.  Twenty years from now, I hope to tell my children that there can be good things that can come out of times of darkness.

Broussard lived on campus and attended a mix of in-person and virtual classes this year. She’s double-majoring in journalism and public relations. 

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Help students process covid-19 emotions with this lesson plan, music and the arts can help students transition back to school this year..

When students return to school in the fall—whether live or virtual—there will be many conversations about COVID-19 and many opportunities to reflect on what they missed when schools were closed, on how the summer was different, and perhaps on family and friends who were stricken with the virus. Children will be affected by the anxiety of their parents, who are returning to work, bringing children to child care, and venturing to haircuts, restaurants, gyms, and beyond. As we transition into the new school year, the task for educators in the coming weeks and months is to help children reflect, refocus, and move forward.

When we experience emotions like sadness and anxiety, research suggests that expressing them through visual and performing arts is one of the most effective ways to address them. Psychologist John Pellitteri has been a pioneer in showing how creating and performing music provides an outlet for processing strong emotion , and three major research reviews suggest that the arts are synergistic with children’s social and emotional development. School administrators, increasingly focused on meeting social-emotional learning (SEL) mandates, see the arts as a way to use SEL to reach many students in deep and meaningful ways.

If you’re looking for a place to start with your students, I created the lesson plan “Turn Off the News” that uses the arts to help secondary school students (maybe fourth and fifth graders, as well) to reflect on their emotions, the COVID-19 pandemic, and how to cultivate hope for the future.

Reflecting on “Turn Off the News”

Written before the pandemic, “Turn Off the News” is an amazingly timely song that expresses concern, coping, and hopefulness. Most importantly, it can be used in a “live” or virtual environment. Here’s how.

Play this video featuring Lukas Nelson, son of the legendary country and western singer Willie Nelson.

Ask your students to reflect on what they heard, from an SEL or arts perspective.  Some guiding question might include:

• What moved you? What feelings did you experience while listening?
• How was the mood created, musically?
• What was the message of the song?
• What was the structure of the song?
• What did you think of the lyric related to building a garden? What feelings did that evoke?
• How does the song affect your thinking about how much news we really need to absorb on COVID-19?

Add other questions that might fit with your current arts curriculum—for example, the role of tonality, rhythm, harmonics, instrumentation, or tempo.

Then, play the second version of the song below and ask your students to write down the lyrics. Ask what they thought of this version, which features an illustration accompanying the words, rather than the performer. Again, ask the same set of questions above to see if their answers are different. Ask what differences they noticed or felt between having the performer as the focus, rather than the words and illustration. Be sure to ask this about the “building a garden” lyric, in particular.

To help promote your students’ SEL competencies, you can encourage them to describe the range of emotions they felt at each viewing (and to notice differences) and where they felt empathy most strongly. Invite them to think about the problem that Nelson was trying to solve in writing this song, how he might have arrived at his particular solution (considering everything about the song), and, as a transition to the next part, what they might have done differently .

Creating your own pandemic song

That brings us to perhaps the most important part, the part that builds resilience in our students: encourage them to create their own version of a song . You can guide their reflections by asking:

• What do you want to communicate about the pandemic and the lessons you have learned?
• What do you want to say about what you missed doing most during the pandemic?
• What are you looking forward to?
• How would you like things to be now?

Suggest the following options, and others that may better fit your curriculum, for creating their own version:

• Modify the lyrics of “Turn Off the News”
• Use the same lyrics and create new melodies
• Re-score the performance
• Create a new graphic accompaniment to the song
• Create your own song

In modifying lyrics or creating a new song, students can express their own feelings about returning to school and how the pandemic affected them, their friends, their families, their grandparents, their communities, and any aspect of the wider world. They also can use this activity to reflect on the other pandemic that has come to the fore, the pandemic of racism. It may well be that for some students, the coronavirus pandemic has been most influential in underlining inequities in our society, and so themes of social justice are what they wish to express. Students will give their SEL skills particularly good exercise if they work in pairs or small groups, either live or in virtual breakout rooms. They can share their products—perhaps in the form of a music video—with one another or their grade level, families, school, and community. Your visual and performing arts curricula can help guide the particulars.

Helping students in need

Young people experiencing difficulties, particularly as related to the pandemic and its impact on their loved ones, may find that listening to, commenting on, and working to create their own versions of this song are highly therapeutic. 

For these students, you may even want to frame the task as if they are “music critics.” Say that you are screening a video in two versions to get students’ opinions about their usefulness, the feelings they evoke, and more. Then, ask how they would make the videos better, using the guiding questions above or questions tailored to issues that your students might share. The act of creating art can be tremendously helpful to students who may be less comfortable with directly talking about their thoughts and feelings.

“Turn Off the News” can be used as an arts education or SEL activity, connecting to both CASEL SEL standards and visual and performing arts standards. It also can be used across multiple sessions by school counselors, psychologists, and social workers.

In addition, you can adapt this lesson plan for other songs. In fact, it was adapted for the song “Lean On Me” for the Worldwide Day of Gratitude on April 27, 2020. It elicited extraordinary creations by students of all levels worldwide, who put their SEL skills to work and found the process helpful and gratifying. Two particularly inspiring examples among many were created by Chatham (NJ) Public Schools and the STEAM Academy Middle School in the Ferguson-Florissant School District in St. Louis, Missouri.

Now, it’s your turn to combine the arts and SEL to help students make a positive transition into this new school year. Thank you to Lukas Nelson, and his inspirational dad, Willie, for the gift of this song.

About the Author

Maurice Elias

Maurice J. Elias, Ph.D. , is a professor in the Psychology Department at Rutgers University, director of the Rutgers Social-Emotional and Character Development Lab , and codirector of the Academy for SEL in Schools . He has written Emotionally Intelligent Parenting , Talking Treasure: Stories to Help Build Emotional Intelligence and Resilience in Young Children , The Joys & Oys of Parenting , and (with Jeffrey Kress) Nurturing Students' Character: Everyday Teaching Activities for Social-Emotional Learning .

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Free Speech on Campus: COVID-19 and Beyond

​​​​​​​​​​​​​​​​​​February 11 & February 25, 2021 12:00 PM to 1:00 PM ET

Free speech is central to democracies and part of the lifeblood of college and university communities. Knight Foundation research shows that student attitudes about and experiences of free speech were changing even before the disruptions of COVID-19, the racial justice movement, and the 2020 presidential election. These two webinars explore how these changes are shaping free speech on campus and how leaders should respond in relationship to efforts to increase inclusion and the growing role of communications technologies.​

February 11, 2021 12:00 PM to 1:00 PM ET

Amid political turmoil, hyperpolarization, and social distancing, supporting students’ free speech rights while also cultivating an inclusive campus culture is more difficult than ever. In a survey from Knight Foundation and Gallup, 81 percent of students say they want to be exposed to all kinds of speech on campus, but 69 percent also believe inclusion is essential. Women and minority students have far less faith that the First Amendment protects them, even as they embrace their free speech rights to lead a new generation of civil right activism.

In this webinar, leaders promoting and supporting free speech and civic engagement on campuses will discuss how to make sense of these tensions to embrace both free speech and inclusion in the present environment.

​​​View the webinar recording below. 

February 25, 2021 12:00 PM to 1:00 PM ET

Already a central channel for speech within campus communities, social media and other forms of digital communications have become the primary means through which students and faculty seek information, debate issues, and organize for action during the COVID-19 pandemic. Students, particularly those who are BIPOC or LGBTQ, are increasingly the target of online bullying and misinformation campaigns. But these same students are embracing technology to advance social justice on an unprecedented scale. This webinar will explore how colleges and universities can safeguard students’ free speech in digital forums while also combatting deception and extreme polarization, encouraging inclusion and democratic deliberation.

View the webinar recording below. 

​This event is generously sponsored by the Knight Foundation .

View the Recordings

Free speech and inclusion in higher education, campus free speech and technology, ​learn more.

Prepare for the events by reading these documents.

The First Amendment on Campus 2020 Report: College Students’ Views of Free Expression

To the Point: Campus Inclusion and Freedom of Expression: Managing Social Media (PDF) 

Inclusion and Free Speech: Strategic for Managing Tensions

Inclusion and Free Speech: The Right to be Heard

Free Speech in the US and on College Campuses Today

Conversations: Free Speech and Expression

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Student Motivation During COVID 19 Pandemic 

by Anna Nell, Miles Hood and Haylee Graff 

Introduction

Our class brainstormed what were the most important obstacles in online learning and we came up with four main categories:

Environment, Motivation, Organization/Structure, and Communication

We were assigned motivation and as we brainstormed further we became more and more interested in how grades and pass/fail affect our motivation. We hope that by gathering the opinions of college students across the country, we can help to give administrators  a sense of how to work with students to make this learning meaningful  in such uncertain and confusing times.

Academic motivation is typically fuelled by grades. For many of us currently, it is the only thing that is motivating us. 

In many of our situations though, motivating to complete school work is exceedingly difficult when things are happening in our  lives that are so much bigger.

For students in Boulder’s community and across the country, more serious issues are taking precedence over schoolwork, causing grades to suffer.

Methodology 

For the research element of our project, we thought that one of the most effective ways to grasp college students’ overall motivation and factors affecting it was through a survey via Survey Monkey. Through this survey we are able to receive unbiased responses that help us to get a better sense of students' thoughts about the transition to online learning during COVID-19. In this survey, we aim to reach as many college students from across the country as possible. Our questions are:

How would you describe your overall academic motivation before the transition to online school? (1-10, 1 being extremely low/none and 10 being extremely high)

How would you rate your overall academic motivation currently? (1-10, 1 being extremely low/none and 10 being extremely high)

Are there any specific factors that you think are influencing your motivation? (ex: lack of structure, lack of in person contact, disorganization, family issues)

• Do you think that continuing to have graded assignments is a major contributor to your motivation? (yes or no) 

Do you think that having grade security (grade cannot go down) would affect your motivation levels? (none-a great deal)

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Summary of Results (so far)

Factors: Percentage of Respondents (40 total)

Lack of Structure: 47.8%

Change in Environment: 50.7%

Lack of Communication: 18.8%

Disorganization (Teachers and Self): 21.7%

Lack of In person Contact: 36.2%

Other: 36.2%

Do you think that continuing to have graded assignments is a major contributor to your motivation? (yes or no)

The work that we have done has been very beneficial in giving our group a sense of how college students feel during the current pandemic and how their motivational levels have been possibly adversely or positively affected.  As you can see with our data, the majority of the responses we collected show that college students around the country feel a low sense of academic motivation during the current pandemic. For many, the so-called “campus life” feeds their sense of academic motivation and even their overall well-being. The virtual classes are oftentimes confusing and contain an overload of information to keep track of. Deadlines are iffy, assignments are misleading, and exams are extremely difficult for students to study for. Our survey worked as a way to better understand the way college students are feeling about Universities nationwide transitioning to online classes.

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Youth and covid-19: stories of creativity and resilience, an ode to adolescents and young people who helped fight the covid-19 pandemic.

India’s young people are leading the way in the battle against COVID-19 through heroic acts of goodwill and support in their families and communities.

Through some of the harshest times, these young champions have stepped up as researchers, advocates, innovators and communicators on the frontline, promoting health and safety. Their courage and relentless determination to help those around them is a reminder of how we can achieve a healthier, safer and equal world.

