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[132]Peter Gray Ph.D.

  [133]Freedom to Learn

Kids Continued to Cope Well Two Months After Schools Closed

Two large surveys, a month apart, revealed family benefits of school
closures.

  Posted Aug 18, 2020
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  Image by Francis Ackson Soko on Wikimedia Commons
  Source: Image by Francis Ackson Soko on Wikimedia Commons

  Two weeks ago, I published an [135]article summarizing the results of a
  survey of 800 parents and 800 children (ages 8 through 13) that was
  conducted in April of 2020, approximately a month after most schools
  had closed because of the pandemic. I noted that a second survey, of
  another 800 parents and 800 children, was conducted a month later, in
  May, using the same methodology. Both survey samples were
  demographically representative of the U.S. population, across
  geographic area, [136]gender of the child, race, and family income.
  (For more about the method, see the previous post.)

  Since then I have had a chance to look more closely at the May results
  and compare them with April’s. My overall conclusion is that little
  changed. Children and parents appeared to be doing at least as well in
  May as they were in April. Here I will present the comparative data on
  those questions that are most relevant to the conclusions presented in
  the [137]previous post. Further discussion of each conclusion can be
  found in that post.

Conclusion 1: Overall, children’s psychological wellbeing seemed to improve
after school closure.

  Specific findings supporting this conclusion include the following:

  • In April, 49 percent of the children agreed with the statement, “I
  have been more calm than I was in regular school,” and only 25 percent
  disagreed. (The rest were neutral). In May, the percentages were 51
  percent agreed and 25 percent disagreed.

  • In April, 43 percent percent of the parents agreed with the
  statement, “My child is less [138]stressed now than before school
  closed,” and 29 percent disagreed. (The rest were neutral). In May, the
  percentages were 39 percent and 32 percent.

  • In April, 85 percent of parents described their child as Happy during
  the previous week (rating of 6 or above on a 10-point scale). In May,
  that was 90 percent.

  • On a list of adjectives to describe themselves over the past week, in
  April, 62 percent of children checked Happy, 20 percent checked Sad,
  and 10 percent checked Angry. In May, the percentages were 60
  percent Happy, 17 percent Sad; and 12 percent Angry.

Conclusion 2: Children appeared to gain a greater sense of independence and
personal responsibility after school closure.

  Specific findings supporting this conclusion include:

  • In April, 71 percent of the children agreed with the statement, “I
  have been finding new things to pass the time” and 13 percent
  disagreed. (The rest were neutral). In May, the percentages were 74
  percent agreed and 12 percent disagreed.

  • In April, 71 percent of the children agreed with the statement, “My
  parents have been letting me do more things on my own,” and 10 percent
  disagreed. In May, the percentages were 72 percent agreed and 8 percent
  disagreed.

  • In April, 63 percent percent of parents indicated that their child
  had developed new interests or skills over the past week, 86 percent
  that their child had been fully immersed in some activity they enjoy,
  78 percent that their child had helped with chores around the house,
  and 67 percent that their child willingly undertook activities that
  were new and/or a stretch for the child. (In each case agreement was a
  rating of 6 or above on the 10-point scale). In May, these
  percentages were 67 percent, 82 percent, 78 percent, and 70 percent,
  respectively.

Conclusion 3: Parents gained a heightened appreciation of their children’s
capabilities.

  Specific findings supporting this conclusion include:

  • In April, on the checklist addressing “How does seeing how your child
  is coping with this period make you feel?”, 49 percent checked Proud,
  45 percent checked [139]Grateful, and 45 percent checked Impressed.” In
  contrast, only 8 percent checked Annoyed and 6 percent Disappointed. In
  May, these percentages were 63 percent Proud, 53 percent Grateful, 48
  percent Impressed, 6 percent Annoyed, and 4 percent Disappointed. So,
  in May parents were even prouder of their children than they had been
  in April.

  • In April, 73 percent agreed with the statement, “I am gaining a new
  appreciation of my child’s capabilities” and only 5 percent disagreed.
  In May 58 percent agreed and 12 percent disagreed. (Perhaps the decline
  here, in May, is because they had already gained that appreciation the
  previous month, so in May it wasn’t so much a “new appreciation.”)

Conclusion 4: Contrary to what many might expect, parenting for this sample
was not notably more difficult than parenting when children were in school.

  Specific findings supporting this conclusion include:

  • In April, 73 percent percent of parents disagreed with the statement,
  “During the past week my child and I are having more conflicts”
  (indicated by a rating of 5 or below on the 10-point scale). In May,
  that was 82 percent. This is perhaps the most interesting finding of
  all. With school closures, conflicts between children and parents
  diminished, and they continued to diminish even more over time after
  schools closed.

