Behind the screens: perceived impact of COVID-19 on education and the learning environment among school-aged children in the Philippines

For school-aged children and their families in the Philippines, nationwide quarantine restrictions implemented due to the COVID-19 pandemic resulted in one of the longest school closures globally; schools re-opened to in-person learning nearly 2.5 years after the initial closure. We aimed to explore the experiences of students aged 8–17 years, their caregivers, and local stakeholders during this time and understand the impact these extended closures had on students’ academic and social development. From June-November 2023, we conducted focus group discussions (FGD) among students aged 12–17 years and their caregivers and in-depth interviews (IDI) with parent-child (8–11-year-old) dyads. Students were recruited from both public and private schools located in Metro Manila. Key informant interviews (KII) were conducted with local stakeholders, including pediatric health providers, school administrators, and government officials. A total of 67 students participated in 10 FGDs, 17 caregivers in 4 FGDs, 12 parent-child dyads in IDIs, and 11 stakeholders in KIIs. Students reported facing barriers to remote learning, including at-home distractions and technological challenges. They had trouble adjusting to remote learning formats, which increased their workload while limiting their ability to interact with their teachers and other students. Consequently, they were less motivated to engage with academics and reported feeling that learning effectiveness decreased. Relevant stakeholders observed learning deficits consistent with student self-report. Additionally, students experienced changes in their social-emotional behaviors, becoming more withdrawn from peers but closer with family members. The transition back to in-person learning was difficult, as students felt that school was more challenging than before. Though students felt excited about returning to school and being able to see their friends regularly, they felt uncomfortable participating in class and awkward around their peers. Study participants recommended including curriculum reform as well as support services in schools to assist students’ adjustment back to in-person learning. Extended school closures led to students feeling less academically adept and ill-prepared to learn new things. Socially, students reported feeling nervous interacting with peers after a long period of isolation. Schools should consider implementing various services to assist in transitioning back to in-person learning to help students feel more comfortable.