Forget what you heard about ‘learning loss’ – press center

Susan Baglieri, Associate Professor of Teaching and Learning and Expert in Disability Studies and Inclusive Education
Schools should not think about the “learning loss” story. Students with disabilities are often characterized as being “late” in general and are then treated accordingly, to their detriment. Learners begin to learn exactly where they are – cognitively, emotionally and physically – no matter what has or has not happened before that point in time. The idea that students are late is more likely to lead to a skill focus and possible reduction in other rewarding parts of the school day.

Teachers know what they’re doing and should have the time and space to get to know their students in September, then adjust their pace, schedule, and strategies accordingly. Some students will have enjoyed learning independently and having their own quiet place, while others will have missed the social interaction and group environment. So aiming to create spaces for both during the day will be important in welcoming everyone.

Schools also need to be sensitive to the loss that students, teachers, staff and communities have suffered over the past year and need to be aware that trauma will be close to much. A message that things are “back to normal” can be a trigger for some whose lives have been changed by the loss.

Gérard Costa, Director of the Center for Autism and Early Childhood Mental Health

Before teachers can teach and children can learn, their stress systems must be addressed. During COVID, children and staff suffered illness, loss and felt more isolated. The first thing staff and children need is the opportunity to ‘tell their story’, what has happened in their life and how they are feeling.

Then reframe “learning loss” to “pause and return”. It is neither useful nor precise to approach the return to learning in person as a “catch-up”. If a person missed meals for seven days, we wouldn’t give them 21 meals on the eighth day to catch up. We call this the “magical power” of teachers, in that they are most successful when they look at the child’s whereabouts and plan their engagement and teaching for the present.

Teachers feel so much pressure to meet full curriculum standards, and as a field, development, education, and mental health professionals need to work together to make sure children are fit. first helped to feel safe, calm and secure, and not rushed. Connect with the right side of the brain (feelings and security) before working on the left side of the brain (language and learning). Both sides are needed to learn – but the right side develops first, and under stress it needs more attention.