As adolescents and young people continue to showcase their adaptability and resilience in this challenging time, it is important for the rest of us to recognize, support and champion their skills development.

Making lives better

“We are 'The Blue Brigade'. These are our stories of hope, resilience, and determination. We support women and children in rural and urban areas of Chhattisgarh to access essential services and to reduce adverse impact of COVID-19 and overcome challenges,” - The Blue Brigade Volunteers.

The efforts of about 25,000 youth enrolled in the Blue Brigade initiative by UNICEF India and the National Service Scheme (NSS) reached one million people across Chhattisgarh. They advocate for complete immunization of children under five years, support pregnant women to access antenatal care and safe delivery at their nearest health facility and inform the public about nutrition for children, adolescents and women. They also assist children to continue their learning even as schools are closed and raise awareness about child safety and protection.

Ensuring the most vulnerable are not left behind

Thanks to these youth volunteers in Madhya Pradesh, more residents in rural areas have decided to get vaccinated.

Misconceptions have resulted in several people in tribal-dominated areas in Madhya Pradesh being reluctant to take the COVID-19 vaccination. To overcome vaccine hesitancy, Youth4Children volunteers Divisha Parwar, Ritesh and Aarti Yadav went door-to-door to campaign across all villages in Dhar district of Madhya Pradesh.

“We check people’s oxygen levels, distribute face masks, teach them proper handwashing techniques and address issues around vaccine hesitancy,” - Divisha Parwar.

Their efforts are yielding positive results with more people choosing to get vaccinated. Along with the team of Seva Bharati and the State Health Department, and with the support of UNICEF India, these volunteers are trying to change people’s outlook towards vaccination.

Library on Wheels

We may have different 'waves' of COVID-19, there may be disruptions in learning and schools may have been closed, but not this Library on Wheels at Singrauli in Madhya Pradesh. Teacher-student duo Usha Dubey and Mahima Singh are determined that no child should be deprived of access to education and learning.

During the lockdowns, many children in Singrauli’s Baidhan did not have access to mobile phones or digital devices. The idea of “Library on Wheels” was to reach these students with books using a scooter. Along with Mahima, many more girls are busy channelizing their time and efforts in implementing this as the local children are very interested to read and learn.

“We travel every day on our scooter with our 'Library on Wheels'. My conversations with my teacher and our journey are what I so look forward too. We are doing our small bit to ensure my friends continue to study and in small ways reimagining our future for me and my friends,” - Mahima Singh.

The child trying to bridge a digital divide

Hitarth Sheth, 17, is a social impact entrepreneur from Surat, Gujarat. He is the founder of Gujju Student, an online learning platform for Gujarati students.

“The relative lack of online content in minority languages and the absence of content concerning large swathes of the world, especially low and middle-income countries is an issue I encountered as a Gujarati school student in Class 9. It led me to develop an app called Gujju Student, now being used by thousands of students in Gujarat, India,” - Hitarth Sheth.

Hitharth’s work mostly revolves around education He highlights some of the most important issues being faced by students, the potential solutions and what can be done collectively do to ensure equal learning opportunities for every child, online.

Here’s the link to his blog  The Digital Divide: How can we create equal learning opportunities for every child, online .

The power of youth and community radio

The ability to spread a message using the right medium is of utmost importance during a pandemic.

Ashwathy Murali, a community radio producer from the tribal Paniyar community, has helped to break COVID-19 vaccine hesitancy. The result? Today her entire village is vaccinated.

Wayanad, Kerala, is home to more than 3,000 tribal hamlets mostly belonging to the Paniyar community. The majority in the community had expressed fears and anxiety about the vaccination.

To tackle the fear, myths and misconceptions on the COVID-19 pandemic and vaccination, along with the health department and the National Health Mission (NHM), Ashwathy Murali was assigned to do a programme on Radio Mattoli. Ashwathy’s creative skills to plan radio programmes in the Paniya tribal dialect created a better understanding of the importance of vaccines within her community.

“Our first attempt was to create awareness, build confidence and mitigate the fear among the Paniya people, through various community radio programs. I translated the discourses of expert doctors on COVID-19 vaccination and COVID Appropriate Behaviour (CAB) into Paniya language and broadcasted them as radio programs. We also used jingles made in Paniya language based on the information provided by health department to create awareness via social media and radio,”  - Ashwathy Murali.

The ‘fake news’ fighter

Althaf is a child rights advocate and awardee from Chennai, Tamil Nadu. Due to COVID-19 his father lost his job and his mother is at home. His ambition is to become a film maker and he has done a lot of awareness videos and short films. Despite the difficult financial circumstances, this aspiring young film maker is doing his bit to spread awareness and tackle misinformation in his community by sharing verified information on COVID-19.

“There has been a lot of incorrect misinformation on COVID-19 spreading through social media channels, please do not believe such messages or forward them without verifying the source. Please refer to verified information from UNICEF India, WHO, MoHFW and Tamil Nadu government website or social media channels. Since I am following these channels, I share the same with the people in my community and tell them not to spread false information. I urge you all to do the same,” - Althaf.

Many youth advocates like Althaf have inspired us and supported us through this pandemic. Like him, we too can do our bit to share correct information.

Creating art to cope

Aditya is an artist from Patna, Bihar. The ongoing crisis across the globe has restricted his movement. His way to cope with the first and second waves of the pandemic was through his art.

“During the lockdown I had plenty of time, I explored many things about myself, my hobbies, and my dreams. Most of the time, I was designing and creating illustrations, filling some colors, I wish I could do this in life too. I am engaged in social campaigns for Bihar Youth for Child Rights. In March, we had done a campaign WE MEN WITH WOMEN, and I prepared posters, edited videos, and contributed to a good cause,” - Aditya.

Many of Aditya’s friends and his family members e tested positive for COVID-19. He made sure to be there for them virtually and shared factual, useful information to put their minds at ease. He is worried that many still do not wear a mask, wash their hands regularly or maintain a minimum two-meter distance. The only way we can win this battle is if we fight it together by following these steps says Aditya.

Harnessing the strength of technology  

The pandemic has disrupted the learning of an entire generation. Young minds like Adito are advocating for using digital platforms and technology to educate, teach and create job opportunities for themselves and others.

“I want to support my family financially. One of my cousins taught me about YouTube and how to be a YouTuber and make money out of it. I did not have the requisite equipment like tripod, mic, laptop, editing software or a good smart phone. Right now, a lot of children are attending classes online, and are facing technical difficulties due to lack of digital knowledge. I felt there was a need and despite the lack of proper equipment I started making technical learning videos,” - Adito.

Let’s support young champion leaders like Adito who inspire us all to do more!

Innovating to improve awareness on COVID-19 Appropriate Behaviors

COVID-19 has brought daily life to a standstill for many across India, but young volunteers are working relentlessly to keep people safe during these tough times. Ashok and other volunteers have been working with the local authorities in Chennai to increase awareness about how to protect each other against COVID-19. Ashok is keen to promote positive behaviors to prevent COVID-19 including sharing the facts about and the benefits of vaccination. UNICEF is supporting the local authorities by training and deploying community level volunteers like Ashok and others to support frontline workers to create awareness on COVID-19.

“I am part of this wonderful awareness programme at Chennai Central Railway Station. Some people are not wearing face masks properly. Some were using dirty handkerchiefs. We distributed free face masks and sanitizers for them to use. Some were eating paan and spitting in public places, and we warned them about its impact,” - Ashok.

Let’s support young people like Ashok who are helping us defeat this pandemic.

Using the power of Social Media and apps to spread accurate and verified information

Mantasha is pursuing her Bachelor’s in Elementary Education. Mantasha believes in giving back to the society during this challenging time. She is an active youth volunteer and for the past two years has been creating awareness on preventing COVID-19 on social media.

“I believe in building a selfless society through acts of kindness. During COVID-19, I created and shared videos with authentic information to help people. We also collected and distributed provisions to families hit by the pandemic,” - Mantasha.

Mantasha continues to help people with verified information about COVID-19. She has also provided books and stationery to students who are unable to access education easily due to this pandemic.

Related topics

More to explore, celebrating radio excellence for child rights, unicef dainik jagran come together for a workshop.

Over 60 media professionals from Dainik Jagran from all over India attended a one-day workshop

UNICEF Goodwill Ambassador David Beckham promotes equality and empowerment for girls on his first visit to India

UNICEF South Asia Regional Ambassador Sachin Tendulkar leads ‘One Day for Children’ to call for girls’ rights during World Cup cricket match

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Academics sends messages of hope, inspiration and solidarity amidst COVID-19 pandemic

June 3, 2020 | 10:32 am

Home / A-Team On-Line Publication / Academics sends messages of hope, inspiration and solidarity amidst COVID-19 pandemic

“I won’t let the Academic Community succumb to this COVID-19 pandemic. Learning continues. Teaching continues. Academic Service support continues. Staff support continues. Our operations continue for Learning knows no boundaries. Together, and by association, we shall all prevail”.

Juanito O. Cabanias, LPT, MAE, PhD Vice Chancellor for Academics

“At the end of the day all we need is hope and strength. Hope that it will eventually get better and strength to hold on till it does”. And while we are waiting; whatever hardship, challenges, indecisions and fears that we are facing, we just remember that these too shall pass and by the grace of God we will overcome. To our students we hope that they continue to trust us that what we do today will define what kind of health professionals they will all be in the future. We promise that excellence will still be part of everything that we do for them and our community. Just remember that tomorrow is still full of wonderful possibilities for all of us here in DLSMHSI.”

Alicia P. Catabay, RPh, MSc, PhD Dean, College of Pharmacy

“We are all in the gutter, but some of us are looking at the stars.” Oscar Wilde As a Lasallian community, may we continue to reach out to those who may have forgotten the light that shines above. There’s light in this darkness; all we need is to look up.”

Sigfredo B. Mata, RPh Vice Dean, College of Pharmacy

“Spanish flu (1918-1920); Asian flu (1957-1958); Hong Kong flu (1968-1969); H1N1/09 flu (2009-2010);

Which have lost an outrageous number of lives.

Then, COVID-19 (this too shall pass). Four words that may have given hope and resurrection to millions, then and now.

Life may be short, but God made sure it is wide and tall”

Jose Antonio P. Amistad, MD, FPSA Dean, The Student Affairs

“St. John Baptist de La Salle believes that education gives hope and opportunity for people. And so, during this time of COVID-19 uncertainty, let us remember that we were chosen to continue the mission of St. La Salle in nurturing the young, through education, especially those who had little hope for educational advancement due to COVID-19 pandemic.”

Marlon G. Gado, RL, MLIS Director, Center for Innovative Education and Technology Integration

“Weak? Tired? Feel like giving up? Take heart…We have Someone greater than all these challenges.

Isaiah 40:28-29, 31 says, “….The everlasting God, the Lord, The Creator of the ends of the earth, Neither faints nor is weary…. He gives power to weak, And to those who have no might He increases strength…. ….those who wait on the Lord Shall renew their strength;”

Maria Corazon E. Gurango, MD, MPH, FPAFP Director, Center for Community Engagement and Health Development Program

“This pandemic has caused anxieties, fears, and uncertainties. But we are capable, strong, and resilient. We may not be able to control the situation but we can control ourselves: our thoughts, actions, and choices. We can rise above these challenging times and continue our mission and ministry together as one Lasallian community.”

