back to school experience essay

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Going Back to School, Essay Example

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Returning to school after a long break is a challenge for every person. For me, it was extremely difficult because it involved changing my daily schedule, traveling, and term work assignment preparation. According to James Clear (web), changing habits takes weeks. Your body needs to get used to the different biorhythm, meal times, bedtime, and energy needs. However, for me, it was the mental adjustment that was harder than the physical changes.

I have researched several sources to make the process of getting used to being back to school easier. James Clear states that there is a 3-step pattern that makes the adjustment easier: reminder, routine, and reward. For people, who are not used to different activities, setting up a routine, and sticking to it is essential. I have done this from day one, when I planned my returning to school. Although I did not know exactly how much time it would take me to complete assignments and research, I had an idea of how long it takes me to wake up in the morning and get ready for classes. Therefore, I created a daily routine, and added to it over time. I set my wake up time, and created a target of when I would need to be in bed. I set my lunch hours, as well as my break times. I allocated half an hour to lunch every day, an hour for an evening meal with my family, and two hours for revision, library work, and assignment. I knew that even if I had no assignments or homework, I could benefit from rehearsing and reviewing the information I learned about in school.

After getting my schedule and timetable from school, I adjusted the routine schedule, so I could allocate more time for studying on days before tests, and create more free leisure time on other days. Weekends were planned out ahead, while I added four hours of studying for every weekend.

I understood from the beginning that getting good grades was important for my future, therefore, I also created a target for every subject studied. It was hard, and the targets needed to be adjusted, based on my interest and preferences. For some subjects, I had to study less, while some assignments proved themselves to be more challenging.

On the top of my schedule, I also had to ensure that I keep time during school, therefore, I marked all the important assignment dates in my Google Calendar and set up reminders 7, 3, and 1 days before it was due. This way I could manage to complete all coursework in time, and avoid last minute studying for tests.

I also created a reward schedule for attaining good grades. I created my own rewards, such as a Chinese dinner, a picnic in the park, or a movie for every single graded assignment. I had a minimum grade target for all coursework and tests, therefore, I remained motivated to do well in school. Keeping up one’s motivation is the greatest challenge of going back to school: when it becomes a routine, many people start forgetting about their goals.

My goal with going back to school was to learn as much as I can, attain good grades and advance my education further. I believe that self-motivation and a strict routine has helped me achieve my goals so far, and I will use the same method in the future.

Works Cited

Clear, James “The 3 R’s of Habit Change: How To Start New Habits That Actually Stick” n.d. Web.

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9 Students Share How They Really Feel About Going Back to School

These students, plus one parent, open up about the wave of emotions that comes with starting a school year unlike any other we've experienced before..

Madeleine Burry

Jessica Fregni

Writer-Editor, One Day

Laura Zingg

Editorial Project Manager, One Day Studio

As the COVID-19 pandemic continues to sweep across the country, students, families, and teachers are navigating the new normal of going back to school—while much of the country still shelters in place.

Some students are preparing for a return to remote learning. Others are still unsure of how exactly they will be attending school this year.

We spoke with a few students and their family members from different schools around the country to learn what school will look like for them this fall. They shared their personal experiences with remote learning and how they feel about going back to school in the middle of a pandemic.

Missing Everything About School

‘i just carry on about my day with no specific emotion’.

Syedah Asghar, College Sophomore, Washington, D.C.

Syedah Asghar will begin her second year of college at American University in Washington, D.C., where she studies public relations and strategic communications. After receiving some mixed messages over the summer about the status of her school reopening, Syedah recently learned that her school’s campus will remain closed for the fall semester. She plans to attend remote classes in a few weeks. And like many college students, she is grappling with staying motivated and missing out on the college experience.

College has been a safe space where I’m the most “me.” I would wake up much happier. I had confidence in my routine, and I was surrounded by friends who made me feel excited to start the day. With online learning, I just carry on about my day with no specific emotion. 

The hardest part about attending college remotely is maintaining a routine and motivation. For in-person classes, I would get dressed and have to physically be present which put a start to my day. Now, I sometimes turn on my computer as soon as I wake up and not give myself the mental space ahead of time to start my day. On the plus side, with online learning, there is a lot more flexibility in my schedule since I’m able to complete an assignment on my own timeframe. Most of my professors are honoring mental health, and are more understanding of external factors that impact the quality of education now that we're learning remotely.

Being part of the Enduring Ideas Fellowship has kept me busy working 20 hours a week. I’m also trying to get creative by learning how to cook and attempting new recipes. With my friends, we’ve all been checking-in and making sure we’re able to support one another through these mentally-draining times. Only two of my professors have reached out and asked how we’re doing, so there isn’t much support on that end. 

While it can be mentally challenging and exhausting, I’m very fortunate to have access to technology and internet connection so I can complete my coursework. And I’m able to stay at home and quarantine if need be.

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‘I'm Hoping That Jose Goes Back, Even Though I Know It's Scary’

Marisol Escobedo & Jose Manrrique, 4th grade, Kansas City, Missouri

Fourth-grade student  Jose Manrrique is returning to school at Carver Dual Language in Kansas City, Missouri, in September—virtually, for now. Schools in the Kansas City Public School System will not reopen for in-person instruction until the community’s COVID-19 cases decrease for at least 14 days. While Jose eagerly awaits the day when he can return to the classroom and see his teachers and friends again, his mother, Marisol Escobedo, feels much more conflicted.

Marisol: They're going to be starting online school first, on September 8th. They will do that for a couple of months while the cases keep decreasing, then they will start putting some of the kids back in school. I'm hoping that Jose goes back, even though I know it's scary at the same time for him to go. I'm really worried that he will get sick. I don't want to go through that, it scares me. But I really would like Jose to be able to develop his learning so that he can learn what he's supposed to in school. 

I don't really think that Jose learned much from online classes. Even though I know that the teachers do their best to teach them as much as they can, I don't think it's the same for the kids. 

Especially the younger ages, I think that it's hard for them to be able to teach them everything on a computer—especially because you have multiple children at the same time in the class. For an older student, like my sister, I know that she did really good because she's older. She's 16 and she already knows what she's doing. But for Jose, it was hard.

I'm hoping that they will make the school safe for students, to try to keep them as healthy as they can. I don't know what that process will be, but I'm hoping that everything that they do, they will plan it well. 

Jose:   I want to go back in the school building. I'm hoping that I can still play with my friends and also be in the same class with my friends.

Adapting to a New Normal

‘i have to push myself to get things done’.

Haanya Ijaz, 12th Grade, Dublin, Ohio

Haanya Ijaz is a rising senior at Hilliard Davidson, in Dublin, Ohio where she will be attending remote classes in the fall. She’s also taking classes at Ohio State University, which will be solely online. While she finds in-person classes more interesting and also values the face-to-face time with friends, she knows online learning is safer, and also allows her to independently create a schedule that works for her.

Online classes are definitely a lot more organized this fall than before.

I also think I've gained skills with handling procrastination and sticking to a schedule, so I should be more organized this fall. [The hardest part about online learning is] staying interested and motivated. Without sticking to a schedule, I easily fall into a cycle of procrastination and feeling down, so I have to push myself to get things done and stay on top of my responsibilities. 

Most of my classes should be done before 4 p.m., leaving me room to work on college apps and extracurriculars in the afternoon along with homework. 

I also think I'll have more time for my personal hobbies and interests which have always been something that give me a break outside of academics and keep my mental health in check. I read a lot! I also sketch landscapes, my friends, and characters from my favorite shows. Recently I've gotten back into skateboarding after a one-year-long hiatus, which has been great.

[I feel worried about] college applications and the situation with the state-administered SAT. It's still very gray. [I’m hopeful about my] self-growth and exploration with this extra time at home! I am also looking forward to the remote internship opportunities I will be participating in this fall. 

I would obviously love it if COVID-19 did not exist, but within the current parameters of the situation I'm excited for the courses I am taking and the extracurriculars I am involved in. I also have a huge list of books I need to get through, so staying at home is going to be great for that!

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Nothing Feels Normal Anymore

‘I Walked Out of My High School for the Last Time Without Knowing It’

Becoming a Teacher During the Pandemic

‘I’m Feeling Hopeful About My Ability to Sit in on More Online Classes’

Annabel Morley, 12th Grade, Baltimore, Maryland

Annabel Morley is a rising senior at the Baltimore School of Arts. At least the beginning of Annabel’s final year of high school will be spent at home, where she will be learning remotely. Although Annabel worries about how engaging and supportive online learning will be this year, she’s found a silver lining: More time at home means that she has more time for her artistic pursuits which include writing for CHARM , an online literary magazine that amplifies voices of Baltimore youth and spending time with her family.

I’m not really sure yet what my school day will look like, but I know it will be entirely online. I definitely don’t think I would feel very safe going back to school in person unless CDC guidelines were followed really well. Both my parents are at risk and I wouldn’t want to put them, or my friends’ families, at risk.

The hardest part of attending school remotely is definitely not seeing any of my school friends in person and having some difficulty understanding the content. We have a lot less academic support. I’m most worried about understanding what's going on in my classes—especially in math. I hope that we can find a way for online schooling to be more engaging because it was very difficult to understand or stay focused on a class last spring. 

Now that school is online, I definitely have more time to work on personal projects and interests. For example, I’ve started crocheting and oil painting, and have made a bunch of clothes. During quarantine, I've mainly been doing lots of crafts and baking, Facetiming, and having safe outdoor hangouts with my friends.

My mom and I are really close so it's been nice to be able to spend more time with her, and with all the Facetiming with my friends, I feel like I’ve been really loved and supported during this time. I’m feeling hopeful about my ability to sit in on more online classes and teach myself artistic and personal skills.

‘Honestly, I Would Prefer Learning in a Virtual Setting’

Amia Roach-Valandra, 12th Grade, Rosebud, South Dakota

Amia Roach-Valandra will begin her senior year of high school this fall on the Rosebud Reservation in South Dakota. She is also an Enduring Ideas fellow, a student-led leadership initiative to reimagine the future of education. Amia's school will be online during the first quarter, with plans to reevaluate whether to open for in-person classes. Like many students and families, Amia is feeling anxious not knowing what lies ahead.

In this new school year, we are faced with challenges that we never had to face before. My high school reached a decision to go online for the first quarter and have a revaluation in nine weeks. As a student I feel in the dark about the decision that is being made, and anxious about it. If the school isn’t prepared yet, how do they expect students to be prepared? 

Not having a normal school setting may not allow me to be the best student I can be. I’ll have the safety of my health top of mind instead of learning the curriculum. Honestly, I would prefer learning in a virtual setting, and being able to learn from the comfort of my own home. I know I would be able to stay on top of assignments, although I know some students may not feel the same. 