  • In April, 47 percent of parents disagreed with the statement
  “Pandemic [140]parenting is easier than parenting during normal times,”
  24 percent agreed with it. (The rest were neutral). In May, 42 percent
  disagreed and 27 percent agreed. In other words, in both samples fewer
  than half of the parents reported parenting to be more difficult during
  the pandemic than before.

Conclusion 5: Regardless of everything else, most children were looking
forward to going back to school—because they missed their friends.

  • In April, 70 percent of the children agreed with the statement, “I
  have been looking forward to going back to school,” 18 percent
  disagreed. (The rest were neutral). In May, 73 percent agreed and 15
  percent disagreed.

  One of the open-ended questions invited children to write about what
  they missed most about regular school. Of the 206 who responded to that
  question in April, 82 percent said they missed seeing their friends; 13
  percent said they missed one or more of their teachers; 7 percent
  missed recess or sports; 3 percent missed music or art; 3 percent
  mentioned some other type of class they missed or said they missed
  classes in general; 2 percent said they missed nothing at all; and 1.5
  percent said they missed lunch. I don’t yet have the list of kids’
  responses to this question in May, but I have no reason to think it
  would be much different.

Overall Conclusion

  As I said in the first post of this two-part series, I have no doubt
  that the pandemic has had devastating effects for some families. But
  these two surveys indicate—contrary to many reports that are not based
  on systematic studies—that the closing of schools and other
  adult-organized activities for children, overall, benefitted more
  children than it harmed.

  As I have pointed out in many previous posts and academic articles, and
  in my book Free to Learn, prior to the pandemic we were keeping
  children so busy, and so stressed, with schooling and other adult-run
  activities that they had little opportunity to do what children are
  designed, biologically, to do—to play, explore, take
  initiative, discover and pursue their own interests, and learn through
  these self-directed ways.

  I hope that we, as a society, can derive a lesson from this. Let’s
  realize that the “normal” that people talk about when they talk about
  getting back to something like what we had before the pandemic for
  schooling is not “normal” biologically. We have, over decades,
  gradually turned children’s lives into something that is not at all
  normal for children. Normal means time to get bored, daydream, play,
  discover, find and pursue your passions, and, yes, help out at home.

  It is no surprise to me that the primary loss to children from school
  closures was loss of opportunity to see their friends. Beyond what I
  just listed, "normal" for children means having lots of time with
  friends. Children were already deprived of that before the pandemic,
  and even more so afterwards.

  ***

  What are your thoughts and questions about all this? Do the findings of
  this survey coincide, or not, with your observations concerning your
  own children or other children you know? This blog is, among other
  things, a forum for discussion. Your views and questions are treated
  with respect by me and other readers. But please present them here in
  the comments section (by clicking on the little comment balloon below),
  not to me by email. By presenting them here, you help enlighten others,
  not just me, and you give many people the chance to respond to your
  questions. (And, I get way too many emails.)
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[141]CADO (Confined Animal Distracting Operations)

  Submitted by Anonymous on August 18, 2020 - 9:46am

  If, when momentarily free of schools distractiveness, a young person
  were to "bump into" a worthy passion, through which they found inner
  satisfaction vs. the systems external motivational bribes and through
  the net found others pursuing a similar passion, might this opportunity
  of sharing common concerns and goals, provide them a deeper connection
  with life, than if their team wins the super something ?
    * [142]Reply to Anonymous
    * [143]Quote Anonymous

[144]If this is true, most teachers are functionally useless

  Submitted by anonymous on August 18, 2020 - 11:49am

  With remote learning, you only need the best teachers and education
  will flow to the best in a Zipfian distribution. All the lemons will be
  squeezed. It's going to be even worse news for college profs. The good
  but not the best teachers will function as study aides, not lecturers.
    * [145]Reply to anonymous
    * [146]Quote anonymous