Efren M. Torres, Jr., RL, MLIS Director, Romeo P. Ariniego, MD, AFSC Library

“The COVID-19 pandemic brings new challenges unfolding each week, compelling us to re-configure our academic strategies with urgency but with uncertainty, and oftentimes beyond our capacity to cope. We must not lose hope, and as one community in Christ, continue with our mission inspired by John Baptist De La Salle.”

Lemuel A. Asuncion, OTRP OT Chair, Clinical Education College of Rehabilitation Sciences

“The Lord gives His toughest battles to His strongest soldiers”.

The greatest weapon we can have today is guarding ourselves with faith and prayer. May this situation help us realize that the Lord is always with us and will never leave us.”

Jion P. Dimson, RMT, MSMLS Chair, Student Development and Activities Department, The Student Affairs

“As Lasallians in these time of pandemia, let us compose ourselves as mature, responsible, and self-disciplined individuals minding our health and safety, as well as our academic responsibilities in achieving our full potentials. By simply staying at home and doing worthwhile things, we are expressing our reverence for life.”

Roberto L. Cruz III, RN, MAN Chair, Student Discipline and Security Department The Student Affairs

“As Lasallians we still continue to serve our partner communities despite the threats of COVID-19 along our way because nothing can stop our great desire to improve the health of our communities. We will continue to empower the people in the community for heath equity and for God’s greater glory!”

Jose Marcelo K. Madlansacay, MDC Chair, Community Service-Learning Projects Center for Community Engagement and Health Development Program

“The challenges of COVID-19 may seem unnerving yet, it can be an opportunity for growth and positive changes. May we strive to be hopeful, courageous and resilient despite the adversities we have to face. Let us draw strength from each other as we pray for healing around the world.”

Ma. Sheila Q. Ricalde, MAEd, RPm, RGC Vice Chair, Student Life The Student Affairs

“You are capable to handle this. I BELIEVE IN YOU. This health crisis can be overwhelming and that is PERFECTLY NORMAL. You may not think and/or feel at your best this time but THAT IS OKAY. YOU can still be a beacon of hope amidst this pandemic.”

Cesar M. Lago, MAEd, RGC Vice Chair, Student Success The Student Affairs

COVID-19: A Blessing?!

“COVID-19 can be considered as a blessing in disguise. Because of it, many have changed. All the busy streets were emptied, all the malls were closed, all were required to stay home. Everyone started to help one another, family ties were strengthened, everybody started again to turn to God and pray, pollution was lessened and Mother Earth started to recuperate. Let’s look on the brighter side. Stay well Lasallians!”

Jose Royce P. Aledia, RGC Chair, Student Wellness and Guidance and Counseling Department The Student Affairs

“As we face this time of uncertainty, the COVID-19 pandemic, do not forget that God is with us, we have to intensify our faith, be mindful that protection from sickness must begin within us, always wear mask, wash our hands frequently and observe distancing, take care not only our physical health but also our mental health. Keep safe everyone!”

Irene B. Maliksi, RN Chair, Student Health and Safety Department The Student Affairs

“There is light at the end of the tunnel, a rainbow after the rain and every cloud has a silver lining. Despite the pandemic, we, the Non-Teaching Personnel, will continue to support the administration in fulfilling the mission set forth by our Founder, St. John Baptist De La Salle. Together we will fight. Forever, we stand as ONE.”

Leslie V. Brito Administrative Assistant, College of Medical Laboratory Science

“Congratulations, graduating class of 2020! We might not have experienced the momentous march of our graduation, yet. Our victory should set blaze in our hearts and actions, not doused even by COVID-19. As the Wolff’s law says, “Strengthened under force of pressure, and overtime will become stronger to resist it.””

Christ Don E. Apuntar President, DLSMHSI Institutional Student Council

“As we face this global health crisis that causes major upheaval, we encounter challenges and become anxious about what’s going to happen. But surely, the presence of the Lord provides us hope of healing and certainty of the future. All you need to do is pray and strengthen your faith in Him! He will never leave us. He is our Emmanuel (God with us).”

“Even though I walk through the valley of the shadow of death, I will fear no evil, for You are with me; Your rod and Your staff, they comfort me”. —Psalms 23:4

Joren B. Fernecita President, College of Medicine Student Council

“We all know the dangers brought about by this pandemic, but worry less since everything is going to be alright. I do believe that we just need to have faith in God to overcome this. He will be the one to give us hope and strength to hold on until it gets better.”

Renee E. Andal President, College of Pharmacy Student Council

“To everyone, these are trying times but never forget to have faith in God and always seek guidance from Him. Always remember to stay safe and healthy. Let us fight this pandemic as One La Salle!

To our front liners, going above and beyond the call of duty is the essence of heroism. Some have fallen, but a lot more are continuing the fight. Heavy sacrifices have been, and continually being made. Words cannot capture the gratitude we wish to convey. But still, thank you front liners, heroes all, in every sense of the word.”

Christian Derik L. Aquino President, College of Humanities and Sciences Student Council

“COVID-19 has changed our way of living and has transformed us to something we have never imagined. This pandemic has affected all of us. As we face more challenges along our way, let us all be determined to keep on learning despite the hindrances. None of us can say with certainty when will it be safe…when will we get back to normal…when will this be over. Let not fear hold us back and may our faith help us triumph over this unseen enemy.

Stay safe. As Lasallians, We are One in this battle!”

Neil Vincent D. Guyamin President, College of Medical Imaging and Therapy Student Council

“As we face an invisible enemy, let’s take this opportunity to come together with clasped hands to pray for each and everyone’s safety. COVID-19 might have changed our way of viewing things, yet let’s be thankful for the life we have. At times like these, you may feel anxious; but do remember that you matter. You are not alone. We will bounce back and will continue to fight this pandemic as One Lasallian Family.”

Maria Veronica Louise C. Cabubas President, College of Medical Laboratory Science Student Council

“This COVID-19 pandemic has taught us a lot of things. We became closer to our family, realize the importance of our healthcare workers, and reflect that no one is safe unless you follow the guidelines set by our government. Even though we are far from its end, it is vital for us to always know that there is hope. That someday, we will see the light and overcome this darkness.

We shall conquer this together, Animo La Salle!”

Marvin Jay C. Salvador President, College of Nursing Student Council

“During his time, the Founder faced adversaries not too different from ours – poverty, hunger, sickness, corruption. He fully surrendered the work to God and succeeded. Likewise, let us remain steadfast in faith, bringing light to those who feel lost in the dark. Let us be vigilant whilst being empathetic to protect and nurture the weak and the weary. As we go through this pandemic, encourage a neighbor, check on a friend, hug a family member, donate to an organization, pray for the world; hope grows from the service we give – small or big. God will win the battle for us and we will call it our victory.”

Lizzy Jane Niquole Y. Ricardo President, College of Rehabilitation Sciences Student Council

“Yesterday is history, tomorrow is a mystery, today is a gift of God, which is why we call it the present.” ― Bill Keane

“Every day is a blessing and we should not forget to thank God for it. In this time of crisis, we need to strengthen our faith in Him and believe that this will soon be over. There’s no such thing as too much praying after all, for He can get us through this pandemic.”

Hennessy M. Frani President, SHSSHS Student Council

Latest Publication

DLSMHSI posts outstanding performance in recent licensure examinations

October 30, 2022 | 9:44 am

Academics posts record-high enrollment statistics in SY 2022-2023

September 30, 2022 | 2:25 pm

A-Team witnesses the State of the Academics Address 2022

August 31, 2022 | 11:41 am

CHED grants approval to three new programs of DLSMHSI

July 30, 2022 | 7:30 pm

CHED recognizes DLSMHSI for supporting Hi-Ed Bayanihan Project

June 30, 2022 | 12:00 pm

DLSMHSI launches the Scholarship to Employment Program

May 31, 2022 | 2:25 pm

DLSMHSI implements inter-professional education and practice

April 27, 2022 | 6:21 pm

BS in Life and Health Sciences opens in SY 2022-2023

April 5, 2022 | 11:06 am

VCA bares the Academics’ Theme for 2022

March 3, 2022 | 8:54 am

DLSMHSI keeps the lead as the Best RT School in the country

January 24, 2022 | 3:01 pm

Christmas message of the Vice Chancellor for Academics

December 24, 2021 | 8:09 pm

DLSMHSI receives AUN-QA certification

November 29, 2021 | 7:46 pm

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Apr. 6, 2020

Six strategies for staying motivated during the covid-19 pandemic, by emily elia: i'm sharing some simple tips for staying motivated during this unusual time..

As social distancing and stay-at-home orders are extended throughout the country, many graduate students are coming to terms with the fact that we will be working from home and learning remotely for quite some time. The changing reality of this pandemic makes focusing on research and classes extremely difficult for many, but it also makes it clear that we will be in this “new normal” for the long haul. For most of us, the responsibilities of grad school continue, and we are trying to stay on track as best as we can. Below are some simple tips for staying motivated during this time.

1. Set small daily goals.

It is important to recognize that these aren’t normal times, and your productivity is likely not at its peak right now. That’s okay. Setting daily goals can help you to make your day as productive as possible, but be realistic with the goals you set. Big goals may seem insurmountable right now; instead, focus on small goals for each day that you can cross off your list. Get through the assigned articles for your upcoming class. Finish the first draft of a paper. Make progress on your data cleaning. Setting smaller goals that can feasibly be tackled in a day can help you stay on track. Try to make a short list of manageable tasks to get through every day.

2. Carve out time in your day for work and for relaxation.

Working from home can make it much harder to get through your daily tasks when the temptation of Netflix is quite literally right in front of you 24/7. For others, working from home can actually lead to a serious case of overworking now that we are no longer dependent on an office or lab space to restrict work hours. Scheduling when you will work and when you will relax can help you to manage a healthy work-life balance at home. For some, a conventional 9 to 5 schedule with a lunch break in the middle helps them to stay focused. After 5 pm, put down the work, make some dinner, and relax for the rest of the night. For others, their most productive times of the day may be less conventional. One pro of working from home is that you can fully embrace when it is that you work well. If you’re most productive in the early hours of the morning, get up early and work during the first half of the day. If you’re someone who works best at night, then spend time relaxing in the morning before jumping into work later on. The most important thing is that you can dedicate a chunk of your day to work and then keep your work out of your relaxation time. Plan out a schedule of work and play, and try to stick to this schedule Monday through Friday, like a regular work week.

3. Try pomodoro study sessions — social distance style.

For many graduate students, working from campus provides time to socialize with peers in the office or the lab. Being surrounded by others doing work can be very motivating, and so working from home can be hard when you’re sitting alone at a desk. Thanks to platforms like Zoom or FaceTime, you can still work with friends virtually! Try a pomodoro study session with your friends via Zoom. Pomodoro sessions, based on the Pomodoro Technique, prioritize working for 25 minute bursts with five minute breaks in between. Various apps, such as Tomato Timer or Focus Keeper , measure pomodoro sessions for you. Get a group of friends together on Zoom, and have somebody be in charge of the pomodoro timer. When the 25 minute study session begins, work “together” silently on Zoom. When the study session ends and your five minute break begins, take the time to chat together until the next study session starts. You’ll be motivated to stay focused with everyone while the timer is running, and you’ll get a chance to catch up with friends on your breaks.

