The COVID-19 pandemic has had a significant impact on families across the world with school closures, home learning challenges, remote working and social distancing. Three educational experts from the Melbourne Graduate School of Education discuss last year’s challenges.

Dr Annie Gowing, a Senior Lecturer and Student Wellbeing Specialization Leader in the Master of Education program, mentioned that the COVID-19 pandemic affects children’s wellbeing differently in relation to age, place of residence, community resources, individual and family circumstances and personal histories. More specifically, young people with additional learning needs and disabilities, those living in households and communities with elevated economic and social impacts and those with pre-existing mental health concerns are likely to be more seriously affected. In addition, children in key transitions points (e.g. the preschool period) are having difficulties building trust in their relationship with their teachers. Their social development, forming of student identity and learning process are being interrupted. The duration of these impacts depends on the capacity of their families, communities and schools. Schools should support children with interventions to rebuild their socio-emotional and cognitive wellbeing, and rebuild teachers’ wellbeing as they face burn-out symptoms and remote working challenges.

Hernan Cuervo, an Associate Professor and Deputy Director of the School’s Youth Research Centre, highlighted that over the past two years, parents and caregivers were trying to support their children’s education while also managing changes in their daily work schedule and routine, along with their concerns for their child’s future. The Life Patterns project at the Melbourne Graduate School of Education has followed two cohorts of Australians since leaving school in 1991 and 2006. In 2021, they surveyed the youngest cohort, aged approximately 33, a significant number of whom are young parents, and asked them about the level of concern they have for their child/children’s future. Cost of living, environmental issues, their children’s ability to develop friendships, the development of their life values, mental health issues, the political climate and the cost of education were some of their top concerns.

Yong Zhao (Professor in Educational Leadership) and Jim Watterson (Enterprise Professor and Dean of the Melbourne Graduate School of Education) pointed out that in a world that is drastically transformed by technology and globalization, children need to become independent, critical, entrepreneurial, creative and collaborative. Education should be a strength-based and passion-driven process to help each child develop their strengths and find their passions. To create such education is to give children more freedom to exercise their right to self-determination and lead their own education. The education system should provide a broad and flexible curriculum, use product-oriented pedagogy and learning that is personalised by students.

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