After the pandemic, education hasn’t been the same. Teachers and students moved their work online, along with grading systems and even hall passes. At the same time, student mental health declined at an alarming rate.
According to the CDC, more than one in three high school students reported persistent feelings of sadness or hopelessness after COVID, a sharp increase from previous years. In response, schools introduced new policies like automatic 50 percent grading floors and phone bans in states such as Missouri. While these changes were meant to support struggling students, many of them may be doing more harm than good by lowering expectations and reducing motivation instead of addressing the deeper issues students are facing.
Edutopia reported the idea of giving a 50 percent instead of a zero started because test scores dropped significantly after the pandemic. Schools wanted to help students catch up instead of letting them completely fail assignments. But now that it’s been around for a while, teachers are noticing that a lot of students don’t bother finishing their work if they know they’ll get half credit no matter what. It might look like it’s helping, but some teachers have said it actually makes their job harder because students aren’t as motivated to participate or improve.
Teachers have also changed the way they run their classrooms. According to the Daily Collegian, instead of long lectures, a lot of lessons are built around small groups or personalized work. Part of this is because students’ attention spans just aren’t what they used to be. With TikTok, YouTube Shorts and everything else online moving so fast, it’s decreasing students’ attention spans. The pandemic also disrupted the development of social skills. The ACSA reported that students have become more apathetic and less motivated since COVID.
To deal with the lack of engagement, schools have added new policies and tools in the classroom. Missouri put phone bans in place during the school day. While some of these ideas have improved structure, others have caused frustration and disobedience from students. A study from NEA News found that most teachers agreed the phone ban was necessary for learning. Because of the new technology being used in schools, districts issued laptops, but students aren’t always using them for school-related purposes. Devices that were meant to support learning often become distractions, with students switching between assignments, social media, games or videos.
The 50 percent grading policy is one of the most debated changes. According to Alfie Kohn, an American critic, supporters said it helps students who fall behind and prevents one missing assignment from destroying a GPA. But critics argue that it makes things too easy and gives students the idea that they don’t really have to try. If students become used to guaranteed credit, the transition to college or adult life, where deadlines and effort are crucial, will be much harder.
That doesn’t mean everything post-pandemic has been negative. More students are openly discussing their mental health and reaching out for help, which is a positive shift. Students have also become more adaptable. But support should not come at the cost of responsibility. Schools need to focus on policies that encourage effort, provide meaningful feedback, and teach students how to manage challenges instead of avoiding them.
Education doesn’t need to return to the way it was before COVID, but it does need stronger direction. Lowering standards isn’t the answer. If schools want students to be motivated, confident and prepared for the “real world,”they have to combine mental health support with clear expectations. Moving forward means helping students grow, not by making things easier.