4. Schedule virtual get-togethers with friends.

Social distancing can be the hardest aspect of this pandemic for many people. Not getting to spend time with friends can be emotionally taxing. However, social distancing does not mean you have to totally say goodbye to a social life. Schedule virtual get-togethers with your friends, and have them often! The promise of a set time and date to get together can be something to look forward to. Plan Zoom Happy Hours on Friday evenings to celebrate getting through another week, or have a virtual game night on Saturday with the use of different multiplayer apps, like the UNO app .

5. Prioritize your mental health.

Staying motivated can be near impossible when your mind is filled with anxieties. No work technique is going to keep you motivated when stress is unmanageable, and there is a lot to be stressed about right now. Taking care of yourself can help you to better manage your mental health during this time, so make sure you aren’t letting the basics fall through the cracks. Try to move a bit each day with a walk around your block or an online yoga class . Take time to eat balanced meals, and try not to work through lunch - step away from your laptop and take a lunch break. Don’t stay up until two in the morning. Maintain a normal sleep schedule, and aim to get at least eight hours of sleep a night. Allow yourself time to enjoy TV and social media, but try to reduce how much time you spend listening to pandemic news. Limit yourself to reading pandemic-related news for only a short amount of time in the morning, and then leave it alone. Stay informed from reputable sources, but avoid getting wrapped up in constant news coverage that will only heighten anxiety.

Please remember that if you’re struggling and need to talk to someone, there are resources available. Student Health Services , the Wellbeing and Counseling Center and SAFE office services continue to be available to students; click here for more information on all health-related services available.

6. Be okay with not being highly productive right now.

Some days you may not have much ability to focus at all, and that’s to be expected! Nobody’s life is normal right now. You may find that you have good days where you’re highly motivated to get through work and bad days where your motivation is nowhere to be found. When work seems impossible, prioritize what you must get done that day — what has a deadline tomorrow, what emails need to be sent before the evening? Get through high priority tasks, and then let yourself have the rest of the day off. And don’t beat yourself up for not getting through your entire to-do list! It’s okay to expect less from yourself right now.

As this new normal sets in, everybody is learning how to best adjust to working from home and being isolated from friends and family. Staying motivated can be tricky, but you can help make it a bit easier for yourself by setting realistic schedules and taking time to care for yourself. Though this pandemic can feel like it will be endless, it will eventually pass. Staying motivated can help refocus our attention away from these stressful changes and towards a more hopeful future.

About the author: Originally from Massachusetts, Emily Elia is a second-year Ph.D. student in political science. She graduated from the University of Alabama in 2018 and currently studies comparative politics with a focus on Latin America.

Words of Encouragement

All of our lives have changed, and that is dramatically true for our current students.

SHU Alumni have shared some words of encouragement as they face this crisis. We hope that these words will inspire our students and remind them that your relationship with Sacred Heart does not end when you graduate. Today’s Pioneers will benefit from your advice, wisdom, and support.

Submit Your Own Words of Encouragement

Carmella Colangelo Bartimole ‘78

Although my experience was not as life altering as this COVID-19 challenge is today, I remember commuting to SHU every day during the gas crisis in the 1970s. Those were the days where you could purchase gas either on even or odd numbered days, depending on the last number of your license plate. I’m still not sure how I managed to complete my classes as I had enough to worry about between balancing school and work without trying to remember when I could buy gas. I’m sure there were a few times someone took pity on me because I was there on the wrong day—my lesson in humility! We won’t even talk about the lines of cars at the gas station and the wait time. This was before cell phones and the internet too! 

That was just an inconvenience. This pandemic is more serious because it affects health and lives and there is so much we don’t know about it. This uncertainty is part of life and you WILL get through it. It will make you wiser, stronger and more resilient. That’s the Pioneer Spirit! You have excellent faculty, administrators and staff who care about you and will assist you.  You will make it through this difficult time. “You are Braver than you believe, Stronger than you seem, and Smarter than you think.” (A. A. Milne Christopher Robin “Winnie the Pooh”)

In the meantime, find a way to stay in touch with loved ones through social media, phone calls and texts, or even old fashioned hand written notes. Record your thoughts and feelings as you navigate through these days of insecurity. You are now part of history in the making; imagine the stories you can tell our youth in a few years. 

Whatever you do, don’t be discouraged. Be mindful of what is still within your power to do and do it.  Keep moving, keep being productive. Take time to reflect on who or what is most important to you. This is a good time to take good care of yourselves and to be kind to others. We can learn from those who lived before us and also struggled. In the words of St. Padre Pio, “Pray, hope, and don't worry. Worry is useless. God is merciful and will hear your prayer.” Be safe.

Alexa Brisson '17

“Train yourself to find a blessing in everything” Someone once said these words to me, which have stayed in my mind throughout my life. I truly believe that we are not put into a situation that we cannot conquer. Seeing the light in the midst of darkness is a lesson we all should learn, not only during this difficult time, but all the time. Stay focused on the good and making it better. It can only go up from here!

Anonymous '17

Your friends are always there for you no matter if they are a room next door or a FaceTime call away!

Shaquille Saunchez '17

It’s tough to see the light in times of darkness. My advice for students is to continue to be positive and never give up hope. It’s when we start to lose hope that we begin to struggle mentally. Lend a listening ear to everyone; sometimes all someone needs is a person willing to listen. We all need to come together in this time and continue to check on loved ones, friends, teammates, roommates, and classmates.You never know the impact of what a simple 5 minute phone call could do for someone. Spread that love each and everyday.

Mandy Baniszewski '18

“Life throws you curves but you learn to swerve.” No one is ever really prepared for God’s greater plans, but we figure it out, taking it one day at a time. During my time at SHU, there were some unfortunate events, but we always came together as a community to get it through it as one. Now more than ever, we need to take care of each other. Luckily we live in a world we can talk with friends and family virtually. Take care of yourself and your loved ones. We’ll all look back on this time and remember the ones who helped us through this challenging time.

Marissa Lauretti '14

During this challenging time I find myself coming back to the same thought every morning, be grateful. Be grateful for the fact that you are alive, healthy and breathing. Be grateful for this extra time with family and friends, even though it may be through a virtual platform. Be grateful that businesses are live streaming classes for me to keep my body moving. Be grateful for my education that allows me to continue doing what I love, even in a limited capacity and mostly be grateful to live in a country that is trying to keep me safe. While there is a lot of uncertainty in the world right now, one thing is for sure; We will come out stronger on the other side, we will learn and grow from our mistakes and circumstances and we will be ready to fight whatever the future holds for us!

Soleil Avena '18

The struggle you are in today is developing the strength you need for tomorrow. Being challenged in life is inevitable, but you have the choice to decide how you will react to these situations. Especially now, in this time of crisis and uncertainty, change the changeable and accept the unchangeable. We may not be able to see it in the moment, but everything happens for a reason. Use this time to make a difference in your life or in the lives of someone else. Work on all areas of personal growth, spend quality time with family, and focus on goals for the future. "When something goes wrong in life just yell 'plot twist!' and keep grinding." Keep your chin up, everything will work out just fine; you are not alone in this.

Stephen Shaffer '86

To Colleen Class of 2022 - we know this isn't what you planned or how you thought it would be, but by the grace of God, we will get through this with strength and appreciation. Stay the course, and simply smile. Your favorite album from the OTHER SHU Class of 86 #jpwasthere

Anonymous '21

Today is only one day in all the days that will ever be; but what you do today will impact everything that happens in all the days that will ever be. Choose wisely. Be positive. Be hopeful. Be helpful.

Michaela Albano '15

Sacred Heart University is a place I will always consider a home away from home. And while times right now are uncertain, difficult and scary - they are also a time to reflect on yourself, be with your loved ones and help spread a little more love and positivity into this seemingly darker world we’ve all become accustomed to. There is no doubt that what the world is going through right now is awful, but in the face of adversity, we tend to come out on the other end a little brighter. To all of the students and alumni, SHU has a habit of uniting in difficult times, of coming together through faith and love and being there for each other. Let us be there for one another now and always. And always remember one thing... home is truly where the Heart is. ❤️

Natalie DiGennaro '15

Keep your head up, Pioneers! The Sacred Heart Community is the best around. Lean on your friends, classmates, faculty & staff during this time. We're all in this together and we will get through it. "It is what it is" stay positive, active, and get outside. #WeAreSHU

Richard Fohrenbach '83

My wife Linda and I graduated from SHU and our start there has helped us to have a great life filled with jobs, sons, and different states to have adventures in. You will be fine. Walter Curtis had a great vision to start our school. God is with us all.

Eileen Gianakopoulos '10

While this may not be the “college experience” you were hoping for, take just a minute to be super grateful for the support system SHU has provided you to get through this time. Things on campus look much different from when I was a “shudent” just 10 years ago, but I know the feeling is the same. As someone who’s not been a student on campus for many years, know that the SHU Spirit stays with you no matter where you are learning from. Take some time to zoom with your suite mates and roommates and team mates. Heart is forever where home will be, no matter how far you are from Bridgeport ♥️ You got this!

Noah Decaminada '22

Never, ever give up! Go Pioneers

Meredith Bertoni '19

Hey, SHU community! I hope you all are staying well during this unprecedented time. I want you to remember that we CAN do hard things. One step, one day at a time...together. Remember that. There is much to look forward to once this passes.

As I currently work in healthcare in Boston, I am awe-inspired by the dedication, fearlessness, and compassion that is being shown by colleagues and patients alike; now more than ever when it is needed most. I believe a community like Sacred Heart instills these values in its students, and prepares them for any challenge that may come their way.

May the sky stay blue, may the wind be at your back, and may you find something that makes you smile each and every day! Be safe, be there for others, and we will get through this.

Ted Rosner '19

Fellow SHU Pioneers: Always keep your head in the game and you will do great with everything. I remember when I was in your shoes; studying for exams, balancing social and schoolwork life, and adjusting to life at college. I ended up loving it. Make sure to get involved as much as you can and to not miss out on opportunities; you may never see them again. I do understand that tough times happen in college life, but just stay positive through everything. You will make the best memories at SHU; your friends, your professors and classes, everything. The ways you grow and learn are unbelievable. I also understand that COVID-19 has drastically hurt chances to see your friends and to get more involved; just stay positive and things will be back to normal soon. Instead of seeing your friends in person, try calling, texting, or FaceTiming them; limitless possibilities. I am always very proud of the SHU community for all of the hard work everyone does to keep the university flourishing as always. Plus, never be afraid to try new things and to get yourself out there; it's the best way to meet new people and enhance your college experience. I have always loved SHU from the minute I first stepped in; an amazing experience.

Benjamin Bello '22

Keep moving forward. All of you are a part of something larger than yourselves. We will not let a global pandemic stop any of us from becoming who we want to be in the future. Give everything that you can, never give up, stay positive, strong, healthy, and resilient!

Rebecca Senetcen '14

To the class of 2020: The future holds no promises, but rather mysteries and surprises. What you’ve learned will prepare you for both. Congratulations and all the best for the future! Alyssa Eannotti I am so proud of you! Congrats on becoming a nurse.

"Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less." "A life lived in fear is a life half lived."  These are two quotes that have spoken to me during this troubling time and I feel will speak to others as well. This is a time to reflect on what you have and to keep in touch with how grateful you are to be where you are today. Change your mindset. This is not a time to live in fear and focus on what’s changing around us, think of it as a break. The world needed this break. Use this time to spend with family and friends, work on yourself, improve yourself, rearrange that closet that has been crazy for months. Fear will not get us through this pandemic, coming together as a community – as one – will help us put into perspective what is really important in life, because as we have all experienced, it can be taken from us in a split second. Give yourself 5 minutes to just think to yourself and reflect on what you have beside you – your family, friends, a home, health, love, ANYTHING and EVERYTHING. Many Families are struggling during this troubling time, say a prayer for them.