I am also a student-athlete, and I am worried about my school's plan regarding sports. It is definitely a piece of my life that I would want to go back to normal, yet I want to be considerate of my health as well as others. A lot of students depend on sports as a place to escape for a while, and others depend on sports scholarships for college. I am also thinking about those students and how much that will impact them this school year.

‘My Overall Mental and Physical Health Improved Significantly’

Tehle Ross, 10th Grade, Baltimore, Maryland

Tehle Ross is a rising sophomore attending Baltimore City College and a contributor for CHARM , a digital magazine featuring voices of Baltimore youth. She loves studying history and plans to study abroad this year in Italy, a country that has made a remarkable recovery through the pandemic. Her Italian school will be a hybrid of online and in-person at the beginning of the year and Tehle is optimistic about transitioning to all in-person classes.

Attending school remotely has several benefits and shortcomings alike. Each family's living and working situation is different; however, in my personal experience, I noticed that my overall mental and physical health improved significantly when doing school online. I was less stressed because I was able to space out my work as I desired, and I also was able to complete every assignment from the comfort of my own home. Attending school remotely stunted my academic progress, though, I believe, for I am a more focused student when instruction takes place in the classroom with my peers.

The hardest part of attending school remotely was the social isolation from my classmates and teachers. At school, you always feel like you have a community around you, and it is tough to not feel that same sense of community when learning online at home. Additionally, it takes an innate sense of motivation to get assignments done in a timely manner when you are doing work online.

Quarantine has been tough for us all, but I cope and stay busy by doing what makes me happy. I have developed a passion for baking, and I have also been an avid reader and writer. Having game nights with my family and watching movies together lifts my spirits.

My community has been supporting me during this time by checking up on me and staying in touch virtually. Supporting others during this time means prioritizing their safety.

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Worries and Hopes About the Next Chapter

‘this pandemic is serious, but people have stopped taking it seriously’.

Shubhan Bhat, 11th Grade, Baltimore, Maryland

Shubhan Bhat will also begin 11th grade this fall at The Baltimore Polytechnic Institute. He enjoys poetry, writing for CHARM  magazine, and studying American government. His school will hold online classes this fall and possibly offer a hybrid option later on. Shubhan prefers remote learning because it’s less stressful and safer for students. But being at home while trying to learn has also been very difficult for Shubhan and his family. 

With remote learning, I gained more time to finish my work, had less stress, and more free time. What is lost is the social aspect of the classes, which is fine with me. I’m hopeful that online classes will be safer than an in-person school and there will be less work.

The hardest part about attending school remotely is being in the house when events happen. I was in my English class when the paramedics came to my house to try and revive my grandfather. I watched my grandfather die right in the middle of class. At that point, because my maternal grandfather also died a month ago, I lost all my motivation to be in class or do work. I left class, and haven’t come back since.

I’ve been getting support through classes and therapy. My family tries to work together on activities so I won’t be depressed during quarantine. My teachers also made my classes optional last spring so that decreased my stress. I don’t really have a lot of friends or go on social media as much as I used to. It used to entertain me, but it’s starting to get boring.

I wish schools in Texas and Florida wouldn't be in-person. I find that in-person classes during the pandemic aren't safe because students are going out in public and have a greater risk of spreading COVID. This pandemic is serious, but people have stopped taking it seriously. And now there is an increase in cases.

‘I Fear All of My College Plans Will Go Out the Window’

Me’Shiah Bell, 11th Grade, Baltimore Maryland

Me’Shiah Bell is a rising 11th grader at Baltimore Polytechnic Institute, where students will continue to receive remote instruction this fall. While Me’Shiah believes that remote learning is the best and safest option for now, she worries about what remote learning will mean for her college plans—especially since she’s entering her junior year, a critical time for college admissions. In her free time, Me’Shiah also writes for CHARM online magazine.

I think remote learning is the best option, as it is the safest. However, I think there are quite a few downsides. 

I miss the social interactions, but I realize that it’s unimportant in the long run. The main downside for me is the lack of clarity and communication between the students and teachers. For example, last spring I had a grading error that would have been fixed immediately if I was physically at school. However, since I wasn’t there, there was no sense of urgency, and my concern was disregarded by multiple adults. This caused the situation to be pushed over for much longer than it should’ve been. 

Hopefully, this fall we’ll have a better system to avoid issues like this. I also hope classes will be scheduled like a typical school day, with multiple sessions in a row, and independent work to do between classes. Last spring, teachers could decide if and when classes sessions were held, and everything was very unorganized. Sometimes, the sessions would overlap with other responsibilities I had. 

The hardest part of remote learning has been keeping myself motivated and holding myself accountable. I’m going into my junior year, which is probably the most important year for college admissions, and I don’t feel like I’m able to put my best foot forward. I’ve worked hard to get to the point I’m at now, and I fear that all of my college plans will go out of the window due to circumstances out of my control.

Overall, I’m worried about how prepared I am mentally to adjust to such a huge change, while still continuing to perform well academically. I’m hopeful that my school will be more prepared to accommodate all of our needs so that everyone can have the best possible experience.

‘I Think COVID Gave Me a New Story to Tell the Next Generation’

Rosalie Bobbett, 12th Grade, Brooklyn, New York

This August, Rosalie Bobbett will begin her senior year at Brooklyn Emerging Leaders Academy (BELA). The first three weeks of school will be held online, after which she will alternate one week of in-person classes and one week of remote learning. Rosalie lives with her parents, siblings, grandmother, and uncle so she’s been extra cautious about quarantining. Going back to in-person classes will be a big adjustment. But she’s ready.

My school is really on top of safety. They're going to make us wear masks. And we have to get a COVID test before we enter the school building. For in-person classes, we're going to stay in one room with 12 other people. The teachers have to rotate to us instead of us traveling in a big group. 

I think with online learning, it gives me an opportunity to move at my own pace and take accountability for my learning. The disadvantages are the lack of talking to people and being in the classroom. I'm very fortunate to be in a school where I have a computer. I know how to work Zoom. I know how to work from Microsoft. Most of my peers don’t even have a computer. And so I'm wondering—how are those students navigating this world right now?

I feel like a lot of students are going to be left behind because of resources or their parents—there might be other children in the home and it's going to be difficult for them to take care of their siblings. The teachers and principals and people who are responsible for their education—I don't want them to lose sight of that child who is behind the screen.

I’m excited about school. It's my senior year. This is the last chapter before entering my adulthood. I think COVID gave me a new story to tell the next generation. It's going to be a lot of mixed emotions, but I know my teachers are going to make my senior year the best that they can.

More Community Voices

“ COVID-19: Community Voices ” offers a glimpse of life and learning during the coronavirus school closures, in the words of students and parents in the communities we serve.

If you'd like to tell your story or would like to suggest a story for us to cover, please email us .

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Students Share Their Best School Experiences and What We Can Learn From Them

• Share article

Today, five students from my classes contribute short pieces about their favorite moments, and what others might be able to learn from them.

You might also be interested in these two other posts:

• Students Describe Their Favorite Teachers
• ‘He Was a Very Good Listener’ - Students Write About Their Most Memorable Teachers

Response From Leslie Servin

During my time in high school I had it really good moments, but my best moments that I’ve experienced are in a particular class during my senior year, in Sacramento, Calif. So I was basically a new student in these kind of classes and also I’m English learner. I remember my first presentation in this class. I didn’t want to do it, but finally I did it and that one was my best moment. When I went to present I felt afraid, and then when I presented I felt so good for the effort I applied on. Now I feel so much better than my first day of presentations because I now know that I can do whatever I want to do. The learnings that I acquire made it so good this moment because I know that I have to trust on me. Something teachers or students can learn from my experience is that we have to overcome our fears and not let them control ourselves because we can’t know our capabilities if we are afraid.

Response From Jesneel Singh

The best moment in class was when I was in 9th grade in sixth period. That was when I got into poetry and spoken word. Having that “character and scene” class made my life even greater. Not knowing anything about poetry, hating on poems about reading and writing it in the past. That class was fun in many ways. For example; there was this one time where we had to write our own plays and poems and perform them in front of the class. I felt alive, and the creative side of me came out. When I wrote my first poem in freshman year. I realized that it was fun and unique. I felt like I wanted to write more and more. When I performed my first poem to that class I found my passion. Since that day and today I have written over 400 poems and made two books. I have performed on many stages in small audience and in school. That was a good day for me because I can write my thoughts down and write the truth about the world. Teachers and students can learn from this experience that, you can find what best fits you.

Response From Nancy Ramirez

I would say my best class moment would be from my sophomore year in high school. For my Spanish class, our teacher decided we would do a class circle (Editor’s note: see “How To Practice Restorative Justice in Schools” for more information on class circles) for the day. She asked us a sequence of questions which required us to give a more in depth and heartfelt answer each time, starting with something along the lines of “How are you feeling?” and ending with “Why do you think that is?” A class circle which only should have lasted one day extended to three, with each and every single one of us having to share our deepest and darkest fears and insecurities. By then it felt more than just a class and opened my eyes to very different ways of teaching styles. I believe there is much to learn from this experience, both then and now. I have come to deeply appreciate not only the class but the teacher as well. This experience showed me the extent a relationship with your classmates and your teacher can go....

Response From Oscar Salazar

The best moment I’ve ever experienced in school was last year when I was a sophomore. I took biology last year and towards the end of the year we got to dissect a fetal pig. I know that it sounds gross but it’s really not. That’s what I thought at first too. I did lots of fun experiments in that class that were new to me, such as making a small ecosystem in a bottle and dissecting owl pellets to find mouse skeletons. I think that these experiences were really fun and interesting. I’ve never done anything like that in a class before.

I think that when teachers introduce students to hands-on activities and projects the students enjoy it more. Since we have more energy it’s a good use of it. We learn better when we’re allowed to move around and be creative. Our lives aren’t going to be pen on paper or books forever. It’s best to get us students to explore the world using our skills that we learn and strengthen our understanding of daily life that is sometimes hidden from us and exposed to us abruptly once we turn into adults.

Response From Kayla Guzman

What has been my best moment in a class? I’ve had many great moments but perhaps the most best moment took place in my English class about a month ago. I had a 10-15 minute presentation and I felt pretty confident. 30 minutes before my presentation I decided to incorporate an actor for visual appeal, to correspond with my presentation. I felt even more confident, assure that I would captivate the audience’s attention and keep them engaged. When my presentation started, I gave a signal to my actor which led me to drop my 8 notecards all over the floor. I was aware that the time was ticking, so I quickly grabbed all the notecards off the floor. I became overwhelmed with embarrassment, listening to the echoing laughter of the audience as I tried to rearrange the cards. The cards in my hand then became extremely restraining. My anxiety levels rose, and the disorganized cards just added stress to my emotions. I placed the cards down, and felt a great sense of relieve. My words, my explanations, my connections all flowed out my mouth with harmony, and I felt more natural and free as I presented my topic.

