{"id":12659,"date":"2021-07-20T09:00:22","date_gmt":"2021-07-20T09:00:22","guid":{"rendered":"https:\/\/dev.xello.world\/?p=12659"},"modified":"2025-10-29T04:08:52","modified_gmt":"2025-10-29T09:08:52","slug":"what-is-learning-loss","status":"publish","type":"post","link":"https:\/\/dev.xello.world\/en\/resources\/blog-posts\/what-is-learning-loss\/","title":{"rendered":"What Is Learning Loss? Here\u2019s Why We Shouldn\u2019t Obsess Over It"},"content":{"rendered":"

Schools and office buildings have been doing fire drills for years as a standard practice for emergency preparedness. And recently, my dad reminded me that he practiced hiding under desks as a young student during the Cold War. But, what about emergency drills for a global pandemic? I didn\u2019t know of any and really, how could anyone have seen this coming?
\nEither way, everyone was sent home from schools with the expectation to continue on with the curriculum. With little notice or support, educators across North America pivoted their lessons and adopted new technologies to ensure students continued to learn and receive whatever social emotional support educators could provide remotely.
\nNow as we look towards the upcoming school year, with vaccine rollouts helping to get everyone back into the classrooms, there is another widespread concern that seems to be everywhere: learning loss.<\/p>\n

What Is \u2018Learning Loss\u2019<\/h3>\n

The term \u2018learning loss\u2019 refers to the possible loss of literacy and numeracy skills when students are out of a formal classroom setting for lengthy periods of time. Typically, the term has come up around the topic of summer break and the idea that when students take a few months off of school-based learning, they\u2019re further behind in September than they were the previous May or June.
\nWith many students spending the entirety of last year outside of the classroom, the concept of learning loss has become a hot topic and is putting pressure on education leaders to rectify the situation. But, with everything that students have been through this past year, has learning really been lost?
\nThere is no question that hybrid or fully remote learning did not work for all students and there\u2019s no question that the pandemic shone a spotlight on the socioeconomic divide among students. From a lack of access to devices and internet connection, to a lack of child supervision when guardians had to work outside the home, to the spike in mental health issues, the pandemic was fraught with hurdles that parents and educators had to jump, and sometimes trip, over to keep kids learning and supported.
\nBut, educators rolled up their sleeves and worked long, difficult days to keep the curriculum on track. Students adapted and persevered through school while dealing with the various at-home difficulties of the pandemic. For most educators and students, I would be pretty fed up with all the talk of learning loss.<\/p>\n

All Experiences Are Teachers<\/h3>\n

In June, the New York Times featured short stories<\/a> of kids from across the world reflecting on what they learned during the pandemic. These first hand experiences show us that while \u201cthe virus has been tough; plenty of kids, it turns out, have been tougher\u201d. These stories, and those featured in Students Respond to Adults\u2019 Fixation on \u2018Learning Loss\u2019<\/a> show that living through the global crisis taught kids a new sense of maturity, responsibility, and gratitude.
\nAs John Ewing points out in his article The Ridiculousness Of Learning Loss<\/a>, learning is a complicated topic. He reminds us of Plutarch\u2019s famous concept of the mind being more of a fire to be kindled instead of a vessel that just needs filling up. So, while there will be reports published on the number of months of learning lost, Ewing suggests that the loss experienced by students during the pandemic is not entirely a loss.
\nAs a mathematician, Ewing reminds us that there is value in the mental process that is required from stepping away from a topic and having to recollect and reassemble the pieces. This process of reassembling often leads to a greater understanding of the topic, whether it\u2019s a school subject, riding a bike, or playing an instrument.<\/p>\n

The Impact of Labeling a Generation of Students<\/h3>\n

Sadly, the losses experienced by students of the pandemic extend beyond just academics. In his article Our Kids Are Not Broken<\/a>, former educator and author Ron Berger points out that students lost family members, financial security, emotional well-being, as well as connection with their peers and teachers. Berger acknowledged that it\u2019s perfectly sensible to worry about academic loss but feels that obsessively measuring academic progress and loss is out of tune with the moment. If returning to school becomes a testing and triaging center for kids to become \u2018fixed\u2019, it could take an even harder toll of kids emotionally and psychologically.
\nThoughtful strategies will be required to get students back to where they need to be academically and socially come the new school year, because if students are sorted into remediation groups based on levels of learning loss, \u201cthey\u2019re going to be sorted in a way that will only exacerbate the equity issues.\u201d according to Berger. \u201cIf there\u2019s a pressing need for measurement, it\u2019s in the reckoning of the social, emotional, and psychological toll of the last 12 months\u201d.
\nResearch has also demonstrated a direct connection between a student\u2019s mindset and their academic success<\/a>. The rhetoric around lost learning could do more damage to students\u2019 academic confidence and achievement than the actual months of learning loss.
\nInstead of focusing mainly on academic measurement and dividing students based on standardized testing results, Berger suggests that schools should start by prioritizing the social and emotional needs of students. This includes addressing their sense of safety, self-worth, and academic confidence.<\/p>\n

Help Students Feel More Confident in Their Back-to-School Experience<\/h3>\n

Rebuilding relationships with students will be very important come the new school year. Ensuring that every student has an adult in the building that cares about them may sound like a tall task, but these relationships are vital for student success especially after the last year. In their paper on the science of learning and development<\/a>, researchers and educators Pamela Cantor, MD, Linda Darling-Hammond, and Karen Pittman found that \u201cThe presence and quality of our relationships may have more impact on learning and development than any other factor.\u201d
\nWhen everyone returns to the classroom in the fall, there will inevitably be different learning gaps and personal struggles within each class of students. Consider providing students with a \u201cmindset reset\u201d by teaching them about a fixed mindset versus a growth mindset. Knowing that they have the ability to strengthen their mind\u2014like they would strengthen a muscle\u2014teaches them their achievements are not based on a fixed level of intelligence, but that it\u2019s all about the effort they put in. If you\u2019re interested in learning about how Carol Dweck coined these mindset terms from her years of studying children\u2019s response to challenging situations, check out her TedTalk here<\/a>.
\nEven when everyone is back in classrooms in the fall, educators will still have an uphill journey because of the pandemic\u2019s impact on society and society\u2019s reliance on the education system. For years to come, educational leadership and politicians will continue to quantify and talk about the learning setbacks of the pandemic. But, regardless of how schools decide to talk about learning loss, what educators were able to pull off during the past year is not lost on me.<\/p>\n","protected":false},"excerpt":{"rendered":"

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