For instance, low-spirited students exhibit more intense problematic shifts. 27% of low- spirited students feel a decline in their ability to learn in school since the COVID-19 pandemic compared to 16% of their high-spirited counterparts. 28% of low-spirited students report feeling lonelier or more isolated since the pandemic, contrasting with 17% of high- spirited students. Additionally, 21% of low-spirited students express struggling to engage with school or classmates in contrast to just 10% of high-spirited students.
Learning ability
Engagement with peers
Loneliness
I can tell my ability to learn in school has worsened since the COVID-19 pandemic.
Since the pandemic, I have felt lonelier or more isolated from others.
Since the pandemic, I’ve struggled to care about engaging with my school / classmates.
31%
20%
25%
33%
27%
35%
33%
25%
27%
16%
17%
10%
27%
20%
30%
23%
28%
25%
25%
23%
21%
27%
28%
24%
Describes me somewhat
Describes me a lot
Describes me only a little
Does not describe me at all
Low-spirited students also showcase decreased engagement in school activities post- pandemic. Comparing the period before and after the pandemic, 40% of low-spirited students actively participate in more school activities. Parents of low-spirited students echo this sentiment, with only 27% noting increased participation in activities.
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