My presentation was a diagnosis of a character with schizophrenia, explaining the symptoms and the reasoning behind my diagnosis. The movement of my hands and my exaggeration presented by a drive of passion, along with my visual representative, kept the audience captive. I felt like a completely different person. By the end of the presentation I was sweaty, not by nervousness but because I left it all on the floor. I realized that the key to presenting with people is not getting their attention just by visual appeal. You need to let your heart pour out so that you can captivate their hearts, reach their souls. You can’t just be the center of attention, you need to give the audience attention, you need to talk to them. First and foremost, you can’t present without emotions. Anything you present should be built off of passion. As long as you can find a connection between yourself and the topic and exude your passion, you will keep the audience engaged.

Thanks to Nancy, Jesneel, Kayla, Leslie, and Oscar for their contributions!

(This is the last post in a three-part series. You can see Part One here and Part Two here .)

The new “question-of-the-week” is:

What was the best moment you ever had in the classroom?

In Part One , Jen Schwanke, Amy Sandvold, Anne Jenks, and Sarah Thomas shared their top moments. You can listen to a 10-minute conversation I had with them on my BAM! Radio Show . You can also find a list of, and links to, previous shows here. In Part Two , Meghan Everette, Jeryl-Ann Asaro, Jeffery Galle, and Kara Vandas shared their memories. I also included comments from readers.

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Anyone whose question is selected for this weekly column can choose one free book from a number of education publishers.

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

If you missed any of the highlights from the first six years of this blog, you can see a categorized list below. They don’t include ones from this current year, but you can find those by clicking on the “answers” category found in the sidebar.

This Year’s Most Popular Q&A Posts

Classroom Management Advice

Race & Gender Challenges

Implementing The Common Core

Best Ways To Begin The School Year

Best Ways To End The School Year

Student Motivation & Social Emotional Learning

Teaching Social Studies

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Using Tech In The Classroom

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Education Policy Issues

Differentiating Instruction

Math Instruction

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Advice For New Teachers

Author Interviews

Entering The Teaching Profession

Administrator Leadership

Teacher Leadership

Relationships In Schools

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Instructional Strategies

I am also creating a Twitter list including all contributors to this column .

Look for the next “question-of-the-week” in a few days.

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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current events conversation

What Students Are Saying About What It’s Like to Be Back in School

Many teenagers are back in school for the first time since March 2020. Whether they’re happy to be there or not, most agree nothing feels “normal.”

By The Learning Network

Welcome to the first edition of Current Events Conversation for the 2021-2022 school year. Every Thursday we editors round up some of the best teenage comments posted to our recent writing prompts , both to give those students and their schools a shout-out and to offer a snapshot of what young people around the country — and, often, around the world — are thinking about issues in the news.

Usually we choose three different prompts, but sometimes one question garners so much interesting response that we focus a whole edition just on a single conversation. That’s what happened this week when we asked, “ What’s It Like to Be Back in School? ” Boy did our audience have thoughts.

For many, it is the first time they have been back in a classroom since March 2020. Some are thrilled to be with their peers and teachers again, while others have had a hard time adjusting. But most agreed that going back to school in an ongoing pandemic feels “far from normal.” As one disoriented student in North Carolina wrote, after 18 months in the same light-blue hoodie, the first day back “honestly felt like a field trip.”

If you would like to see your comment featured in a future roundup, just post a response to any of our writing prompts, whether our Student Opinion questions or our Picture Prompts , and follow these tips:

Don’t worry that you have to submit a perfectly polished essay; instead, we want to hear your honest thoughts expressed in your unique voice.

Share personal stories related to the prompt that include relevant and compelling details.

State an opinion that’s supported by strong evidence or reason, either from the article you read or your own experiences.

Offer a unique take or perspective on the topic that you don’t see others talking about.

Start a conversation with other students by hitting the “reply” button. Ask questions, share connections or add onto what they said.

Follow The Times commenting standards and be thoughtful about how your response might be read by others.

Thank you to all the teenagers from around the world who got this year off to a strong start — we heard from students in Sacramento, Calif.; Korea; John T. Hoggard High School in Wilmington, N.C. , and many more places. Keep reading to see what they had to say.

Please note: All student comments have been lightly edited for length, but otherwise appear as they were originally submitted.

Many students told us they’re already stressed.

My school started in mid-August. I am burned out. My academic classes are extremely hard and my teachers did not give a single moment to breathe, especially coming out of a whole year-and-a-half of online school. I’m now a junior, and the friends I made in person as a freshman are now a bit different. We are still a group but it is clear that everyone is more stressed, serious, and unhappy than before the pandemic.

I come home everyday either with a headache from the wildfire smoke/heat or extreme exhaustion from being a “social” introvert. I’m expected by parents to work with 200% motivation and focus as soon as I come home, and it just isn’t possible with how tired I am. I even play school sports every single day.

Though school seemed like it would be a positive breath of fresh air on the first day, my opinion has certainly changed, and I miss being stress free online. I’m grateful that I had a good online experience and that I am even able to go to school this year — others have it worse. But I’m unhappier than ever.

— T, California

School was never my biggest struggle, good grades were a standard for me, and I worked hard in everything. Anxiety and panic wasn’t part of my daily routine and to be honest I didn’t understand why it was so hard for some people to focus or talk to others at school.

Just eighteen months later, I have lost all capacity to sit in a classroom and learn. Homework and assignments feel like the hardest task and last thing I ever want to do. Random events set off this panicky feeling that triggers me to so easily feel overwhelmed and helpless.

Overall I look at Pre-COVID me and see a stranger: I don’t know her.

— Haydon, Glenbard West High School

After being online for my whole freshman year it was honestly kind of scary going into high school for the first time. I never have set foot on the campus before the first day so I had no clue where my classes were or anything about the teachers. I ended up figuring it out pretty fast but it was still pretty scary.

— Lexi, Sacramento

The process before returning to school this year felt nothing but normal. Trying to hangout with friends as much as possible while summer wraps up, completing summer homework assignments last minute, purchasing unneeded school supplies for the fun of it, buying new “school clothes,” etc. That feeling of normalcy led me to believe that this school year would be much more normal as well, at least compared to my sophomore year on Zoom.

But, in all honesty, this year (to me) is far from normal, and often, I miss my time on Zoom. This year, I have already dropped an honors class, homework takes me far too long to complete, my test-taking skills are beyond poor, and overall, it’s a struggle. While I can’t speak for others, my best guess is that I am not the only one in this situation. Based off of just people I know, anxiety levels are through the roof …

With all the negatives I am writing about, it would be unfair to not mention the positives: easy access to resources, social interaction, a teacher in front of us, high school sports, etc. I truly do appreciate the fact that we are in school because at one point, us students need to remember how a normal school year feels. But, my life, as well as several others, currently consists of stress, followed by more stress. The only cure is adjustment, which will take time. But, I am confident we can all get there one step at a time.

— Macey, Glenbard West High School, Glen Ellyn, Ill.

They are trying to rebuild both academic and social skills.

School almost felt optional last year due to there being zooms, less homework, and multiple upon multiple resources to use during tests …

This year though has felt so fast paced and a part of me feels unprepared. Thankfully I am more motivated than last year, but the work just feels so much harder this year. This might be just cause of junior year, but I am really struggling with the content. Definitely the hardest thing about going back is test taking. I completely forgot how to take tests and I’ve been really struggling.

— Tony, Glen Ellyn, Ill .

The situation of the quick change to in-person is tough for everyone involved, teachers are forced to rush through lessons in an effort to make up for the previous year while students have their education and mental health being pushed as we attempt to complete nearly two years of content in one.

This challenge of education does not even mention the other aspects of in-person school like socializing, clubs, and sports. Nearly every school sport requires multiple hours on many days of the school week, so to juggle that with academics, friends, and other extracurriculars can be draining. Overall, this quick switch to heavy in-person learning is an exhausting situation for anyone involved.

— Gia, Sacramento

Since coming back to school I find it much harder to talk and hold conversations with other people and feel that interacting with people in general is much harder because most of us have not had the opportunity to meet new people, start conversations and make new friends in over a year and am having a hard time this year because of this.

— CS, California

For me, the change from staying in all day and not actually having much interaction with my peers to seeing around 2,000 kids a day was very stressful. I am still trying to get used to it along with the physical and emotional toll it takes on students …One thing I wish my school would have done is figured out a way to ease us back in instead of throwing us in the deep end.

I am however enjoying the amount of engagement that I get in my classes. Sometimes in Zooms the teachers wouldn’t even require us to have our cameras on and now we are getting called on in class and we actually get to join discussions. I feel like I am learning more this way because my mind doesn’t wander as much as it did online. It is taking more time to get used to than I anticipated but I think in person learning is going to be a good thing overall.

— Ava, Rio Americano High School

Not only is this my first time going to school in a year and a half, I transferred to a new school for my senior year. It has been okay, the worst part about going back is the work. Not that we have that much more than last year but getting back to staying organized has been difficult. Not everything is laid out on a computer screen in front of me anymore …This is my last year in school, I’m just here to graduate and start my future.

— Jackie, Hanover Horton High School

I am discovering the effects left by distance learning that are causing struggle in my classes this year. Teachers are expecting us to be at the same level as previous years students but it is difficult in AP classes to keep up when last year’s classes did not fully get through curriculum. I’m having to reteach myself how to study, take notes, and keep focus for hour long class periods. There is a lot of excitement though about going back to school. It is one step closer to feeling normal again and we are able to socialize with friends. Although I am struggling to be my same academic self before the pandemic and I excited to feel like I am learning again.

— Athena, Sacramento, Calif.

Some are missing an at-home schedule.

I miss my cat every day. I want to get up and use the bathroom without asking. I miss snacking whenever I want. And it’s so difficult sitting in class with my jeans on and needing to scratch that itch on my foot. By my 2nd class I want to go home. This is the time that I usually walk my dog, and cuddle with my cat, and eat a whole bag of Doritos.

I like being back but it is just so draining after being out of practice for so long.

— Dylan, Hoggard High School, Wilmington, N.C .

Coping with the new circumstances of “normalcy” is more challenging. Like Ashley Ko expresses in her poetry, my desire to stay in bed and have the flexibility to eat or sleep whenever I want grows as school class time passes. Oh, how I long for that.

— Darli, Alliance PBS-HSA

Some other thoughts I had during my first week of school were: Oh my gosh I have no idea where I’m going, I am so hungry it’s not even funny, I miss doing all of my work while listening to music, Why on earth are these classes so long? Why is the teacher still talking?, Ugh it’s way too cold, I want my blanket, I hope my brother is doing okay. I wish I could check in on him.

Remote learning has really changed how I approach school and it made going back to school fully in person really difficult.

— Ava, Hoggard High School, Wilmington, N.C .

