Educational Stress[edit | edit source]

Students suffer from educational stress due to the COVID-19 pandemic.

Stress can be due to a variety of things, but educational stress is stress that is derived directly from an educational or scholarly standpoint. During the coronavirus pandemic many students are experiencing educational stress due to various factors; they are no longer leaving the house to attend school, they are learning through a different means, and they are not able to meet with teachers and other students in-person. Students are starting to realize the struggles of virtual learning and stressors are beginning to work their way into students' lives.

Students are beginning to suffer from anxiety and educational stress due to this pandemic. Students are put into a new environment and are expected to do just as well, if not better, than they were prior to learning online. Without adequate assistance from school administrators, students will continue to experience this stress and anxiety.

Children, Adolescents, and Caretakers[edit | edit source]

With the coronavirus pandemic working its way through the United States, and various other countries, educational stresses have started to rise and make individuals aware of the issue.

  • Students are completing in a different environment that what they prefer
  • Students are unable to work at their own pace (They cannot work ahead and must not fall behind)
  • Students are thrown out of a routine schedule they had prior to the shutdown
  • Many Caretakers are now working in a different environment as well (at home)
  • Caretakers are trying to multitask with completing their own work while also making sure their children are completing theirs

Why is this important?[edit | edit source]

Schools who are not accustomed to teaching virtually have a disadvantage during this pandemic. They might not have the skills to teach virtually and unknowingly put students and caretakers at a disadvantage. It has been found that with the more parents participate in a students academic life, the better grades the student will have along with greater academic motivation (Park & Holloway, 2018). With Caretakers working at home they are unable to work with students throughout the day, much like teachers do day-to-day.

Families experience stress while quarantined together during the COVID-19 pandemic


Students with disabilities are also impacted greatly by this pandemic. Caretakers may not have the means to house them all day or educate them in a manner that their local public school would. According to Burke and Hodapp (2014) it has been found that mothers of children with disabilities are more likely to experience stress, decreased physical health, and an increased risk for depression and fatigue.

Advocating for Students and Caretakers[edit | edit source]

According to Erford (2018) advocacy involves counselors supporting their clients' claims pertaining to a social cause. During this pandemic, and any future crisis, students should be able to learn through their preferred method of learning. Schools should set up online facilities that allow students to access all materials needed to ensure education is continuing in a professional manner. Caretakers should be given opportunities to learn about any online learning that students are transitioned to during a crisis, like COVID-19. By taking care of students and caretakers education will continue to be able to flourish no matter the circumstance or environment.


Action Steps[edit | edit source]

  • Schools need to be aware that students and caretakers could be at a disadvantage when they are transitioned to an online environment in an abrupt manner
  • Students and caretakers should practice self-care techniques such as: setting a schedule for themselves, getting enough sleep, and exercising
  • Counselors should talk to their clients and identify what it is that is stressing them out and help to create techniques and skills to relieve that stress
  • Individuals should consume news about the pandemic in moderation as to raise anxiety about their current environment


Daily strategies that promote well-being and positive mental health include:

How to manage stress during the COVID-19 pandemic

  • Adequate work space
  • Routine
  • Activity
  • Time and Energy Managment
  • Accessibility
  • Connectivity
  • Resources
  • Support


References[edit | edit source]

American Psychological Association. (2020). Coping with COVID-19-related stresses as a student: With schools around the country closed, students are facing

unprecedented change. American Psychological Association. Retrieved from https://www.apa.org/topics/covid-19/student-stress

Burke, M. M., & Hodapp, R. M. (2014). Relating Stress of Mothers of Children With Developmental Disabilities to Family-School Partnerships. Intellectual &

Developmental Disabilities, 52(1), 13–23. https://doi-org.ezp.waldenulibrary.org/10.1352/1934-9556-52.1.13

Erford, B. T. (Ed.). (2018). Orientation to the counseling profession: Advocacy, ethics, and essential professional foundations (3rd ed.). Upper Saddle River, NJ:

Pearson Education.

Park, S., & Holloway, S. (2018). Parental Involvement in Adolescents’ Education: An Examination of the Interplay Among School Factors, Parental Role

Construction, and Family Income. School Community Journal, 28(1), 9–36.

Polakovic, G. (2020). To manage COVID-19 stresses, develop healthy new habits and consume news in moderation. University of Southern California. Retrieved

from https://news.usc.edu/167512/covid-19-stress-coping-healthy-habits-usc-social-science-experts/

Sport Science Institute. (2020). COVID-19 and mental health. Retrieved from http://www.ncaa.org/sport-science-institute/topics/covid-19-and-mental-health


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