Ashley Nordone '17

I know this is not the graduation that many of you envisioned upon entering SHU four years ago. You dreamed of Senior Week, spending those cherished moments with the friends that you made and the rest of the SHU seniors celebrating a long, hard-earned relaxation and last big event before graduation. Each one of you dreamed of walking across the stage and receiving that diploma from SHU that opens all the doors. While these are things that unfortunately cannot happen due to COVID-19, know that the impact that all of you have had on the SHU community these past four years are not denoted. Each of you contributed to SHU in different ways, whether it was Greek Life, Student Government, Clubs, Athletics, Band, and any other remarkable opportunities that SHU has given you. You are a Pioneer, and being a pioneer is not just four years it's for life. Home is where the heart is and always remember that no matter where you go, you always have a home at SHU. Congratulations on your graduation, Class of 2020, and good luck with everything!!

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Learn How to Support Stressed and Anxious Students.

Here’s What I Want My Students to Know When We’re Not Together…

We miss you, we miss you, we miss you.

If your students can’t hear you correct their grammar, are you even teaching? Being away from our students has been a rude awakening, and we’re feeling all kinds of emotions. So, we asked the teachers in our WeAreTeachers HELPLINE group on Facebook to share their messages to students during COVID-19 school closures. Here’s what they said:

#1 You matter, and we miss you

Out of the hundreds of teachers who told us what they wanted students to know, 100% started by saying they miss them. We love our students like our own children and this separation is painful.

“That I am thinking of them and missing them daily. The memories of their smiles, stories, and antics bring me joy in rough times. That I will do my best to continue to support them and their families as we wade through uncharted territory. That I love them 💗” —Michelle T.

“ I miss them. That is all. I just really miss them.” —Cory L.

“I hope you are all safe and healthy. I miss each and every one of the kids in the pre-school, Pre-K, and kindergarten classes where I work. You bring me more joy and happiness than any of you can imagine, and I hope we are together again soon.” —Justin M.

#2 Stay safe

The whole purpose of this quarantine time is to keep as many of us safe and healthy as possible. So teachers want students to know that they should stay home and stay safe so that everything can return to normal as quickly as possible.

“School is important but so is your health. Take care of yourself and each other (from a safe distance of course). And, no matter what happens this year, be proud of yourself, your resilience, and your ability to adapt to extreme circumstances. I am proud of each and every one of you.” —Tressa S.

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#3 Be kind to your family

We know being home (in sometimes tight quarters) is tough on everyone, so now is the time to dig deep and be kind. Be kind to your little brother and your older sister. Help them understand the technology they might need for school. Set the table and do the dishes.

“I miss the opportunity to be with you and learn together. While we are apart, learn with your family—learn some family history with a photo album, go on a nature hike and appreciate the world outside together, read with a family member.” —Kristen W.

#4 Investigate your own interests

Being home means school time is a lot shorter. Teachers hope students take the time to figure out what they love and find out more about it.

“I hope they are still having fun and being silly despite the craziness going on in our outside world. I hope they are learning new things even if it’s not me teaching it to them.” —Laura D.

#5 Get creative

One of the best ways to relieve stress and discover what matters to you is to get creative . Teachers hope students create art in any way that matters to them.

“Make some art. Any art. Even if it’s just a pen and lined paper. Glue/tape recycled things together to make a sculpture. Bake cookies and decorate them. Build a snow sculpture. Work through the stress by creating.” —Amber D.

#6 Go outside every day

One of the best, safe activities for kids to do is get outside and play or exercise. So teachers hope that students are doing this every single day. Take a walk. Kick a ball around. Walk the dog. Just get outside.

“I want every one of my kids to get outside and look at how beautiful our world is. Walk slowly through your neighborhood or in your backyard and discover what Spring looks like.” —Cindy K.

#7 Find ways to make a difference

It’s easy to feel helpless in situations like this, but we can make small differences. Teachers hope kids will create We will get through this signs for their windows. We’re hoping students will be supportive and kind to each other remotely as well. 

“I hope you lift people up. Please call or text someone (a friend, your grandparent, or a cousin) to say hi. Knowing people are out there thinking of them can make all the difference in the world.” —Shannon S.

#8 We’ll be here when you get back

Teachers everywhere want students to know that they haven’t gone anywhere. They are merely waiting in the wings until it’s safe enough to be back in the classroom. Students are our purpose, so we feel a little lost without them.

“I’m here for them. This too shall pass. And we will pick up right where we left off!!!” —Jen O.

Besides saying they miss their students, nearly every teacher used the word love in their response. We teachers feel a love for students that’s hard for other people to imagine. They become our families each year and we love them fiercely, even when they can’t follow through or act out or don’t do the work. We love them.

We’d love to share your messages to students during COVID-19 school closures. Come and share in our WeAreTeachers HELPLINE group on Facebook.

Plus, how the pandemic shows us that schools are more important than ever.

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The New Normal: Amotivation, Sense of Purpose, and Associated Factors Among College Students During the COVID-19 Pandemic

Associated data.

Data are available for review upon valid request.

This study examines differences in college students’ responses to COVID-19-related stress over time, beginning in fall 2019 before the pandemic and continuing through fall 2022. A total of 957 students completed measures of motivation, sense of purpose, academic adjustment, grit, and COVID-related stress across 7 semesters. Results indicated that motivation stayed steady throughout much of the pandemic as compared to the fall 2019 semester, with the exception of the spring 2022 semester. Academic adjustment, grit, and sense of purpose all fluctuated during the pandemic. After the onset of COVID-19, students reported high levels of stress and reported that they were experiencing higher than usual levels of stress. However, as the pandemic continued, students continued to report high stress levels, but no longer reported that the stress was unusual. That is, over time, high levels of stress and anxiety related to COVID-19 became viewed as normal. This pattern of results suggests that the student response to the pandemic has differed over time and, since COVID-19 remains prevalent, highlights the need for colleges to continue to be prepared to address students’ COVID-related adjustment and well-being.

Introduction

The COVID-19 pandemic has been a major source of stress for people of all ages. From schools closing to job losses and an overwhelming sense of uncertainty in general, physical health is not the only thing people have worried about as a result of this virus. College students are no exception ( Benham, 2020 ; Clabaugh et al., 2021 ; Wang et al., 2021 ). When the pandemic initially hit, most colleges closed, resulting in a shift to online and remote learning. This presented many challenges to students and professors alike as they navigated technology hurdles and social isolation simultaneously ( Gupta, 2021 ). As colleges returned to on-campus learning in the 2021-2022 academic year, the stress continued, with many in the popular press writing about burnout and lack of motivation (e.g., McMurtrie, 2022 ). Although we frequently speak about the pandemic as if it is a singular event, anecdotally it is clear that responses have changed over its course: In the first months, there was a great sense of “we’re all in this together” that unified people. Then, there was a sense of hope that a vaccine would end the pandemic. When the pandemic persisted despite the vaccine, instruction continued to be online, which led to difficulties with online learning. The following year, classes returned to campus, but many social opportunities were curtailed. Finally, in fall 2022, both learning and social activities fully returned to most campuses, despite the ongoing presence of the virus (See Mooallem, 2023 for a discussion of changing responses to the pandemic).

This study takes advantage of a data set collected in fall 2019, which was prior to the pandemic, along with data collected during the pandemic, to examine differences in individual responses to stress over time. The initial study, the goal of which was to examine correlates of student academic motivation, was not intended to be longitudinal, so it was not possible to compare data within individuals. However, with additional COVID-related questions added to the survey, the same instrument was administered to groups of students every semester from fall 2019 to fall 2022, allowing the examination of changes across time in academic motivation, and the predictors we had intended to examine in the original study: academic adjustment, grit, sense of purpose, and COVID-related stress.

Stress and academic motivation, academic adjustment, grit, and sense of purpose

The negative effects of stress are well-established, and include difficulties with academic motivation, academic adjustment, grit, and declining sense of purpose (e.g., Friedlander et al., 2007 ; Gutowski et al., 2018 ; Kannangara, et al., 2018 ). These wide-ranging impacts affect many areas of students’ lives and have clear implications for student adjustment and academic success.

The concept of academic motivation extends Ryan and Deci’s (2000) self-determination theory to the college environment, such that students may report intrinsic or extrinsic motives to attend college or amotivation ( Norvilitis et al., 2022 ). Thus, students may attend college because of the inherent benefits of college, such as learning or personal growth, or because attending college may lead to other benefits, such as a career. These are relatively independent motivations and students report high levels of either one or both. Both are associated with positive outcomes in students, though intrinsic motivation is somewhat more so (e.g., Bailey & Phillips, 2016 ). Amotivation, on the other hand, occurs when students are not sure why they are in college or what they hope to gain from the experience, and is associated with stress and other negative consequences. For example, Park et al. (2012) examined influences on stress, such as personality, depression, motivation, or academic performance in 160 medical students. This study identified a triangular feedback loop among stress, motivation, and academic performance, such that they all influence one another ( Park et al., 2012 ). Similar results have been found in other studies of varied samples. For instance, lower levels of academic motivation and higher levels of amotivation have been associated with higher levels of stress among Chinese undergraduates ( Huang et al., 2016 ), English undergraduate psychology majors ( Baker, 2004 ), Iranian nursing students ( Sharififard et al., 2020 ) and graduate students in the United States ( Yoo & Marshall, 2022 ).

Given that stress is associated with decreased motivation, it is perhaps not surprising that stress is also associated with lower levels of academic adjustment to college. Academic adjustment encompasses student adaptation to college life as well as academic success, and is an important predictor of student retention and college success ( Norvilitis et al., 2022 ). For example, higher levels of stress were associated with poorer overall adjustment to college in a study of first-year undergraduates ( Friedlander et al., 2007 ). Similarly, a study involving 180 Asian American adolescents measured their socioeconomic stress and sense of family obligation. Results showed a negative association between socioeconomic stress and academic adjustment ( Kiang et al., 2013 ). More recently, Conley et al. (2023) followed 5537 students during and after college to identify developmental trajectories. The most predictive components of college adjustment and success were self-esteem, distress, and stress.

When students are under stress and possibly struggling with academics and motivation, they may find themselves also struggling to find a sense of purpose, defined as the goal of accomplishing something that is both meaningful to oneself and important ( Gutowski et al., 2018 ). Students who have developed a sense of purpose report lower levels of perceived stress and more positive outlooks (See Sutin et al., 2023 for review). For example, in a web-based survey of 572 graduate students, results indicated that higher levels of life purpose and social support were associated with lower levels of stress ( McKinney, 2017 ). However, studies also indicate that stress can inhibit the development of purpose. For example, Gutowski et al. (2018) examined the relationship between stress and development of purpose in 19 adolescents, particularly people of color growing up in low-income communities. Results showed stress to act as a barrier to purpose development, specifically through feeling hopeless and overwhelmed ( Gutowski et al., 2018 ).