But others are glad to be back in a classroom.

I am so glad to be back in school. Of course, the looming threat of Covid can be nerve-wracking, especially with the occasional student refusing to wear a mask correctly, but, since I am vaccinated, the mental relief of learning in person again somewhat outweighs this fear for me.

It is obviously a huge improvement academically; I already feel more motivated and focused on the various tasks before me, (AP classes, college applications, extracurriculars, the SAT …) However I am also finding myself overall happier and more excited about day-to-day life now that I have somewhere to get up and go every day. Even the things I once loathed about high school have become things I can almost glamorize as part of the “high school experience.” Stressful attempts to calculate whether you have time to go to your locker before your next class, gross bathrooms that are chronically out of paper towels, a kid wearing a tail; where else can you get that? I feel like a college freshman in a coming of age movie who moves to New York for art school and just saw a rat for the first time.

I agree that it feels both “monumental” and “oh so normal” all at once. Maybe this is because it does feel like a drastic change, but a change like having a weight lifted off my shoulders, allowing me to fall back into my normal day-to-day life.

— GraceAnn, California

I am now starting my fourth week of school and let me tell you I am glad to be back in person. All of my Freshman year I was online only coming into school for mid term exams and finally exams. So now starting my Sophomore year has been much better being fully in person. I’m extremely glad my school hasn’t gone back to online because that means zoom calls and what seems like endless google docs of work.

One thing I missed from school that I hadn’t got to experience in over a year was waking up early to a cool Fall morning, seeing the dew on the grass and smelling the amazing scents of fall. I also missed counting down the hours before getting out on Friday to hang out with friends and ride my bike. The only downside with being back in school is having to wear mask. But in all being back in person has helped me be more grateful for the school I have.

— Campbell, Hoggard High School

Before this pandemic, waking up and sitting through boring classes was dreadful and felt like there was nothing I would want to do less. However, now I come to my classes excited. I am excited that teachers see me in person and can connect my name to my face. I am excited that I get to see my friends everyday. I am excited that I am picking up the material a lot easier than last year. I am excited that I get to go to football games. Most importantly, I am excited that I get one last “normal” year before I go to college and start a brand new chapter of my life.

— Kendal, Sacramento

For me, the most profound differences of last year were being in classes where the teacher was the only one who talked. Even though we always had the ability to unmute ourselves to answer a question or make a comment, let’s face it: it was a lot easier to avoid talking when cameras were turned off and microphones were muted. This year — although we are still wearing masks—a valuable part of education is back.

It took me a couple of weeks of “normal” school to realize how much I missed out on in my sophomore year. However, last week, a seemingly insignificant moment in my math class made me thankful to be back. When my teacher asked if we could see a “pattern” when looking at trig functions, I answered yes, before looking at the board and taking back my answer and saying no. This made everybody laugh, which my teacher said she really missed, as it had been probably 18 months since the last time something like that happened. It made me realize the thing that makes school tolerable, for the most part: being social, and simply being able to talk to my peers in my classes.

— Michael, Glenbard West High School, Glen Ellyn, Ill.

The first day of school was eventful. The hassle of trying to figure out what to wear, the rush as my family runs around trying to get ready and out the door before we are too late. The busy hallways are full of returning and new faces. The packed classrooms of students figuring out their seating arrangements. The teachers are as happy as can be to see their classrooms full of students not black screens. The confused faces of students as there is a problem on their math test that they don’t know. The football games with the screaming crowds. All in a normal day of school, the first in a very long time.

— Jack, Hoggard High School

Being back at school has been a beautiful mess. Seeing all my friends again was great and I really missed playing in an actual physical band (crazy, I know). I definitely missed complaining about the lunch I packed with my friends and doing nothing about it the next day, and complaining about my next class, and homework, and that amazing feeling when the final dismissal bell rings.

So, based on that, you’d assume I don’t really like school all that much. However, I assure you, taxpayers of America, that is not the case …There’s just something about getting up extra early and driving to school and watching the sunrise, listening to my favorite music, feeling terrible yet amazing, constricted to my educational prison yet free, enjoying the wind on my arm that I lazily hang out the window. I even missed the drama, the stupid pointless relationships, the gossip, and everything that comes with that …

I can’t help but feeling like there’s not much hope for the world sometimes, but with my friends at my side and the crisp six AM breeze at my back, I am confident in my future.

— Andy, Rio Americano High School

By no stretch am I an extrovert, but my return to school is one that finally relieved me of the pain of loneliness. Nervous I was, but it was drowned out by a very real feeling of hope, one where I can finally make a real effort to improve myself, and have it written on a transcript. It’s funny because I never expected that to be an actual thing I wanted reintroduced into my life, (I’m a B student) but in hindsight, from distance learning it was exactly what I needed: discipline, expectations, and a bit of suffering; And more so, the actual physical connection I would have made with people, of which I didn’t make friends in my half-year as a freshman. So I think that after 18 months of grueling loneliness I was so, and I mean SO ready to finally socialize.

Distance learning’s lack of effectiveness taught me what it was like to truly waste away your time, where your growth in education, self, and relationships is slowed to a crawl; To me it’s departure sets an expectation to be my best, I still dread schoolwork, quizzes, tests, but I realize that once you’re in a comfortable place you simply stop getting better. Distance learning was definitely the lowest part of my life so far, but this year, month, the few weeks I’ve spent back, have subsequently been my highest. At the very least, I have a friend group to sit with at lunch now, and now I am forever grateful for a real school year- Cheers.

— Daniel, California

Whether they’re happy to be back or not, many say they feel they’ve entered a strange new world.

The first day back at school honestly felt like a field trip. Something fun you get to do every once in a while to get out of the classroom and mix it up. Compared to months of waking up at 7:59 a.m., throwing on the same light-blue hoodie, and eating my favorite cereal (Krave) every day as my teacher lectured to a bunch of black boxes that were supposed to represent my peers, the first day of school was a roller coaster of emotions. I thought I would be prepared for my life back at school, but every day after the first one felt like an eternity, especially when the homework started piling up and I couldn’t just bike to Veggie Wagon and get milkshakes with my friends any time I wanted.

On the second day, we had a writing assignment in our Economics class. I picked up the pencil, which felt foreign in my hands, and had no idea where to start. At this point, I would normally be googling away, but I can’t do that anymore either. I managed to finish the assignment but after eighteen months of typing on a computer, I could barely recognize my own handwriting. Regardless, with inspiration from my mom who has been non-stop working at the hospital and didn’t get the luxury of ever working from home, I can only hope to continue doing my best and get back on my feet.

— Samin, Hoggard High School, Wilmington N.C .

I feel like things are distorted and are not the way I remember my freshman year. Obviously classes have gotten harder and the days seem longer. But that’s not what I’m talking about; school doesn’t have the feeling of normalcy I once knew. I thought going back to things there would be a return to normal and I’d still get the joy from my freshman year back. But that’s not been the case, school still has the same skeleton but I think there is a change in the heart. I’ve lost some of the love for school. Nowadays I seem to just go through the motions and rarely find anything of meaning to grasp on to.

— Will, Glenbard West

Consistently going to school from the ages of 3-14 seemed normal, I didn’t know much beyond homework and tests and studying and all the work I just did without question for so long, but with a “gap-year” just after freshman year, it makes me wonder how I did it. The time off gave me so much time to figure out who I am, how I fit into our new world, and what I want to be. I got new hobbies, made friends (online), and was able to reflect and work on me. With that knowledge now, I can’t help but wonder how much school represses a person’s person.

— Gabriel, A California High School

Living in South Korea, the government rules for schools are different, and I mostly went to school except for a few weeks of online class. Some things are like the days before covid, but many things have also changed …The biggest change is smaller class sizes, and the way we eat. Everyone is spread out with plastic protectors, and masks are mandatory for everyone. Assemblies have been canceled since last semester …

I met many people after covid, so I am only used to seeing their covered faces, and there are some people that do not know how I look under my mask, and vice versa. And it is constantly surprising to see someone without a mask because they become a totally different looking person from the way I imagined them!

— Allison, South Korea

I have to admit, while I am grateful to be back, I don’t know if it was entirely the right decision. We’re only three weeks into the school year and already so many students have been stripped of in-class learning due to Covid exposures, myself and my siblings included. The district has no plan for students when this happens, they are just required to stay home and “catch up when they get back.” This is so hindering to our learning and its really hard to “just catch up” as high school students when the material and teaching in class is often cumulative.

— McLean, Rio Americano High School

Learn more about Current Events Conversation here and find all of our posts in this column .

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15 Inspiring Personal Narrative Examples for Writers

Reveal a part of yourself in your essay.

Students start writing personal narratives at a young age, learning to use descriptive language to tell a story about their own experiences. Try sharing these personal narrative examples for elementary, middle, and high school to help them understand this essay form.

What is a personal narrative?

Think of a narrative essay like telling a story. Use descriptive language, and be sure you have a beginning, middle, and end. The essay should recount your personal experiences, including your thoughts, feelings, and actions.

Learn more about personal narrative essays here:

• What Is Narrative Writing, and How Do I Teach It in the Classroom?
• Engaging Personal Narrative Ideas for Kids and Teens
• Best Mentor Texts for Narrative Writing in Elementary School

Elementary School Personal Narrative Examples

In elementary school, personal narratives might be quite short, just a paragraph or two. The key is to encourage kids to embrace a personal style of writing, one that speaks in their own voice. Take a look at these elementary school personal narrative essay examples for inspiration.

The Horrible Day

“next i fell asleep in my cereal and my brother stole my toast”—anonymous student.

In this short personal narrative written by a 2nd grader, the author describes a bad day with lots of details and an informal tone. It’s a great model for your youngest writers.

Read the full essay: The Horrible Day at Thoughtful Learning

Keep an Eye on the Sky!

“as we made our way out to the field, my stomach slowly turned into a giant knot of fear.” —anonymous student.

Any student who dreads gym class will connect with this essay, which turns a challenge into a triumph. This narrative from Time for Kids is annotated, with highlighted details and tips to help kids write their own essay.

Read the full essay: Keep an Eye on the Sky! at Time for Kids

Grandpa, Chaz, and Me

“i really miss grandpa, and so does my brother, even though he never met him.” —cody, 4th grade student.

Written by a 4th grader, this essay relates the author’s loss of a grandfather at a very young age. Using simple, personal language, they tell a compelling story in a few short paragraphs.

Read the full essay: Grandpa, Chaz, and Me at Thoughtful Learning

Surviving an Embarrassing Situation

“i had made the shot in the wrong basket, giving the green shirts the win” —anonymous student.

Personal narratives tell a story, with a beginning, middle, and end. This annotated essay outlines those parts, making it easier for young writers to do the same in their own writing.