[147]more understanding of each other

  Submitted by Kelly on August 18, 2020 - 12:35pm

  My son had never been happy at school, although he got along well with
  the children there, he despised the teachers and the inflexibility of
  the whole thing. He told me that even though he liked seeing his
  friends there, he didn't miss school, and he'd rather never go back.
  Rather than have him do virtual school that would take 8:30-3:00 every
  day, we decided to homeschool for this year. What I didn't realize
  before was how stressed and trapped I, as a parent, felt when we were
  part of the school system. I dreaded squabbling over homework with my
  son and getting complaints from his teachers, and it definitely
  affected my relationship with him. With my son and I both feeling so
  much more relaxed now, he is growing and learning in new ways and we
  are getting along better than ever. I thought I would feel more
  restricted doing homeschooling but instead I feel such a sense of
  freedom and my son seems like a different kid entirely. He just wanted
  to be listened to, to have his feelings considered, to have time to do
  what he wants and explore his interests. I have no idea why I didn't
  think of it that way before.
    * [148]Reply to Kelly
    * [149]Quote Kelly

[150]is it only friends, or is school important to them

  Submitted by K on August 18, 2020 - 12:45pm

  I wonder if schools had closed for some reason that didn't prohibit
  social interaction, whether the kids still would have said they wanted
  to go back to school. Many kids have been pretty isolated during this
  time and are probably thinking at least at school they could see their
  friends. If they had been able to see their friends all along, would
  they still have wanted to go back to school? It's possible, I think,
  because many kids have been convinced that school is very important and
  necessary and that if you don't go there you'll wind up stupid and poor
  later in life.
    * [151]Reply to K
    * [152]Quote K

[153]Understanding

  Submitted by Dick Gallien on August 18, 2020 - 1:25pm

  Beautiful Kelly. John Holt, the most insightful person on how kids
  grow, concluded after his first 2 of 10 books on schooling, that
  schools aren't going to change, weren't meant to change and education
  isn't their purpose. He also realized that parents as sensitive as you,
  are more apt to trust your son, to "bump into" things that he is
  excited about and become self directed. I hated school, but when 15 I
  "bumped into" a small farm, bought the adjoining farm 64 yrs. ago, with
  a wife and 2 kids and am still passionate about turning all of Winona,
  Mn. "waste wood" into mostly biochar and some lumber on this farm. The
  answers I'm after aren't found in schools, especially forestry schools.
  Life is interesting---schools aren't.
    * [154]Reply to Dick Gallien
    * [155]Quote Dick Gallien

[156]I would say that your

  Submitted by anonymous on August 18, 2020 - 9:40pm

  I would say that your experience is not universal. I loved school -
  especially classes that were not just memorization drills (like some of
  my early math classes). In high school and college, I took the most
  difficult classes I could handle in every area because I was curious
  and didn't yet know what I wanted to do.

  I ended up becoming a scientist, but because I had a love of literature
  and first learned to do rigorous analysis of literature, I look at
  things a little differently than most scientists, which has often
  helped me see solutions that aren't apparent to others. In my career, I
  have to learn constantly, since research is on the frontier of human
  knowledge.

  What I completely agree with the article on is the need for time to
  think and experiment as part of childhood and life. I hope the pandemic
  experience will bring a realization that humans are not made to be
  efficient and that the lack of efficiency (or increased free time) is
  of far greater benefit to individuals and society than trying to pack
  more and more into childhood and life.
    * [157]Reply to anonymous
    * [158]Quote anonymous

[159]Tchrs. are useless, except as a distraction and guards.

  Submitted by Dick Gallien on August 18, 2020 - 9:38pm

  When someone's employment is dependent on "watching after" someone
  elses kids, confinement is the easiest, safest method.As kids move into
  our democratic-compulsory school system, taken from the
  German-Prussians as the most efficient system for controlling the
  masses, the same system that allowed an Austrian sch. drop out to lead
  the well schooled German's into WW 2; the same system that allowed the
  well schooled U.S. citizens to elect "it", it takes an
  indoctrination far beyond any religion that most of us have
  experienced, to believe that as certified teacher-guards, the piece of
  life that they teach their prisoners about, has any impact on their
  lives other than a distraction as they go deeper in debt, for a piece
  of paper. This is my signature line.
  Prison bars do the confining, allowing the prisoner a mental freedom
  not possible in schools, where an endless barrage of assignments,
  lectures, questions and tests, serve the same purpose, under the guise
  of education, while distracting as efficiently as the cracking of
  whips, keeping the imprisoned from discovering and pursuing their
  passions, or noticing that there are no real bars------and by the time
  they might realize the purpose of their confinement, it is too late.

  Curiosity is the cure for boredom. School is the cure for curiosity.
    * [160]Reply to Dick Gallien
    * [161]Quote Dick Gallien

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About the Author

  Peter Gray, Ph.D., is a research professor at Boston College, author
  of Free to Learn and the textbook Psychology (now in 8th edition), and
  founding member of the nonprofit Let Grow.
  Online:
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