Given all of this, it is perhaps not surprising that students who experience stress also show decreased levels of grit, defined as the drive to persevere. This is demonstrated through a study of 345 students from Hong Kong who were asked about grit, stress, their academic performance, and whether they perceived their performance as either a success or failure. A negative correlation was found between interest, perseverance, and stress while a positive correlation was found between perceived academic failure and stress ( Lee, 2017 ). Similarly, grit has been found to be associated with lower levels of perceived stress and greater levels of mental well-being in a series of studies of college students ( Kannangara, et al., 2018 ).

The literature clearly indicates that motivation, academic adjustment, sense of purpose, and grit are linked to successful student outcomes and that stress is associated with lower levels of these traits. However, it is unclear whether, and if so how, these relationships change during sustained periods of stress, such as during the COVID-19 pandemic.

The COVID-19 pandemic

The COVID-19 public health crisis has been a worldwide source of stress, unprecedented in many ways ( Pokhrel & Chhetri, 2021 ). Among college students, this stress has impacted both mental health and academic performance. Hickey and colleagues (2021) were among the first to examine this in a study specifically examining the spring 2020 semester when the pandemic began. In those initial months, students reported anxiety, but relatively little effect on their academic achievement. At that time, students reported many frustrations during the semester, with issues in technology, classwork, financial, and socio-emotional areas of life ( Chin et al., 2022 ; Hagedorn et al., 2022 ). Other studies which examined student reactions to the pandemic have reported similar results. For example, Okado et al. (2021) found that college students reported increased symptoms of depression, stress, and anxiety. Castaneda et al. (2022) also found higher depression levels, which were moderated by having taken online courses prior to the pandemic. The authors speculated that the transition to online instruction for unprepared students provided additional stress beyond the pandemic itself. Norze and Twijukye (2021) reported that students were struggling to pay attention in school and that their emotional health was suffering. The authors speculated that increased vaccine availability could help to improve student functioning.

The impact of COVID-19 does not appear to be uniformly negative. In the initial months of the pandemic, mental health problems among college students increased, but substance use and physical inactivity decreased ( Lanza et al., 2022 ), perhaps due to changes in college students’ living situations as they moved from dorms to their family homes. Benham (2020) further reported that, among college students, stress in the summer of 2020 after the academic year ended was actually lower than in fall of 2019, before the pandemic began. Some of this may have been due to the positive impact of social support and feelings of belonging as students spent more time with loved ones. Indeed, Gopalan et al. (2022) found that belongingness moderated depression and, to a lesser extent, anxiety in students. Similarly, Szkody et al. (2021) found that perceived social support buffered the negative relationship between anxiety about COVID-19 and psychological wellbeing.

Another reason why the apparent effects of the pandemic may vary could be that responses are related to the time in which the data are collected. Stowe et al. (2022) describe a framework built on the Substance Abuse and Mental Health Services Administration’s (SAMHSA) Phases of Disaster Model and Maslow’s Hierarchy of Needs. In their model, there are four basic phases of emotional responses: The Impact Phase, during which time people experience shock, grief, and anxiety; the Heroic Phase, marked by a focus on emergency needs in the first month of the pandemic; the Honeymoon Phase, which is a time of bonding over the shared trauma and recognition of resilience, and the Disillusionment Phase, when reality sets in, marked by anger, resentment and disappointment. To these phases, they add a Sandbar Phase, which can occur at any point and is a time when people may be able to adapt, rest, and reflect for a period while still in the midst of the pandemic. Feelings during this Sandbar Phase may vary and include, at different times, relief, gratitude, exhaustion, fatigue from following all of the pandemic rules, and sadness ( Stowe et al., 2022 ).

The present study

This study’s data can be used to examine college student motivation, academic adjustment, grit, and COVID-19 related stress in the context of Stowe et al.’s (2022) model. Stowe et al. (2022) note that the Sandbar Phase is individual and can affect people at different times. However, we argue that there were shared moments during the pandemic that either increased or decreased the likelihood of a Sandbar Phase. Thus, in this study, we expected to find differing responses to the pandemic as result of time.

More specifically, while we expected to find high levels of stress throughout all semesters, we also expected to see different patterns of effect on motivation, sense of purpose, academic adjustment, and grit. Specifically, in the spring 2020 semester, during the initial Impact and Heroic phases, we expected to find high levels of stress, but little impact on motivation or other academic variables. This would be due to anxiety about the pandemic, but because the pandemic was new and many thought that it would be short-lived, there would be little impact on the other variables. During the fall 2020 semester, which was part of the Honeymoon Phase, when there was a sense of hope that a vaccine would end the pandemic, we expected to find relatively high levels of motivation, sense of purpose, grit, and academic adjustment. In spring 2021, students were moving into the Disillusionment Phase and, thus, we anticipated declines in motivation, sense of purpose, academic adjustment, and grit. In fall 2021, classes returned to campus, which may have led to a brief increase in these variables. But, when the pandemic continued and social opportunities were limited despite the presence of the vaccine and the return to campus, we expected to see another decrease in student motivation, sense of purpose, academic adjustment, and grit in the spring 2022 semester. Finally, in fall 2022, both learning and social activities fully returned to campus, despite the ongoing presence of the virus and we expected rising scores in these variables.

Participants

Participants were recruited from various psychology courses at SUNY Buffalo State. Data were collected over the course of 7 semesters, from the fall of 2019 to the fall of 2022, ranging from a low of 56 (Spring 2021) to a high of 212 (Fall 2019) participants per semester. The initial sample was composed of 1167 participants. However, after deleting those who completed less than 80% of the survey, the final sample was 957. The sample included 782 (81.7%) females, 163 (17.1%) males, 7 (.7%) students who identified as nonbinary or other, and 5 (.5%) who did not identify a gender. Further, there were 422 (44.1%) who identified as White, 335 (35.0%) Black or African American, 100 (10.4%) Latinx, 54 (5.6%) Asian, 3 (.3%) Native American, 3 (.3%) Native Hawaiian or Pacific Islander, 35 (3.7%) who identified as other, and 5 (.5%) who did not identify an ethnicity. Across semesters, there were 153 (16.0%) first year students, 173 (18.1%) sophomores, 318 (33.2%) juniors, 261 (27.3%) seniors, 46 (4.8%) fifth year seniors or beyond, and 6 (.6%) who did not identify their year in school. Self-reported college GPA on a 4-point scale ranged from 1.30 to 4.00 ( M = 3.15, SD = .53). Self-reported high school GPA on a 4-point scale (some students included honors weighting) ranged from 1.00 to 4.09 ( M = 3.33, SD = .54). Age ranged from 18 to 58 ( M = 21.61, SD = 4.88). Because many students on this campus are outside of the traditional age range of 18–26, we opted to retain all students over the age of 26 ( n = 84, 9.1%), including the 7 students in their 50s.

Chi square analyses and ANOVAs indicated no differences by semester in any of the demographics, with the exception of year in school and age, both of which were higher in Spring 2020 than any other semester. This finding may be due to the fact that the survey was not administered to PSY 101 in Spring 2020, a class that attracts large numbers of first year students. In the initial scramble to move online and to readminister the survey, those sections were overlooked.

Materials and procedure

Following approval by the college Institutional Review Board for the Protection of Human Subjects, students from various psychology courses were asked to complete an online survey through Qualtrics consisting of demographic items and several scales over a period of seven semesters. Because this was not originally intended to be a multi-semester study, no identifying information was collected, and we therefore have no way of knowing whether the same students participated in multiple semesters. However, we asked students if they had taken the survey in prior semesters. In response, only 48 students said that it is possible that they had taken it before and 21 said that they had definitely taken it before. Given that the number of students who said that they had taken it before was small in any given semester and that prior experience with the survey instrument was unlikely to impact responses a semester later, we chose to leave these students in the analyses.

In addition to demographic items, participants completed the following measures:

Academic motivation scale (AMS-C 28) – college version

The 28-item Academic Motivation Scale consists of seven subscales, three assessing internal motivation, three assessing external motivation, and one assessing amotivation ( Vallerand et al., 1992 ). Items are scored on a 5-point scale ranging from “Does not correspond at all,” “Corresponds a little,” “Corresponds moderately,” “Corresponds a lot,” and “Corresponds exactly.” The three internal motivation subscales ( r s = .65–.79) and the three external motivation ( r s = .49–.60) were highly correlated with one another. Therefore, to reduce concerns about collinearity and to simplify analyses, we focused on just 3 subscales: amotivation (α = .88), intrinsic motivation regarding a drive to learn new things (α = .88), and extrinsic motivation (α = .82) to prepare for a career, as has been done in prior research (e.g., Norvilitis et al., 2022 ; Suhlmann et al., 2018 ).

Purpose scale

The Purpose Scale (created for this study) consists of 9 items that assess whether one views purpose as fixed (e.g, “I believe every student has to find his or her purpose.”) or malleable (e.g. “I do not think that a person has just one ‘purpose’ in life.”). For each item, participants are instructed to indicate their agreement with each statement, with 5 choices ranging from “Strongly disagree” to “Strongly agree.” Analysis in this study was limited to the 4 fixed purpose items as our principal components factor analysis with varimax rotation indicated that only the fixed purpose items created a stable scale (α = .74).

Academic adjustment scale (AAS)

The Academic Adjustment Scale consists of 9 items that assess domains of academic adjustment: academic lifestyle, academic achievement, and academic motivation ( Anderson et al., 2016 ). For each item on this scale, participants are instructed to indicate the degree to which each question applies to them on a 5-point scale ranging from “Rarely applies to me” to “Always applies to me.” In the present study, reliability was acceptable (α = .73).

Short grit scale

The Short Grit Scale consists of 8 items that assess trait-level perseverance and passion for long-term goals ( Duckworth & Quinn, 2009 ). For each item, participants are instructed to indicate their agreement with each statement on a 5-point scale ranging from “Strongly disagree” to “Strongly agree.” In the present study, reliability was adequate (α = .78).

COVID-19-related stress

Additional items were included after the start of the pandemic. These 8 items assessed anxiety, loneliness, and general well-being, and included an open-ended question about COVID-19. Items include “I feel anxious much of the time,” “I feel lonely,” and “I find myself spending too much time on things that aren’t quite productive.” For each item, two responses were required: first, participants were instructed to indicate whether they Strongly Agree or Strongly Disagree on a 5-point scale and second, whether this statement was more or less true for them right now than usual on another 5-point scale. Participants received scores on both subscales, therefore allowing us to not only compare what they experienced, but also whether they think it is more or less true than usual. Reliability for both subscales was acceptable (Respectively, α = .80 and .79).

Differences across semesters in college student academic motivation, academic adjustment, grit, and COVID-19-related stress were examined through a series of between-subjects ANOVAs. Because of our a priori hypotheses about specific differences between semesters, we planned to examine differences between individual semesters regardless of main effects.

Relations between stress and variables of interest

Scores on the COVID-related stress measure were generally related to the variables of interest, and the variables of interest were generally related to each other. Specifically, higher scores on COVID-related stress were related to being more likely to report that they are under a higher than usual amount of stress, higher levels of amotivation, poorer self-reported academic adjustment and lower levels of grit. The COVID-stress measure was unrelated to intrinsic motivation, extrinsic motivation or sense of purpose (See Table 1 for descriptive statistics and relations among all variables).

Overall descriptive statistics and correlations for study variables.

a Covid Usual = Student report of whether current stress was more than usual.

* p < .001.

