The pandemic has shown that we have to reconceptualize our entire understanding of education. As actors inside this institution, we must insist on implementing a new system that is less reliant on requirements and deadlines and more concerned with recognizing the struggles and developing the strengths of each individual.
The past months have been nothing but brutal for students. With the shift to remote learning, it was difficult for most to adjust to the new challenges and obligations. What was only around three to five months of school, seemed to exhaust or break the mental fortitude of students from across all levels. A quick scroll through Facebook or Twitter will show urges and outcries, begging for a mental health break or a change in pace. These types of reactions come from all students, even those who used to top their classes, showing how difficult our current situation can be.
As a student who has always faced internal pressure to academically excel, I can say that the strain the previous semester has put on students is on an entirely different scale. A study on the psychological impacts of Covid-19 in the Philippines, showed that students suffered even more depression, anxiety, and stress than those who were employed. It is apparent that the effects of the pandemic are serious, and long-lasting.
Why is the current pandemic set up of education heavily requirement-based? Blaming the professors would be inaccurate because the fact is they are also dealing with the same problems and challenges that the students are facing. There are deeper structural issues that have built up this dehumanizing arrangement that we now all have to endure.
The educational system has been flawed even prior to the pandemic. It has functioned as an institution with the purpose of transforming students into specialized workers. Nothing has changed even with the Covid-19 outbreak. The flaws of the system are now just exposed. This is seen with how the mode of learning is primarily focused on making students pass requirements under rigid deadlines. There is no room for self-pacing. Teachers are tasked to give out modules and requirements while students are obligated to keep up with these, all while dealing with the consequences of Covid-19.
The main concern of educational institutions right now is to make sure that students enroll and graduate. Likewise, college students in the pandemic are now mainly concerned with graduating, not learning. It is exactly this mindset that is dehumanizing and results in the treatment of mental health as a secondary concern. The fact that it took a pandemic for mental health to be regarded as an important concern is baffling. With the pandemic still ongoing, the top priority of students should not have to be their deadlines and scores. On top of this, it is absurd that we are expected to produce the same quality of work – as if the very concept of academic excellence is not challenged by the pandemic.
Another factor that exacerbates the situation is the very apparent economic disparity in the country. For students coming from low-income households, backlogs represent more than mental baggage. In addition to this, the negative impacts of declining academic performance could drastically affect their financial situation. Many students cannot afford to fail subjects, repeat semesters, or take a leave of absence. Failure becomes a luxury that they cannot afford. The stress that comes from school is already heavy. Add this to the pressure that comes with carrying financial responsibilities.
A semester alone has proven that this method of learning was not only unsustainable but detrimental to the mental health of students. What is worrying is if we continue with the setup we have, recognizing but not addressing how to solve the growing issue of mental health.
While students must also actively try to consider their mental health and prioritize that, a structural change must also be sought out. The pandemic has shown that we have to reconceptualize our entire understanding of education. As actors inside this institution, we must insist on implementing a new system that is less reliant on requirements and deadlines and more concerned with recognizing the struggles and developing the strengths of each individual.
Once this relevant transformation is implemented, it would benefit everyone if it were retained even after the pandemic. A brand new and inclusive system of education that seeks to holistically develop its students would be much better than the old system, I believe. Perhaps, then, we can finally get rid of our excess backlogs and routine breakdowns.
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