Read the full essay: Surviving an Embarrassing Situation at Sopris West Educational Services

“Do you have a friend who loves you?” —Kendra, 4th grade student

Writing about friends gives writers the chance to describe someone’s physical characteristics and personality. This 4th grade essay uses personal details to bring a beloved friend to life.

Read the full essay: Ann at Thoughtful Learning

Middle School Personal Narrative Examples

By middle school, personal narratives are longer and more involved, telling more detailed stories and experiences. These middle school personal narrative essay examples model strong writing skills for this age group.

“As thoughts of certain death run through my mind, the world appears a precious, treasured place.” —Amy, student

Describing an opportunity to overcome your worst fears makes an excellent personal narrative topic. The vivid descriptions of the landscape and the author’s feelings help the reader make a strong connection to the author.

Read the full essay: The Climb at Thoughtful Learning

The Best Friend Question

“i’ve often wondered, does not having a best friend make me defective” —blanche li, age 13, diablo vista middle school, danville, california.

When her Spanish teacher asked students for an essay describing their best friend, 13-year-old Blanche Li fell back on her standard story: that of a made-up person. Here, she explains why she made up “Haley” and wonders what having an imaginary best friend says about her.

Read the full essay: The Best Friend Question at The New York Times

The Racist Warehouse

“i didn’t know racism was still around; i thought that situation had died along with dr. king.” —alicia, 8th grade student.

Strong personal narratives often relate the way the author learned an important life lesson. Here, an 8th grader describes her first experience with racism, in an essay that will sadly ring true with many readers.

Read the full essay: The Racist Warehouse at Thoughtful Teaching

“For the first time, we realized that we didn’t know how to express our voice, and we always suppressed it.” —Jocelyn C., 7th grade student, Texas

Seventh-grader Jocelyn C. describes the unique experience of spending two years living in an RV with her family, traveling the country. She relates the ups and downs of their trip, illustrating the way her family learned to live together in close quarters and embrace the adventure.

Read the full essay: RV Journey at Write From the Heart

An Eight Pound Rival

“i’m trying to accept that he didn’t mean to dominate the center stage all the time, that’s just one of the many lovable assets of his personality.”.

A new sibling can change everything in a family, especially when you’ve always been the baby. This middle schooler explains her challenging relationship with a little brother that she loves, even when he drives her a bit crazy. (Find this essay on page 42 at the link.)

Read the full essay: An Eight Pound Rival at Teaching That Makes Sense

High School Personal Narrative Examples

High school students have more complex stories to tell, though they’re sometimes reluctant to do so. Reading personal narrative essay examples like these can encourage them to open up and get their thoughts, feelings, and ideas down on the page.

Sorry, Wrong Number

“when i received the first text, i was a playful sixth grader, always finding sly ways to be subversive in school and with friends.” —michelle ahn, high school student.

When Michelle Ahn was 11, she started getting texts for a wrong number, a man named Jared. Rather than correcting the error, she spends the next few years occasionally engaging with his texters as “Jared,” learning more about him. Though she finally comes clean, her time as “Jared” exposes her to a way of life very different from her own, and opens her eyes to the inner lives of others.

Read the full essay: Sorry, Wrong Number at The New York Times

Caught in the Net

“little does everyone else know how often i’m not doing school research or paper writing; instead i’m aimlessly writing emails or chatting with internet friends and family hundreds of miles away.” —kim, college student.

Even before social media and smartphones swept the world, internet addiction had become a problem. Here, a student shares her experiences in AOL chat rooms, meeting people from around the globe. Eventually, she realizes she’s sacrificing life in the real world for her digital friends and experiences, and works to find the right balance.

Read the full essay: Caught in the Net at Thoughtful Learning

Nothing Extraordinary

“an uneasy feeling started to settle in my chest. i tried to push it out, but once it took root it refused to be yanked up and tossed away.” —jeniffer kim, high school student.

During an ordinary shopping trip, high schooler Jenniffer Kim suddenly realizes she’s ashamed of her mother. At the same time, she recognizes all the sacrifices her mom has made for her, and gladly takes the chance to make a tiny sacrifice of her own.

Read the full essay: Nothing Extraordinary at The New York Times

The Pot Calling the Kettle Black

“at this point in life, i had not yet learned to be gentle with myself, or others.” —anonymous student.

A teen who lives with bipolar disorder recounts a difficult conversation with her parents, in which her mother dismisses her as “crazy.” A few years later, this same teen finds herself in the emergency room, where her mother has just tried to die by suicide. “Crazy!” the daughter thinks. After her mother also receives a bipolar disorder diagnosis, the author concludes, “‘Crazy’ is a term devised to dismiss people.”

Read the full essay: The Pot Calling the Kettle Black at Pressbooks

What a Black Woman Wishes Her Adoptive White Parents Knew

“i know that i am different, but do not have the words to understand how.” —mariama lockington.

Though not written by a high schooler, this essay by Mariama Lockington makes an excellent mentor text for this age group. Lockington dives deep into her feelings about being adopted by parents of a different race, and shares her challenges in poignant language that speaks directly to the reader.

Read the full essay: What a Black Woman Wishes Her Adoptive White Parents Knew at Buzzfeed News

Do you use personal narrative examples as mentor texts in your classroom? Come share your experiences and ask for advice in the We Are Teachers HELPLINE group on Facebook !

Plus, strong persuasive writing examples (essays, speeches, ads, and more) ..

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65 Engaging Personal Narrative Ideas for Kids and Teens

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Essay on Going Back to School After COVID-19

Students are often asked to write an essay on Going Back to School After COVID-19 in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Going Back to School After COVID-19

Introduction.

Going back to school after COVID-19 is a big step. We’ve spent months learning from home, and now we’re returning to a familiar yet changed environment.

Changes in School

Schools have changed to keep us safe. There are new rules like wearing masks, maintaining distance, and frequent hand washing. Classrooms look different too, with desks spaced apart.

Emotional Impact

Returning may feel strange. We might feel excited to see friends but also anxious about the virus. It’s okay to have mixed feelings.

Despite changes, school remains a place for learning and friendship. Let’s embrace this new normal together.

250 Words Essay on Going Back to School After COVID-19

The new normal: returning to school after covid-19.

The COVID-19 pandemic has significantly altered the educational landscape, causing schools worldwide to transition to remote learning. As the world gradually recovers, the prospect of returning to physical classrooms is becoming a reality.

Embracing Changes

The transition back to school will not be a return to the pre-pandemic norm. Schools will now incorporate strategies to mitigate virus transmission, such as social distancing, mask-wearing, and regular sanitation. Students will need to adapt to these changes, recognizing them as necessary for public health.

Academic Challenges

The shift to online learning was a challenging adjustment for many. As students re-enter physical classrooms, they may face academic hurdles due to the learning gaps created by the pandemic. Institutions should provide support to help students bridge these gaps and regain their academic momentum.

Mental Health Considerations

The pandemic has taken a toll on students’ mental health. Schools must prioritize providing resources and support to address these concerns as students readjust to in-person learning.

Opportunities for Growth

Despite the challenges, the post-pandemic return to school presents opportunities for growth. The crisis has highlighted the importance of resilience, adaptability, and community. As we move forward, these values will guide us in creating a more robust, inclusive, and flexible educational system.

In conclusion, going back to school after COVID-19 will be a complex transition, filled with challenges and opportunities. By embracing change, addressing academic and mental health concerns, and focusing on growth, we can navigate this new educational landscape successfully.

500 Words Essay on Going Back to School After COVID-19

The COVID-19 pandemic has drastically altered the educational landscape, instigating a sudden shift to remote learning. As we gradually transition back to physical classrooms, it is essential to consider the challenges and opportunities that lie ahead.

Emotional and Psychological Impact

The pandemic has left an indelible mark on students’ emotional and psychological well-being. Isolation and lack of peer interaction have led to increased levels of stress and anxiety. As students return to school, institutions must prioritize mental health support. This could include counseling services, peer support groups, and mindfulness programs to help students navigate this transition.

Academic Disparities

The shift to online learning has exposed and exacerbated existing educational disparities. Students without reliable internet access or quiet study spaces have struggled to keep up with their peers. As schools reopen, educators must identify and address these gaps. This could involve personalized learning plans or additional resources for students who have fallen behind.

Changes in Teaching and Learning

The pandemic has also transformed teaching and learning methods. Teachers have adopted new technologies and pedagogical strategies to engage students remotely. As we return to in-person learning, it would be a missed opportunity not to leverage these innovations. Blended learning models, combining face-to-face and online instruction, could offer a more flexible and personalized educational experience.

Health and Safety Measures

The return to school also necessitates stringent health and safety measures. Schools must ensure regular sanitization, enforce social distancing, and possibly continue mask mandates. These measures, while necessary, may alter the school experience and require adjustment from students.

Building Resilience and Adaptability

Despite the challenges, the return to school post-COVID-19 also presents an opportunity to cultivate resilience and adaptability in students. The pandemic has highlighted the importance of these skills in navigating uncertain circumstances. Schools could incorporate these competencies into their curricula, preparing students not just for academic success, but for life’s unpredictability.

Going back to school after COVID-19 is a complex process, fraught with challenges but also ripe with opportunities. By prioritizing mental health, addressing academic disparities, leveraging pedagogical innovations, maintaining health safety, and fostering resilience, we can ensure a smooth transition back to school. Ultimately, the goal is not merely to return to the pre-pandemic normal but to create a more equitable and robust educational system that is better equipped to handle future disruptions.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Exam Stress Management Strategies During COVID-19
• Essay on Performance of Police During COVID-19
• Essay on Impact of COVID-19 on Education

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College admissions

Course: college admissions   >   unit 4.

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My First Day At School Essay

500 words my first day at school essay.

Our lives are full of new events which we experience on different days. Similarly, going to school for the first time is also memorable. How can one forget their first day, it is only natural to remember the day, no matter good or bad. Thus, my first day at school essay will take you through my experience.

A New Experience

My first day at school was a completely new experience for me. It is because the atmosphere completely changes for any child. You always stay in the comfort and safety of your own home.

However, your first day at school opens door to unknown experiences and opportunities. Much like any other child, I was also scared on my first day. I remember clearly not letting go of my mother’s hand, hesitant to go in the classroom.

On my first day, I got up excited and put on my uniform for the first time. The feeling it gave me was so memorable, I can never forget it. As it was my first day, both my parents went to drop me off.

I remember seeing the classroom full of little children. Some crying while the others playing with others. I looked at my mother and gave her the look that I didn’t want them to leave. They had to go so I kept crying but eventually, my teacher consoled me.

Once I settled in the class, I talked with the other kids and started playing with them. The colourful walls of the classroom fascinated me a lot. We got many toys to play with so it all the other kids also got distracted and stopped crying.

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My Sister My Saviour

My advantage was that my sister was also studying in the same school. She is 3 years older than me so she was my senior. During recess, I was starting to miss my parents so I got teary-eyed.