Academic motivation

Contrary to expectations, there was no main effect across semesters in intrinsic motivation [ F (6, 927) = 1.55, p = .16], extrinsic motivation [ F (6, 923) = 1.79, p = .10], or amotivation [ F (6, 924) = 0.95, p = .46]. Closer inspection revealed that students struggled with motivation in Spring 2022. Specifically, Fisher’s Least Significant Differences tests indicated that intrinsic motivation in Spring 2022 was significantly below that found in Fall 2019, Spring 2020, and Fall 2020. Extrinsic motivation in Spring 2022 was significantly lower than in Fall 2019, Spring 2020, Fall 2020, and Spring 2021. Amotivation was significantly higher in Spring 2022 than in Spring 2020 and Fall 2020 (See Figure 1 ).

Academic motivation across semesters.

Academic adjustment

Similarly, there was no main effect across semesters in academic adjustment [ F (6, 921) = 1.28, p = .26], but further analysis indicated significantly lower academic adjustment in Spring 2022 than in Spring 2020, Fall 2020, Spring 2021, and Fall 2021 (See Figure 2 ).

Academic adjustment, grit, and purpose across semesters.

Differences in grit between semesters approached significance [ F (6, 919) = 2.02, p = .06]. Further analyses indicated significantly higher grit scores in Fall 2019 than in Fall 2020, Fall 2021, or Spring 2022 (See Figure 2 ).

There was a main effect for a fixed sense of purpose across semesters [ F (6, 936) = 2.21, p = .04], such that fixed purpose was higher during Fall 2019 than Fall 2020, Spring 2021, or Fall 2021. Spring 2020 was also higher than Fall 2021 (See Figure 2 ).

There was no main effect for COVID-19-related stress across semesters [ F (5, 689) = .42, p = .83]. Further inspection revealed no differences between semesters. However, there was a main effect when students were asked whether the amount of stress they were experiencing was typical [ F (5, 594) = 2.96, p = .01], such that as the pandemic went on, students were less likely to identify their high levels of stress as atypical. Specifically, just after the start of the pandemic in Spring 2020, students reported that they were experiencing more stress than usual to a greater degree than every other semester, with the exception of the Spring 2020/Fall 2020 comparison, which approached significance ( p = .06). In other words, students reported similarly high levels of current stress throughout all 7 semesters, but only reported that stress as being atypical in Spring 2020 when the pandemic began. After that point, students reported high levels of stress but said that this level -was typical (See Figure 3 ).

COVID-related stress across semesters.

The present study examined differences across semesters during COVID-19 pandemic. We expected to find that student motivation, college adjustment, sense of purpose, grit, and stress would fluctuate based on the state of the COVID-19 pandemic. Following Stowe et al.’s (2022) model, specifically, we anticipated that students would experience a Sandbar phase and do better when everyone was expecting to receive the vaccine and more poorly when it appeared that the pandemic was lingering.

Across all semesters, higher levels of stress were related to higher levels of amotivation, poorer self-reported academic adjustment, and lower levels of grit. This generally replicates prior research (e.g., Conley et al., 2023 ; Kannangara, et al., 2018 ; Yoo & Marshall, 2022 ) although, contrary to expectations, stress was not related to lower levels of purpose as has been reported elsewhere (e.g., McKinney, 2017 ). Overall, this indicates that stress due to COVID-19 was reacted to similarly to stress related to other causes, though it is unclear why purpose was generally unrelated to COVID-19 stress. However, we speculate that many students may have maintained an identified sense of purpose, but accepted their goal being delayed or thwarted due to the pandemic.

Generally speaking, academic motivation and academic adjustment stayed steady throughout the pandemic as compared to the fall 2019 semester, with the exception of the spring 2022 semester, when intrinsic and extrinsic motivation and academic adjustment dipped and amotivation climbed ( Figures 1 and ​ and2). 2 ). Grit and sense of purpose were both higher prior to the pandemic than some semesters during the pandemic. It is also noteworthy that, throughout COVID-19 students reported high levels of stress. However, as the pandemic continued, students reported similarly high levels of stress, but no longer reported that this was greater than usual ( Figure 3 ). That is, as the pandemic went on longer and longer, it is as if these levels of stress and anxiety related to COVID-19 became viewed as normal.

This general pattern of results offers some support for Stowe et al.’s (2022) model. As we had anticipated, students acknowledged high levels of stress in the spring 2020 semester, but little impact on the other variables during this phase of initial shock. Although stress remained high, student motivation and academic adjustment also held steady-through the fall 2020 Honeymoon period when students were anticipating that a vaccine might end the pandemic quickly. We see a decrease in adjustment in spring 2022, a period of Disillusionment as the pandemic lingered when students realized that many of the changes in their college experience were likely to be ongoing and everyone was likely experiencing COVID fatigue. Finally, by fall 2022, when both learning and social activities fully returned to campus despite the ongoing presence of COVID, indicating a potential Sandbar phase, there were no differences in the academic motivation or academic adjustment variables as compared to the fall 2019 semester, though current stress continued at levels that are not significantly different from spring 2020.

Despite this support, this pattern did not fully reflect our hypotheses. Specifically, we did not find an across the board decrease in wellbeing in spring 2021. Reasons for this are unclear. We speculate that students’ fatigue and stress due to the current state of the pandemic may have been tempered by their own experience of being able to access the vaccine (which was required on this campus), providing more optimism for the future.

These results highlight the complexity of student responses to the pandemic. At times, students struggle with motivation and grit, but at other times, these factors are no different than they were pre-pandemic. As COVID-19 has changed from pandemic to endemic ( Biancolella et al., 2022 ), college faculty and administrators may assume that our students have moved on and put the pandemic behind them, as indicated by the removal of vaccine mandates and other restrictions ( Diep, 2022 ). However, this study suggests that COVID-related stress levels continue to be high, and that motivation, grit, and academic adjustment may continue to be negatively affected. Thus, it is important for colleges to remain nimble and responsive to student needs moving forward.

More specifically, if these negative outcomes persist, even after the pandemic is over, colleges and universities may consider implementing or enhancing student stress reduction interventions. If students are performing worse as a result of high levels of stress, it would be beneficial to help them, rather than waiting it out and thus risking that they will drop out. Indeed, guided stress management interventions, particularly those that are cognitive-behavioral, on college campuses have moderate effects on stress reduction, and these effects are greater for students experiencing higher levels of stress ( Amanvermez et al., 2021 ). Benjet, 2020 argues that these interventions, possibly in different modalities, such as online or embedded in classes, may be useful in the context of the pandemic. Although targeting stress specifically, such interventions may impact mental health and functioning more broadly. The Amanvermez et al. (2021) meta-analysis identified effects on anxiety and depression, in addition to stress, following stress reduction interventions. It seems plausible that such programs may also affect other related constructs such as amotivation, grit, and academic adjustment, although this requires further study.

Limitations of the present study

This study is not without limitations. One limitation of this study is the anonymity of the participants. As noted previously, there is no way to know if students filled out the survey in more than one semester or if there were different students every semester. Few students indicated prior experience with the survey, however, so this is not likely to have a major impact on the results. Related to this, we were unable to track individual students longitudinally. Although this would have yielded interesting results, given the unprecedented effects of the pandemic (e.g., Pokhrel & Chhetri, 2021 ), it is impossible to replicate this study with a longitudinal sample. Furthermore, there is also the question of whether the more stressed, less motivated students dropped out of college during the pandemic, therefore making the sample look better adjusted than a longitudinal study of the students who first took the survey in the fall 2019 semester might have shown. Finally, although there were 163 males in the study, there is a significantly higher number of female participants, potentially limiting the generalizability of the results. Nonetheless, despite these limitations, the present study has important implications regarding stress due to COVID-19 in college students and the possible continuing negative effects on student motivation and adjustment. Future research should continue to examine how we can best assist students as they cope with COVID-19 moving forward.

Data Availability Statement

Author biographies.

Chelsea VanRoo is a graduate of the Department of Psychology at SUNY Buffalo State.

Jill M. Norvilitis is Professor of Psychology at SUNY Buffalo State.

Howard M. Reid is Professor of Psychology at SUNY Buffalo State.

Karen O'Quin is Professor Emeritus of Psychology at SUNY Buffalo State.

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding: The author(s) received no financial support for the research, authorship, and/or publication of this article.

Jill M. Norvilitis https://orcid.org/0000-0002-5848-391X

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As protests consume college campuses, where's the line between safety, free speech?

NPR's Michel Martin speaks with Daniel Diermeier, Chancellor of Vanderbilt University, about campus protests, free speech and student safety.

MICHEL MARTIN, HOST:

As we've just heard, a lot of focus is on student protests in New York City, where protests at Columbia and New York University have resulted in arrests and drawn the attention of officials from the mayor of New York to President Biden to House Speaker Mike Johnson. But similar protests, including encampments and calls for divestment, have been sprouting up across the country. Last month, a group of students at Vanderbilt University in Nashville, Tenn., were arrested, suspended, and some were actually expelled after a protest that administrators said crossed a line. Daniel Diermeier is the chancellor of Vanderbilt, and we called him to hear more about how he and other university leaders are thinking about and responding to this moment. Good morning, Chancellor.

DANIEL DIERMEIER: Good morning.

MARTIN: I just want to mention that you wrote about this in an op-ed for The Wall Street Journal earlier this month, so people can read that for more in your thinking. But just so we can hear from you, what was behind the decision to have students arrested? I understand that there were about 27 involved in a sit in to the administration building, two left early on their own, 25 were escorted out, three were arrested. So what was the decision behind calling for arrests?

DIERMEIER: Yeah. Sure. So we have, since October 7, had lots of expressions by the students that, you know, made their voices heard. We had vigils. We had displays of, like, the families killed in Gaza and the hostages. We had protests. And then, you know, just last Monday, for example, we had a Passover celebration with 400 members of our community on the main lawn. So most of the - for most of the time, things were great and students were expressing their opinion and engaging in civil discourse.

We then had a small group of students that made it clear that they were not interested in discourse and that they wanted to force the university to boycott and divest from Israel. A month ago, they forced their way into a building. It's the main administrative building on campus, which was closed to the public because we're still doing minor construction there. They ran over a security guard. The security guard was injured, had to seek medical attention in the hospital. He was out for two weeks. He's back on duty.

They then ran upstairs where my office is, tried to force their way into the office, pushed staff around. They were then restrained from entering my office and they're set in the lobby, you know, shouting profanities to our staff for about 20 hours. At 5:00 a.m., the three students that had ran over the security guard were charged - were arrested. They had been charged by the magistrate with assault before. Another student had smashed a window. So that was for...

MARTIN: So the line that was crossed I want to get to some of the broader...

DIERMEIER: Yeah. Sure.

MARTIN: So what you're telling me is the line that was crossed was what? You feel injuring someone and destroying property. Is that the line?

DIERMEIER: Yeah. One hundred percent.

MARTIN: OK.

DIERMEIER: I mean, we have - whenever you have protests, universities will define the time, manner and way in which it's done. So for example, you're not allowed to disrupt classes, and you're not - you know, injuring a security guard and forcing your way into a closed building is not an expression of free speech.

MARTIN: So the argument at some of the universities seems to revolve around the question of safety because none of that happened at some of these other institutions that we're talking about. It seems to revolve around safety and that whether these demonstrations themselves create a - sort of an unwelcoming environment for Jewish students, and that is in contrast to this whole question around free speech. You don't...

DIERMEIER: Yeah.

MARTIN: ...Say that that's the issue at Vanderbilt. You don't...

