Prioritizing the Social and Emotional Learning in Students’ Digital Lives During the Pandemic
The intersection of SEL and digital citizenship supports students’ unique digital challenges.
There is no doubt that the last 18 months have taken a tremendous toll on students’ mental health and wellbeing as they adjusted to drastic changes in their schools and communities. As we continue to navigate the ever-evolving hurdles of this pandemic and gear up for a new school year, educators recognize the importance of supporting students’ social and emotional wellbeing, understanding that it’s fundamental to academic success.
When thinking about social and emotional learning, it’s important to acknowledge the ways in which young people are interacting, learning, and communicating with one another. If it wasn’t already the case, the pandemic cemented the role of media and technology in young peoples’ lives as they learned to navigate Zoom classes, maintained connections with friends and family, and navigated a sea of fast-changing information about the world. The digital context in which young people are interacting is core to their life experiences, emotions, relationships, and identity development and is something schools will want to address as they enter the new school year. As a result, the social and emotional wellbeing of students, particularly in and around the digital world, must be a priority for both educators and families.
One of the most immediate concerns teachers and school districts are dealing with is the conflicting guidance around the Delta variant. Just when everyone thought things would look a bit more “normal” by the start of the new school year with in-person learning, we’re now dealing with conflicting messaging, policies, and continued uncertainty on how school will look in the coming months. This uncertain environment will require flexibility and resiliency. The social and emotional implications for young people will continue to be a priority across all learning environments. While social and emotional learning (SEL) is already a priority in many schools, the evolving influences of COVID variants will require a flexibility to adapt SEL for a socially distant classroom setting, hybrid or remote learning as well. Technology will continue to play an important role in students’ various learning environments. But how do students apply social-emotional competencies in the digital world? Schools will need to support students specifically in this area, as students increasingly use technology for learning and life.
After a difficult year, educators must be mindful of the struggles students will have transitioning back to school and back to socializing in and around classrooms. These struggles may include experience with illness and death in families, isolation and loneliness, inadequate access to school resources, or poverty and job loss. Students have been through a lot, and there’s a great need for additional support from schools. In addition, students are participating in a polarized, contentious, and confusing online environment, whether it’s media they’re consuming or interacting with on social media. In our Common Sense research, we found that teens and young adults are exposed to more hate speech than ever before on social media platforms, and the content they are exposed to tends to be targeted at them by their race, gender, and/or sexual orientation. The frequency with which young people reported encountering hateful content online has nearly doubled in the last two years (from 12% to 23%). Furthermore, the problem with disinformation and misinformation on the internet and social media is a huge problem, so much so that U.S. Surgeon General Vivek Murthy has declared it a “serious threat to public health.” Meanwhile, 38% of all 14- to 22-year-olds report symptoms of moderate to severe depression, up from 25% in 2018. These unique challenges highlight the importance of not just teaching SEL but also digital citizenship: the responsible use of technology to learn, create, and participate.
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