But, then my sister came to meet me and I feel she was no less than a saviour for me that day. She took permission from the teacher to take me out and I went with her to the playground.

We were swinging throughout recess. All my worries went away because I had a known face with me. After eating and swinging together, the bell rang to mark the end of the recess . So, she dropped me back to my class.

Before leaving, she gave me a kiss and patted my head. It was enough for me to go through the rest of the day without crying. Thus, it made me feel extremely blessed that I had my sister there for me.

Conclusion of My First Day At School Essay

Thus, my first day at school was really pleasant. It fills me with pride when I look back at it and share my experience with others. I feel my first day helped me become confident in school which ultimately shaped the rest of my years there. Thus, it was indeed a memorable experience for me.

FAQ on My First Day At School Essay

Question 1: Why is the first day of school memorable?

Answer 1: We usually remember the first day of school because it is a new experience for us completely. It is the first time we step out from the comfort of our home as kids, so it will be memorable.

Question 2: Does everyone have a good first day at school?

Answer 2: Not necessarily. Everyone’s experience differs, some kids enjoy a lot on their first day. While some which are maybe shy or feel homesick don’t enjoy it that much. Nonetheless, it grows on you and eventually kids start to love going to school.

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How to Write an Essay about Your School

If you’re hoping to draft an insightful essay about your school, you’re in the right place! Writing an essay about your school offers an opportunity to share your experiences, the unique features of your school, and why it is important to you.

In this tutorial, I’ll guide you through five straightforward steps to pen such an essay effectively. Alongside these steps, we’ll craft a sample essay to demonstrate how you can apply these steps in practice. Ready to begin? Let’s dive in!

Step 1. Plan the word count for your essay’s paragraphs.

Planning the word count for each paragraph in your essay is a helpful initial step, which can make the writing process smoother and faster. Remember, a typical essay comprises three key parts:

• The introductory paragraph
• Three body paragraphs
• The concluding paragraph

For example, you want a 300-word paragraph. Here’s one way to distribute 300 words across five paragraphs:

That’s all you need for your essay — five solid paragraphs.

Step 2. Choose your central theme and supporting points.

Firstly, decide on a central theme that encapsulates your school experience. This will provide a coherent thread for your entire essay. When choosing your theme, think about what defines your school. What are the core values? What unique attributes does it possess?

For our sample essay, let’s use this as our central theme: “My school, Greenfield High, stands out for its emphasis on community, innovative teaching methods, and commitment to the arts.”

Next, we will apply the Power of Three to break down this main theme into three supporting points. The Power of Three is a three-part structure that aids you in crafting your body paragraphs.

In our case, we will focus on three features that define Greenfield High:

• Greenfield High fosters a strong sense of community.
• Innovative teaching methods are a hallmark of Greenfield High.
• Greenfield High shows a deep commitment to the arts.

With these in mind, we can now begin to write our essay!

Step 3. Write the introductory paragraph.

To write an introductory paragraph , you can follow the diagram below:

The introductory paragraph should begin with an engaging opener that sets the context for the essay. Following this, you should introduce your central theme and your three supporting points. Here’s our example:

Introductory Paragraph

“Schools can profoundly shape our lives, molding us through their unique cultures, methodologies, and focus areas. My school, Greenfield High, stands out for its emphasis on community, innovative teaching methods, and commitment to the arts. Its sense of community fosters cooperation and mutual respect among students, its innovative teaching methods stimulate our intellectual curiosity, and its commitment to the arts provides a rich, expressive outlet for students.”

Step 4. Write the body paragraphs.

Next, we’ll develop three body paragraphs to elaborate on our supporting points.

Each paragraph should begin with a topic sentence that summarizes the paragraph’s main idea, followed by explanation and examples.

Paragraph 1

“Greenfield High fosters a strong sense of community, which has deeply impacted my school experience. Its student-led initiatives and regular community outreach programs have taught us the value of teamwork and public service. For instance, our annual ‘Greenfield Gives Back’ campaign, where students volunteer in local charities, has not only benefited our local community but also fostered a sense of responsibility and empathy in us students.”

Paragraph 2

“The innovative teaching methods adopted by Greenfield High are another defining feature. Teachers often integrate technology into their lessons, enhancing our understanding and making the learning process more interactive. I remember how our geography teacher used virtual reality to explore different ecosystems, turning abstract concepts into immersive experiences.”

Paragraph 3

“Lastly, Greenfield High’s commitment to the arts is exceptional. The school offers numerous art programs and supports artistic events like art festivals and music competitions, providing students with opportunities to express themselves and develop their talents. For example, participating in our annual school musical has allowed me to explore my passion for performing arts and has greatly boosted my confidence.”

Notice how each body paragraph begins with a topic sentence, followed by further explanation and examples.

Step 5. Write the concluding paragraph.

The concluding paragraph is best written by paraphrasing the points made in your introductory paragraph. Avoid copying and pasting; instead, refer back to your introductory paragraph and restate the points in a new way. Let’s apply this method to our sample essay:

“Schools greatly influence our formative years through their unique characteristics. Greenfield High, with its emphasis on community, innovative teaching methods, and commitment to the arts, has shaped my educational journey in significant ways. Its strong sense of community has instilled in me the importance of cooperation and service. Its innovative teaching methods have fostered my intellectual curiosity. Finally, its dedication to the arts has allowed me to express myself creatively and grow my confidence.”

With this approach, writing the conclusion becomes quick and straightforward.

And there you have it! I hope you find this tutorial useful as you craft your own essay about your school.”

Tutor Phil is an e-learning professional who helps adult learners finish their degrees by teaching them academic writing skills.

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The La Salle Falconer

The High School Experience: A Personal Reflection

Filled with growth and life lessons, the high school experience has been a journey worth the climb.

Anna Waldron , Editor May 4, 2022

High school is arguably the most transformative time of a person’s life. My own experience has been filled with more memories, laughter, stress, and — most importantly, growth — than I ever could have anticipated when I began. 

The lessons I have learned about myself, about others, and about the world in the last four years have shaped who I am today, and that person is far from the naive 14-year-old girl who walked through those glass doors of La Salle nearly four years ago. I was oblivious to the overwhelming emotional distress that I would feel when I started high school. 

In some ways, it feels like an everyday battle. 

As a freshman, the struggle began with adjusting to what felt like a whole new world. I was desperately trying to make friends, considering I had only one. I never knew what it was like to feel alone in a school with so many people. I felt like I had to act a certain way or be a certain person in order to maintain a basic conversation with people in my classes or on my soccer team. 

Every day, my head was filled with an overwhelming concern about how I could manage to make myself look like someone with more friends than I actually had at the time. 

I remember constantly thinking, “I’ll start enjoying this at some point, right?” 

The truth is, I did. 

To anyone who is feeling the way I once felt, please know that those feelings do go away. By the end of my freshman year and into the next, I enjoyed myself. School wasn’t particularly challenging, and I was spending my weekends having fun with my friends and going to basketball games and sleepovers. I had finally created a routine and felt mostly content with my life, aside from daunting thoughts in my head telling me it was all a lie.

I think that’s something that all teenagers deal with. It comes with the age, the questions, “do my friends actually like me?” or “am I enough?” — “do people worry about me or have I tricked myself into thinking they do?” 

I continued to move throughout my sophomore year feeling a new level of comfort with my life. Then, the pandemic hit. 

The original two weeks of quarantine turned into two months, and then two years. The predictable high school experience I had become accustomed to was no longer my reality, and instead, high school turned into an atypical rollercoaster of isolation from all the essential parts of the experience. 

To say it was hard would be an understatement, but after the initial forced adjustment to a remote life, I was forced to be content without relying on others.

Without having to fear other people’s judgments of me or having to conceal myself in social situations to appear more “acceptable,” I gained independence and confidence within myself that I didn’t know existed.

Then finally — after over a year — the long-awaited return to school arrived. 

I rejoiced in my ability to thrive academically again and I was so relieved to feel like I was really learning. I reconnected with my friends, ate lunch outside, took finals, and then — after a blur of two months — the year ended. My junior year flew by like no other. 

When senior year rolled around, I felt out of place. I couldn’t imagine a world where I belonged to the oldest class at the school. In the beginning, it was odd getting used to, but after a few weeks, it was nothing but a thrill as I planned what the next weekend alongside my friends would hold. 

My friendships were flourishing and I was becoming closer and closer with people I had never really gotten to know. 

Unlike the three years prior, my senior year has felt like a stereotypical high school experience, and I could not be more grateful for it. 

I always thought of myself as someone who was above enjoying things like attending soccer games, getting ready for homecoming with my friends, singing karaoke in someone’s basement, or going to a trampoline park for an 18-year-old’s birthday party. 

The truth is, I’m not. 

I regret that I spent so long depriving myself of the things I love in order to fit a narrative that I created for myself. 

I love that I will graduate high school happier and more fulfilled than I ever felt during my other three years here. It feels like everything has finally come full circle, after all these years of feeling so alone. 

So yes, it was transformative. I am finally content with the person I have become and the life I have chosen to lead. I wouldn’t be the same without La Salle and I wouldn’t be the same without the people I’ve gotten to know here. 

I know that I will look back on my high school experience here, not feeling critical of the insecurities I have felt, but feeling grateful for the memories and lessons that came regardless of them. 

Senior Anna Waldron has lived in Portland, Oregon her whole life, in the same neighborhood as nine members of her extended family.  Outside of The...

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Going Back To School (Essay Sample) 2023

Table of Contents

Going Back to School

Going back to school is a valuable choice you should heavily consider. It is often related to the current trend of attending continuing professional education programs at colleges or through online schools. The basic information you must know about returning to school is all in this article. You can make the best plans on your academic endeavors with this guide.

Pros and Cons of Hitting the Books Again

There are several advantages and disadvantages on making the big move to gain more education. As you learn about these important facts, you will be able to see if you are truly capable of going back to school with confidence.

Some of the pros or advantages of returning to education are…

• The possibility of higher salary options since college graduates are more prioritized than those that just have high school education
• A more secure future since a degree can define a career or qualifications for business
• More connections because you will meet more people who can assist or support your goals
• Develop or sharpen your competitiveness in the field of your interests
• Better qualifications for the career you hope to achieve

But a few of the cons or disadvantages of this decision are…

• Dealing with stress and anxiety faced with course requirements
• The need to impress professors, peers, and employers
• The demand for good time management to attend classes
• The present requirement to be more knowledgeable with technology or online based tasks
• Adapting to the new principles and practices in the field

If you feel that you can handle the trials of continuing your education then you can gain its benefits successfully.

Top Education Courses

You should also learn more about the available education courses that can help you achieve your academic dreams. There are many online education courses for those who hope to attend continuing education programs. You can also inquire about continuing education at your desired college institution.