DIERMEIER: No. There was...

MARTIN: ...Think that's the issue there?

DIERMEIER: No. That was not the issue at Vanderbilt. The issue at Vanderbilt was the way I described it. And we were - there is - this is - to me, it really is not a free speech issue because you are - if you're forcing your way into a closed building, you're engaging in vandalism, and that's all - that's not an expression of free speech.

MARTIN: The other issue here does around - and this - the whole issue of the boycott, investment issue that BDS moving is such a big issue we don't have time to resolve here.

DIERMEIER: Sure.

MARTIN: But one of the issues that the students say is that they wanted to advance this in a student-led kind of referendum and that this was removed.

MARTIN: This option to even vote on it was removed from them, and they would argue that this is a nonviolent protest, whether people agree or disagree. But, boy, if corporate spending is speech, then withholding corporate spending is also speech and that this is something that should have been debated. How do you respond to that?

DIERMEIER: Yeah. So two aspects to that. So the first thing is is that we have a commitment at the university to institutional neutrality. So our three commitments are free speech, or we call it open form, institutional neutrality, which means that the university will not take policy positions unless they directly affect the operating of the university. So we don't take a position on foreign policy, and a commitment to civil discourse. Now, calling for BDS, for a boycott of Israel, is inconsistent with institutional neutrality. So from our values point, we're not going to go there.

Then there's a separate issue, is that the state of Tennessee has a law prohibiting BDS activities. It's a very strict law, and if it is - if we are not compliant with that, we will lose research funding from the state. So our analysis made very clear that even the vote by the students would violate the law because the law does not distinguish - that does not consider our student government as an independent entity. They're in the weeds...

MARTIN: But can they talk about it?

DIERMEIER: ...But that's it.

MARTIN: They can talk about it. But they can talk about it.

DIERMEIER: They can talk about it. Absolutely.

MARTIN: They can talk about it, but your argument is they can't take an official action that would take this position.

DIERMEIER: Exactly. Yeah.

MARTIN: OK. So in the time that we have left, and, again, this is a very complex topic that deserves sort of more time, you know, University demonstrations have been central to history making movements in the United States. I mean, the movement to desegregate public spaces started with, you know, freshman at North Carolina A&T, the Civil Rights Movement, efforts to abolish apartheid, many of these have been centered in universities. Are there some lessons that you think colleges and universities should take from the past that are relevant to the current moment, or do you think this moment stands alone for some reason?

DIERMEIER: No, I don't think it stands alone. I think it's part of that. Number one - I think lesson number one is to be very clear about what the guidelines are and to encourage students to express themselves, but in a matter that doesn't include safety concerns or violate the operations, it makes it impossible for the university to operate. So that's piece one. Second piece, I think what we've seen it as very - it is a very wise commitment of universities to institutional neutrality so that they're not being dragged into these conflicts that are passionate, but where universities overall mission is to provide a forum for debate and not take an official position that attempts to settle it.

DIERMEIER: There are only a few universities that have really made that commitment. We're one of them. We already made it in the '60s and '70s. University of Chicago, where I worked before us another one. My sense is that it's a very, very good idea for universities to be clear that they will not have these policy positions so that they're not constantly part of this political battle, and we resisted the attempt to be polarized and politicized.

MARTIN: But for those who argue that the BDS whole question of outlawing that is itself sort of a restriction of speech, which should not be permitted - I mean, obviously, we're not going to resolve that here. You're saying that's the law in Tennessee, but for the sake of argument, if it were not?

DIERMEIER: If it were not, then they could - then they can vote on it, you know, then...

MARTIN: Talk about it.

DIERMEIER: ...Has to look through what the things are, but it's...

DIERMEIER: ...Inconsistent with our values anyway.

MARTIN: That is Daniel Diermeier. He is the chancellor at Vanderbilt University. Chancellor Diermeier, thank you so much for speaking with us.

DIERMEIER: Thank you.

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Student Protest Movement Could Cause a Tumultuous End to School Year

Protesters were arrested at the University of Minnesota and Yale, and the House speaker, Mike Johnson, said he would come to Columbia to speak to Jewish students about antisemitism on campuses.

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By Troy Closson

As a wave of pro-Palestinian activism on college campuses showed few signs of abating on Tuesday, the demonstrations have raised new questions about what shape the end of the semester may take for thousands of students across the United States.

At Columbia University, where the arrests of more than 100 protesters unleashed a flurry of national protests, students will have the option to attend their last week of lectures remotely for safety reasons. At the University of Texas at Austin, protesters announced plans to occupy a campus plaza and said that, at least for them, “class is canceled.”

And at the University of Michigan, administrators were already looking ahead and bracing for graduation. They set up designated areas for demonstrations, and agreed to “generally be patient with lawful disruptions.”

“Commencement ceremonies have been the site of free expression and peaceful protest for decades,” the university said in an online message, adding, “And they will likely continue to be.”

The steps are an acknowledgment that the last weeks of the spring could be among the most difficult for administrators at some of the nation’s most prestigious universities. On Tuesday, the campus police at the University of Minnesota took nine people into custody after they erected a protest encampment, following dozens of arrests at Yale and New York University.

Other demonstrations continue to emerge from coast to coast, including at the University of New Mexico and Emerson College. At California State Polytechnic University, Humboldt, students took over a campus building, and barricaded the exits with chairs and trash bins.

The pro-Palestinian student movement has disrupted campus life, especially for Jewish students. Many have said they no longer feel safe in their classrooms or on university quads as the tone of protests at times has become threatening. Speaker Mike Johnson said he would meet with Jewish students at Columbia University on Wednesday and give remarks about the “troubling rise of virulent antisemitism on America’s college campuses,” according to a news release.

At the same time, many school leaders may face the possibility of graduation ceremonies transforming into high-profile stages of protest over the war in Gaza.

No matter how administrators approach these final weeks, the stakes are uniquely high for students who are graduating. Many graduated from high school in the first months of the coronavirus pandemic, and never walked across the stage or celebrated alongside their classmates.

The tumult on campuses escalated after Columbia’s administration called in the police last week to arrest student protesters who had organized a large encampment on a school lawn and refused to leave.

At the New School in Manhattan, where protesters have set up tents inside a school lobby, a couple dozen students formed a picket line on Tuesday as they chanted to the beat of a drum. When one student was asked how long protesters intended to continue the demonstrations, she said there was no immediate end in sight.

“We’re demanding something,” said the student, Skylar Schiltz-Rouse, a freshman who joined the protest on Monday. “So if it doesn’t happen, we’re going to have to keep going.”

It was not yet apparent whether the turmoil at schools would prompt additional arrests, or whether college leaders would adopt a less aggressive playbook as the semester winds down.

Many administrators, watching the uproar at Columbia, seem to be choosing other strategies to handle the protests. Several universities, including Harvard and schools in the California State University system, have shut down parts of their campuses in an effort to avoid major clashes and conclude the school year quietly.

“What you’re seeing is an inability to find spaces for dialogue and conversation and understanding,” said Benjie Kaplan, the executive director of Minnesota Hillel, a Jewish student group.

After school leaders often inflamed unrest with their initial responses, some have begun to hit the brakes.

At Barnard College, Columbia’s affiliate school, many student protesters had received interim suspensions for last week’s tent demonstration. But in a Monday night email, the school’s president, Laura Ann Rosenbury, extended an olive branch.

The school would lift most of the suspensions and restore students’ access to campus, she said, as long as they promised to follow the rules. Those who still face discipline would have access to hot meals, mental health counseling and academic support. And with a professor’s permission, they could also finish out the semester virtually.

“I strongly believe that exposure to uncomfortable ideas is a vital component of education, and I applaud the boldness of all of our students who speak out,” Ms. Rosenbury said in the email, her first message since the arrests of protesters on Columbia’s campus last week, several of whom were Barnard students.

“But,” she said, “no student should fear for their safety while at Barnard.”

She added: “In these last few weeks together before our seniors graduate, let’s be good to one another.”

Some pro-Palestinian students, though, may regard commencement as an opportunity.

Protesters at many schools have vowed to press on until their universities divest from companies with ties to Israel, often chanting “We will not stop. We will not rest.” Administrators are on high alert for demonstrations or threats, as tens of thousands of families travel to campuses in May and June to attend graduations.

Dagmar Michelson, a senior at the New School, was unsure if protests were planned for the university’s May 17 ceremonies. But if they are, she added, she would not be upset.

“It’ll be nice for those who haven’t recognized their privilege,” she said.

Earlier this month, the University of Southern California cited security concerns when it canceled a speech by its valedictorian , a first-generation Muslim student who questioned the university’s explanation. The school later said it would also not host outside honorees.

Already, students have organized demonstrations meant to disrupt cherished college traditions.

At Michigan, several dozen protesters took over a celebration for honors students last month, waving signs that read “Divest Now” and interrupting a speech by the university’s president, Santa J. Ono, according to The Michigan Daily .

“Protest is valued and protected,” Dr. Ono said in a statement after the event. “Disruptions are not.”

Shira Goodman, the senior director of advocacy at the Anti-Defamation League, said the disturbance at Michigan “may unfortunately be a harbinger for what’s to come.”

The group is concerned about the potential of harassment or “identity-based hostility” toward Jewish families at graduation ceremonies. “We remain deeply concerned,” Ms. Goodman said in a statement.

Some colleges are now stepping in to promise Jewish students a safe haven. Brandeis, a historically Jewish university in Massachusetts, said this week that it would extend its deadline for transfer applications in response to campus protests.

The president, Ronald D. Liebowitz, said the school would provide an environment “free of harassment and Jew-hatred.”

Other schools have had little time to look ahead to the future as they reel from the last few days.

At N.Y.U., where at least 120 people were arrested on Monday night after refusing to vacate a plaza, several students said on Tuesday that they would continue to voice support for Palestinians, and were unconcerned that their protest activities might upend final essays and assignments.

The university had said it turned to the police because “disorderly, disruptive and antagonizing behavior” of protesters created safety concerns. But on Tuesday, a professional faculty organization shot back.

The school’s chapter of the American Association of University Professors called “much of their account” false, referring to the administration, and criticized the decision to call the police as an “egregious overstep.”

And at Columbia, the university’s president, Nemat Shafik, is facing the threat of a formal censure resolution from the school’s faculty for her handling of demonstrations. Many Republican lawmakers are also still calling for her resignation, arguing that the school has failed to safeguard its Jewish students.

The decision to offer hybrid classes at Columbia seemed to be a tacit acknowledgment that many students were, at the very least, uncomfortable there. Many are expected to log on from their dorms and apartments. Others might attend from a large protest encampment that remained in the center of campus.

Along with the demonstration, occasional outbursts at rallies have occurred outside the campus’s gates over the past several days. But otherwise, Columbia has been quiet during what is typically a bustling final week of the semester.

Angela V. Olinto, the university provost, said in an email on Monday night that if even one student wanted to finish out the year online, professors should offer hybrid classes — or move to fully remote if that was not an option.

“Safety is our highest priority,” Dr. Olinto said.

Maia Coleman , Eliza Fawcett , Colbi Edmonds , Jose Quezada , Ernesto Londoño , Kaja Andric , Coral Murphy Marcos , Dana Goldstein , Karla Marie Sanford and Stephanie Saul contributed reporting.

Troy Closson reports on K-12 schools in New York City for The Times. More about Troy Closson