See You in September?
Coping with Covid-19, On and Off Campus
The buzzing lecture halls, vast social networks and packed events are what draw students to a college. But, they are also what make campus life a hazard during a pandemic. Following the first confirmed cases of COVID-19 in Israel, a state of emergency was declared and all educational institutions were forced to halt in-person classes, indefinitely.
Four months on, campuses are still off limits. Students have yet to hear if they will be able to return to campus in the fall, as authorities and educational leaders continue to assess if, when, or how they might be able to safely resume classes in the upcoming academic year. Yet, new data from a recent study conducted at Hadassah Academic College (HAC) can shed important light on the issue. Professor Avi Besser, Head of the Department of Communication Disorders, was actively involved in the swift transition to synchronous, online classes. And while the technicalities of the switch were seamless, within the first few weeks of distance learning, Professor Besser began to notice growing signs of distress and anxiety among many students, or so it seemed. As an educational psychologist, Professor Besser was highly attuned to the negative impact prolonged uncertainty and stress can have on individuals. He spent years examining the communities bordering Gaza to assess the effects of the complex emergency, including daily rocket attacks. Quick in crisis situations, Professor Besser immediately set out to investigate the impact of the pandemic on locked-down students. While much of the focus around COVID-19 was initially based on preventing the spread of the virus and maintaining one’s physical health, Professor Besser was keen to understand the impact of the pandemic on the mental health and coping strategies of students.
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ORAH Magazine Summer 2020
Computers donated to HAC for E-Learning in the wake of COVID-19 An online questionnaire was sent to thousands of students across a number of academic institutions in Israel with a quick turnaround of 1,217 responses. The survey clearly revealed that the sudden shift to distance learning was, in fact, negatively impacting the overall cognitive abilities, emotional wellbeing and mental health of the vast majority of students. In comparison with face-to-face classes, the fresh data demonstrated that students felt higher levels of stress, anxiety, frustration, helplessness and even boredom. They also felt a decrease in their sense of optimism, satisfaction and enjoyment around learning. Without access to a vibrant campus life, students felt a greater sense of loneliness and lost their sense of ‘belonging’. Students also felt largely ignored, less visible and unimportant as they struggled to sit through an average of 7-10 Zoom classes per week.