Nowadays, the most popular education courses available are English as a Second Language (ESL), Computer Programing, and Fitness.

ESL is a course for those who are just learning the basics of reading, writing, and speaking English. It is an ideal program for those who hope for a career in mainly English-speaking countries. Some programs and tutors offer a communicative approach to teaching language which means you can learn terms for specific local places like the mall or the airport. A few offer a business approach which teaches speech in the office.

Computer Programming helps students discover or enhance skills with technology. In the continuous changing of times, this course can be very helpful since new technology will most likely be an essential part of any eventual career or business choice you make.

Fitness courses are appealing for students in the continuing education programs. Several of these students are older and therefore need fitness courses to stay productive. The lessons learned here can also be useful for those who like niche of Health which is highly in demand for business.

Whatever course you find interest in, you should consider its worth and the benefits you can gain carefully.

Going back to school can be a real challenge. But that you know its pros and cons along with available courses, you can make your academic choices easier. As you consider returning to school, you can be confident that your time and investments will reach success. Your peers and loved ones would admire you for your smart choices. You must review and share this article with others that may be stuck with continuing education plans.

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Going back to school during the covid-19. - voices of children, children tell about their feelings and challenges they face.

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Starting a new school year is always full of emotions and especially during a pandemic.

Part of the schools in Georgia started teaching at classrooms, other part continues the distance learning. But children in every city or village are looking forward to meet their friends and teachers in person.  

We asked children to tell what they feel, how their lives have changed and how they handle these challenges.

Natia Samnashvili, 10 years old.

"I am happy to return to school. Distance learning was hard, working with computer caused pain for eyes and fingers. I could understand the online lessons, but it was easier when we had face-to-face meetings with the teacher. One more thing I am happy about is to see my friends, meet new teachers. If the lessons were distance again, we won't have a chance to get introduced with teachers. We have new teachers this year." 

Andria Khocholava, 9 years old.

"Don’t remind me about online lessons. Going to school is cool. There are many changes though: you can’t hug the teachers, they always wear masks, hugging friends is not allowed either, but we violate this rule sometimes. Breaks are shortened and we have to wash our hands many times. Also, you are not allowed to lend something to others. I am carrying water in the bottle as the water dispensers are turned off. Still, it’s good to go to school. We are repeating the materials from the previous year and I understand everything better in class than on the online lesson. We have a new game called “Coronobana” – it’s like a game of catch." 

Teona Jghiradze, 13 years old.

"I didn’t have a personal computer and was attending online lessons from a mobile phone. We had to either write the homework in the workbook and then send the photo of it or type it on the keyboard.  Sometimes there were technical problems with the internet or electricity and we were missing the lessons, now we will cover those materials too. I am happy to return to school, it was boring at home and also I missed my friends and I am happy to see them."

Lasha Devlarishvili, 11 years old.

"Yes, I am happy to return to school. It was boring at home. I was playing or reading books. In school, there will be more positivity and better learning process". 

Elene Melikadze, 12 years old.

"Online classes were interesting at the beginning, but now I think going to school is better. We could only see the face of the teacher at online lessons, eyes were getting tired and you miss the human interaction. But it was good that the exams were cancelled.

Now I am back to school. My friends got taller in this period. I am happy to return to school because I can see the people and talk to them. I am having fun on breaks, but we all remember that we must be careful. We have to avoid getting the virus or transfer it. Yes, we have lots of homework, but I don't complain. I like school and I am happy. If the online lessons are back, I don't know what will I do. I think I will start drawing instead of studying."

Data Sulaberidze, 10 years old.

"I am happy to return to school because I really missed my friends and teachers. I love school and I think that interaction with my peers is part of the education process." 

Nino Khvichia, 10 years old.

"I am very happy to go back to school. I was very nervous on the first day about the mandatory distance, and I was looking forward to hug everyone, I missed everyone so much. I am getting up early in the mornings not to be late and get to school early. Sometimes I was forgetting about the lessons when we were on distance learning and could not join the classes, could not interact with children normally and sometimes I was shy to ask questions. I love the lessons held in school, they are more interesting and joyful." 

Giorgi Alavidze, 6 years old.

"School is good. Very good. It is fun there. There are many friends of mine from kindergarten. We have two new students too and I made friends with one of them. From lessons, I like Georgian more than math, teachers read books and it is like a literature club. I like drawing club too. I want the breaks to be longer to have more time for playing with friends. I want to go to school by school-bus and make friends with more people. Teachers were masks and gloves at school. I know if anyone catches the virus in school, it will be closed again."

Aleksandre Alasania, 7 years old.

"I was happy to return to school. It was different though, our class was split into half. We wore masks and maintain the distance, and we could not play and "go crazy".

When we turned back to distance learning, I was very upset. I am not able to communicate with friends and miss them. The software is always laggy during the lessons, I can't hear the voice well. When everyone starts to talk together, I am getting tired and turning off the software. We again have to sit at home to avoid getting infected by "Conora" (he calls Coronavirus like that)." 

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What’s a Teenage Summer For?

Why some young high schoolers are forgoing that last bittersweet summer at camp..

When I think back to the seven summers I spent at sleepaway camp in Maine, I have mostly sense memories: the sound of screen doors slamming, joyous singing in the dining hall, the scent of pine needles on the path to the (always too cold) lake. Those summers feel dreamy and expansive, full of togetherness and growth.

For kids who go to overnight camp for several weeks or more, it’s a multi-summer experience that typically culminates in a final teenage summer or two—often, the summer after ninth grade or 10 th grade—full of special privileges, capstone projects, and sought-after leadership roles. To skip that summer, for Camp People, is to miss the cherry on top, the End of the Era, the coda to the camp experience.

But more and more families today, with college on the brain earlier than ever, are looking at those early teenage summers and reevaluating. The singing, the swimming, the sitting around the campfire may not be enough. “They are thinking [about] ‘how that looks’ on some future college application down the road,” says Corey Dockswell, the director of Camp Wicosuta , a sleepaway camp in New Hampshire, who has been noticing families reconsidering their young teenage kids’ final summers for a number of years.

“Parents will reach out to me and ask about the experience that kids have in the last year at camp—really worried about if it’s ‘a rich enough experience.’ While I don’t think it’s a judgment on camp, I think it’s coming from a place of pressure that’s building earlier and earlier,” Dockswell says. “Pressure from all sides—what parents are hearing, what kids are hearing.”

Another factor, says J.D. Lichtman, the director of Camp Tapawingo , a sleepaway camp in Maine, seems to also be a bit of “pent-up travel bug that is part of the long tail of the pandemic.” (Tapawingo is where I went for many summers as a kid, and where I send my own daughters, who are 10 and 14, so naturally J.D. was one of the first people I called to ask about this issue—especially in light of the conversations I’ve overheard among some of my teenager’s friends lately.)

Lichtman sees kids and families wanting to take more trips—family trips as well as solo enrichment ventures for the kids—which can cut into camp sessions, which may also require a significant time commitment. Social media plays into this, says Lichtman. “Kids see peers posting all these amazing photos from here and there—and then those campers tell me, ‘I saw my friend do this or this thing,’ and that makes them reconsider camp,” Lichtman says.

Chloe (some names have been changed), an 8 th grader in New York City who has been attending camp for four weeks every summer since she was 9, says she probably won’t go back after ninth grade: “There are so many other things I should be doing by now, like so many places to travel instead of just being in one place. I want to do a program in Europe next summer.” That “should” is key: For Chloe, it means that her burgeoning ambitions for the future align better, given what she sees in her social context, with something like traveling abroad.

Skipping the final year of camp was the best decision for writer and college admissions consultant Samantha Shanley’s teenagers, who started attending a YMCA camp in New Hampshire in 2015. The time commitment (six weeks) just didn’t work anymore for her son—who chose to do an intense, monthlong NOLS wilderness program that summer—and the generalized program they offered wasn’t challenging enough anymore for his increasingly specific interests in backpacking and survival skills.

Carrie, a mother in Maryland who sent both of her kids to sleepaway camp, considers herself a true Camp Person. “Our kids are under so much pressure all the time and so, for me, giving camp is a gift. It’s a time warp where there are no devices, and they are completely in a bubble—that is such a gift.”

Nevertheless, instead of spending the summer after 10 th grade as a counselor-in-training at his beloved camp, this summer her son will be taking classes at a university and doing a brief internship—activities designed to help his college résumé. The motivation for the switch is coming from her kid, says Carrie; he feels that “it’s time for him to do something different and build up a certain narrative on his college app.”

A lot of this handwringing is moot, says Sara Harberson, a college adviser based in Lancaster, Pennsylvania. “Camp is not a ‘reportable activity,’ but neither are any pay-to-play programs and trips overseas kids may take, or ‘early college’ programs either,” she says. The privilege these programs require is not something you want to highlight in the current admissions climate, she notes, where spotlighting an applicant’s life advantages is not desirable. While they may be entirely fun and educational in their own right—and yes, could lead to amazing experiences that could help a kid hone their interests or “find themselves”—doing these types of activities with an eye to your college app is not advisable, agrees Alexis White (aka Alexis College Expert), a college admissions adviser based in Southern California.

What you do in the summer after ninth grade rarely gets reported on your college application, says Harberson. Some of this is purely pragmatic, she notes, since the Common Application only has room for 10 activities—including school, athletics, music, and community service—and the chance you will even have room to include what you were doing after ninth or 10 th grade is slim.

For parents who ask her, “I always say that the summer after ninth is a ‘free summer,’ and even the summer after 10 th is not a big deal—it’s really that summer between junior and senior year that you might want to dig into something that interests you in a real and significant way, with a volunteer opportunity or a job,” says Harberson.

Still, if an older high school student wants to spend summer at sleepaway camp and that is enriching to them—especially if it’s in a counselor-in-training role, which offers leadership training—they absolutely should, because you cannot pick every activity with an eye to pleasing a college, says White. “You have to please yourself and feel refreshed and ready to start the new school year. So many of these kids really need a break,” says Harberson.

What is more problematic, however, is this kind of early “summer optimization” overall, says Ruby, a consultant and parent in Portland with a son who will probably start sleepaway camp in a few years. Ruby “lived ten for two” when she was a kid, and now yearns for the freedom of those days. (Despite the fact that most camps no longer run for eight full weeks, this catchphrase, about how much some kids love camp and count down to it all year, has stuck around in some circles.) “Why does everything have to have real-world payoff? Why does everything have to advance you?” says Ruby. “Can’t something just be diddling around because it’s fun? The panic about college choice has made people sort of get hysterical that their kid is going to get left out; if the kid wants to be at camp and dick around with his friends at the lake, go do that! How many more years are you going to not have this much fun? As adults, we spend so much time trying to recapture that lightness and joy that we have at camp.”

Another way to think of it, says Dockswell, is long game versus short game. “To me, the short game is college—and by that, I mean focusing on your summer activities in terms of how they will help your college prospects. The long game, though, is raising a child to be a citizen of the world who is steeped in good values, has learned how to navigate conflict, work as a team, and have resilience.”

To camp fans, that is exactly what happens around the campfire. Free of digital distractions for the first time in a year, the kids fight and make up. They create and collaborate. They forge new friendships and learn how to live with someone who drives them crazy. (College roommate prep!)

There is a pure sense of childhood at camp that allows them to be a kid for a bit longer—and this dichotomy of fun versus future can be confusing for some parents. “The résumé building feels quantitative— I did this program, I went here, here, and here —whereas camp is sort of qualitative,” says Dockswell. But she insists that the skills they are learning at camp at age 13, 14, and 15 are head and shoulders above those from other programs. “If your kid has an internship at 15 in a psych lab, other than being able to say that—are they really developmentally mature enough to absorb what they are doing? They are developmentally ready to learn to work as a team, to handle conflict—the stuff of camp. I can’t take your kids to Spain, but if you want a kid who is resilient and independent and cooperative—I can do that.”

The last year of camp is a true culminating experience, full of key role-modeling for the younger campers, as well as real responsibilities and privileges. “It’s not nothing. It’s not just one more year, it’s the last piece of a puzzle. It’s the end of an experience,” says Dockswell.

There is no endless summer, this much we know. And part of the beauty of summer—no matter how old you are—is how fleeting it truly is. Whatever the boys and girls of summer choose to do, I think as parents we hope it’s full of memories and lessons that last long past college apps.

One central part of Camp Tapawingo lore is that the camp’s name means “Place of Joy.” For me, and now my kids, having that place— even if just in memories—is everything.

Gareth M. Green Award 2024: Patrick Chen, Kasey Pomeroy, Faisal Reza

Awardees: patrick chen (middle), kasey pomeroy (right), faisal reza (left), program: mph generalist, project title: potential crisis in taiwan: implications for public health, organization: harvard chan.

Our team used geospatial modeling and population health analytics to identify how Taiwan could build resilience to a crisis, such as a natural event or a foreign invasion, and what assistance the country is most likely to need during or in the immediate aftermath of the event. We presented our findings to policymakers at the National Security Council, Department of Defense, Department of State, who used our analysis to tailor their approach to helping Taiwan prepare for disaster events. The project built on novel geospatial and systems analysis to identify ways to mitigate the scale and scope of a major disaster on the island and opportunities tailored specifically for US policymakers to help build infrastructure and population resiliency during such an event. The project sought to identify pathways to minimize civilian loss of life during a crisis by expanding trauma response capabilities, addressing pre-existing needs among the population, and providing insight into evacuation and contingency planning during emergencies.

MOST REWARDING PART OF THE FIELD EXPERIENCE

Patrick : Our team’s transition from a virtual brainstorming session to federal briefings at the White House could not have happened if not for the Harvard community. It was incredibly rewarding and exciting to partner with world-class faculty members and public health practitioners to advance the public health mission of creating a healthier world.

Kasey : I found the multidisciplinary nature of our team to be the most rewarding part of our project. It was incredible to watch Patrick develop novel and hard-hitting geospatial analysis while Faisal applied his deep expertise to the problem of population health needs.

Faisal : The most rewarding aspect of my experience was the opportunity to work with, and learn from, individuals across sectors in order to collectively contribute to the improvement of the health and well-being of populations in realized or potential crises. Public health is indeed a team sport.

ADVICE FOR STUDENTS DOING WORK IN THE FIELD

Patrick : I highly encourage students to build diverse teams with multidisciplinary skillsets when tackling complex public health problems. I have found incredible value in partnering with students and faculty members that specialize in different areas of public health.

Kasey : Great ideas can only save lives if they are implemented. Find the right change organization to drive action on your work.

Faisal : As we do not inherit the Earth from our ancestors, but rather borrow it from our children, I would advise us to think deeply about where we are needed most and to act purposefully. Though the public health classroom is the crucible in which our skills are forged in biostatistics and epidemiology, leadership and communication, public health policy and politics, health systems, social determinants of health, and qualitative methods, it is our planet writ large where these skills are practically applied. It has been at times inspiring and humbling to realize that work that can be done, and needs to be done, to improve the health and well-being of populations – let us lead the way in getting it done.

ACKNOWLEDGEMENTS

Patrick : I’d like to thank Craig Vanderwagen for his mentorship, Bill Bean for his unwavering support and belief in our team’s vision, and Bonnie Blanchfield for her invaluable guidance and expertise.

Kasey : We would like to share our deep appreciation for Matt Hepburn at the White House for his incredibly useful feedback on our project development and his enthusiasm for our work. Our Harvard faculty team was fantastic and we would like to thank Craig Vanderwagen, Bill Bean, and Dave Matheson for all of their input, advice, and support.

Faisal : I have had the distinct privilege and pleasure learn from my advisors, team members, and audiences on this Harvard MPH-45 Generalist Program Practicum, and without whom it would not have been possible. William Bean has been always available to mentor me throughout the Program. W. Craig Vanderwagen has been ever generous to me with his time and thoughts in this Practicum. The talents of team members Kasey Pomeroy and Patrick Chen made our Practicum team’s dream work. Audience members from the U.S. government and the international community have encouraged our work. Empowering this work are those from the Harvard community, including Bonnie Blanchfield, Megan Kerin, and Paul Venton, among others from its MPH-45 Generalist Program. Learning from them, and others, has been the highlight of my time at the Harvard University T.H. Chan School of Public Health.

More about Patrick

More about Kasey

More about Faisal

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'There's resilience in surfing': How a surfer turned a spinal cord injury into a movement

“Accessible Travel” is a six-part series focusing on the travel industry’s preparedness to welcome travelers with disabilities. If you'd like to contribute to our future reporting and share your experience as a source, you can click here to fill out this quick form .

Learning how to surf is a humbling endeavor. There will be seemingly endless falling into the water, getting hit by waves, and having to get back on the board to try again. 

But then there’s the magical moment when you ride the momentum of a wave. The feeling is euphoric – like flying with the water. The ocean demands respect, and one of the best feelings is playing harmoniously with it. 

That feeling is what pro-adaptive surfer Victoria Feige wants everyone to experience – regardless of their physical or mental abilities. 

“There’s resilience in surfing, not just for people with disabilities, for everyone,” Feige told USA TODAY. “Yeah, you’re going to get smoked by the ocean, but you’ve got what it takes to keep pushing.”

Learn more: Best travel insurance

Surfing is a great form of exercise in a natural environment and has been proven to help build confidence, resilience, and social skills in children with intellectual disabilities. Surfing has also been found to help veterans with PTSD and depressive symptoms.

To share her love of surfing with people of all abilities, Feige recently joined forces with Hawaii pro-surfer Jamie O’Brien to bring private adaptive surf lessons to the Jamie O'Brien Surf Experience at Turtle Bay Resort in early March. It is Hawaii's first and only surf school offering adaptive surf lessons. 

“We’re really setting the center stage at what’s possible and at the same time, keeping them safe,” O’Brien said.

Located on the North Shore of Oahu, Turtle Bay Resort is next to Kawela Bay, a protected bay where the reef breaks down wave energy into a soft, gentle wave. The water is easy to enter from the beach, and access tracks make it even more accessible. It was the perfect place for adaptive surfing lessons. 

Did you know scuba diving is adaptive? Here's the accessible way anyone can explore the ocean.

Getting back on the board

Originally from Vancouver, Canada, but now living in Hawaii, Feige grew up spending most of her time outside enjoying board sports, like skiing and surfing. When she was 18, she landed badly during a big snowboard jump and suffered an incomplete spinal cord injury that left her partially paralyzed from the waist down. Although she can stand and walk a little, Feige uses a wheelchair most of the time. 

Fiege thought her board sports career was over. However, since she was still a good swimmer, she attempted to go surfing again two years after her injury. “You need strength and skill in the water. How was I going to get over the sand? How was I going to deal with the current and the waves?” she said. 

Feige started in the whitewash – where most beginners spend their time, not riding full waves or being able to do much except go straight – by paddling on her stomach and popping up to her knees. “I didn’t think anything more was possible,” she said. 

She was wrong. 

Feige met other adaptive surfers who showed her she could still catch green waves and ride them as she had before her injury. Now, she has multiple world titles for paralympic surfing, as well as being an adaptive surf and ski instructor and physiotherapist. 

“No matter who you are, the background you have, you go into the ocean, and you feel alive,” Feige said. “There can be challenges when living with a disability; it can be isolating at times. When you catch a wave, you did that – it’s the agency. And everybody needs a little playtime.” 

What are adaptive surf lessons like at Turtle Bay’s Jamie O’Brien Surf Experience?

“My goal is really to create the gold standard of adaptive surf lessons,” Feige said. First, students from age 4 and up fill out a questionnaire intake form to let the instructors know of their medical needs and physical capabilities. Each student is paired with two instructors for a “more specialized, personalized experience,” according to Feige. 

Every instructor is trained to work with people with different disabilities. If Feige is in Hawaii, she’ll give the lessons herself. “Not many have an adaptive surfer also leading the lessons,” she said. 

Surfers of all skill levels are welcome. Beginners can get their first taste of surfing, while those with more experience can learn how to progress, be more independent, and work on maneuvers.  

“After experiencing a catastrophic spinal cord injury, I thought my ability to enjoy the ocean was over,” said Jon Price, who visited Turtle Bay and had his first surf lesson with Feige. “Meeting Victoria changed my perspective. Her experience, coaching, and energy helped provide the encouragement to push me and enjoy surfing with a new understanding of what is possible.”

The surf school has golf carts and a fibrous beach wheelchair to transport students to and from the beach. Students are taken out to the water on soft-top surfboards, which are safer and more cushioned and stable than hard-top surfboards – that can be adapted to their abilities. Handles or knobs can be added to the surfboards, and there are also risers for people who don’t have back extension or trunk control to sit on. 

For an hour, students are ushered into the mellow waves with the help of instructors. They also get their session photographed. 

Turtle Bay Resort itself is “wildly accessible,” as Feige put it. The resort entrances, spa, fitness center, restaurants, shops, and a selection of guest rooms and suites are ADA-accessible. There are also ADA lift or transfer wall systems for the pools and hot tubs. 

Surf lessons are just the beginning of what Feige and O’Brien want to do with adaptive surfing at Turtle Bay. They hope to host adaptive surf clinics, where groups can bond and learn together, and events. 

“It shows you surfing is for everybody,” O’Brien said. “There’s no limitation on who and who cannot go surfing. The ocean is for everybody.”

Have you, or someone you know, had issues with accessibility while traveling? What happened?

Kathleen Wong is a travel reporter for USA TODAY based in Hawaii. You can reach her at [email protected] .