covid 19 effect on education essay in hindi

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सरकार ने नई शिक्षा नीति 2020 में देश भर के संस्थानों एवं तकनीकी कॉलेजों में गुणवत्तापूर्ण शिक्षा प्रदान करने का लक्ष्य रखा है...

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• अन्य आर्टिकल्स

कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi) - Covid-19 महामारी पर हिंदी में निबंध

Updated On: January 09, 2024 05:14 pm IST

• कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi) 100, …
• कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi) 100 …
• कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi) 200 …
• कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi) 500 …
• कोरोना वायरस पर निबंध 10 लाइन हिंदी में (Essay on …

कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi) 100, 200 और 500 शब्दों में 

कोरोना वायरस पर निबंध (essay on coronavirus in hindi) 100 शब्दों में , कोरोना वायरस पर निबंध (essay on coronavirus in hindi) 200 शब्दों में, कोरोना वायरस पर निबंध (essay on coronavirus in hindi) 500 शब्दों में, covid-19 पर निबंध - प्रस्तावना , कोरोना वायरस की उत्पत्ति, कोरोना वायरस से बचाव के उपाय.

• अपने हाथों को बार-बार धोएं। हाथ धोने से कोरोना वायरस के फैलने का जोखिम कम हो जाता है। हाथों को कम से कम 20 सेकंड तक साबुन और पानी से धोना चाहिए। यदि साबुन और पानी उपलब्ध नहीं हैं, तो अल्कोहल-आधारित हैंड सैनिटाइज़र का उपयोग किया जा सकता है।
• संक्रमित व्यक्ति से दूर रहें। कोरोना वायरस संक्रमित व्यक्ति के खांसने या छींकने से निकलने वाले महीन बूंदों के माध्यम से फैलता है। यदि आप किसी ऐसे व्यक्ति के संपर्क में हैं जो संक्रमित है, तो अपने लक्षणों पर ध्यान दें और यदि आपके कोई लक्षण दिखाई दें तो तुरंत चिकित्सा सहायता लें।
• सार्वजनिक स्थानों पर मास्क पहनें। मास्क पहनने से कोरोना वायरस के फैलने से बचाव में मदद मिल सकती है।
• अपने चेहरे को छूने से बचें। अपने चेहरे को छूने से कोरोना वायरस आपके शरीर में प्रवेश कर सकता है।
• स्वस्थ आहार खाएं, पर्याप्त नींद लें और नियमित रूप से व्यायाम करें।
• भीड़-भाड़ वाले स्थानों पर जाने से बचें।
• सार्वजनिक परिवहन का उपयोग करने से बचें।

COVID-19 पर निबंध - निष्कर्ष

कोरोना वायरस पर निबंध 10 लाइन हिंदी में (essay on coronavirus in 10 lines in hindi) .

• कोरोना वायरस उन वायरस के समूह से है जो बहुत तेजी से संक्रमित करते हैं।
• कोरोना वायरस की शुरुआत चीन के वुहान शहर से हुई जहां इसे इंसानों ने बनाया।
• भारत में कोरोना वायरस का पहला मामला जनवरी 2020 में सामने आया था।
• कोरोना वायरस खांसने और छींकने से फैलता है और खांसते और छींकते समय हमें अपना मुंह और नाक ढक लेना चाहिए।
• हमें अपनी सुरक्षा के लिए मास्क पहनना चाहिए और अपने हाथों को नियमित रूप से साफ करना चाहिए।
• हमारी सुरक्षा के लिए, सरकार ने इस वायरस के प्रसार को रोकने के लिए पूरे देश को बंद कर दिया था।
• कोरोना वायरस के कारण स्कूल को ऑनलाइन कर दिया गया था और छात्र घर से पढ़ाई करते थे।
• कोरोना वायरस के कारण लॉकडाउन में सभी लोग घर पर थे।
• इस दौरान बहुत से लोगों ने अपने परिवार के सदस्यों के साथ खूब समय बिताया।
• खुद को सुरक्षित रखने के लिए नियमित रूप से हाथ धोना और चेहरे पर मास्क पहनना बहुत जरूरी है।

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यूनिसेफ़ खोजें

भारत में कोरोनावायरस के बारे में: जरूरी जानकारी, एक उपन्यास कोरोनावायरस (cov) कोरोनवायरस का एक नया तनाव है।.

• में उपलब्ध:

नोवेल कोरोनावायरस क्या है ? नोवेल कोरोनावायरस, यह कोरोना वायरस का नया नस्ल है| सबसे पहले वुहान, चीन में पता लगने वाले नोवेल कोरोनावायरस से होने वाली बीमारी को कोरोनावायरस डिजीज (COVID-19/कोविड - 19) कहते हैं | 

CO कोरोना के लिए, VI - वायरस के लिए और D - डिजीज के लिए है | पहले इस बीमारी को ‘2019 नोवेल कोरोनावायरस’ या ‘2019-nCoV.’ के नाम से जाना जाता था |

COVID-19/कोविड - 19 वायरस, Severe Acute Respiratory Syndrome (SARS) से जुड़ा हुआ एक नया वायरस है|

COVID-19/कोविड - 19 वायरस किस तरह फैलता है? यह वायरस किसी पीड़ित व्यक्ति के खांसने या छींकने से सांस के कणों/बूंदों के सीधे संपर्क में आने से या वायरस से संक्रमित सतह को छूने से फैलता है | COVID-19/कोविड - 19 वायरस कुछ घंटों तक अपनी सतह पर जीवित रहता है लेकिन इसे किसी साधारण निस्संक्रामक से ख़त्म किया जा सकता है | कोरोनावायरस के लक्षण क्या हैं?

इसके लक्षणों में बुखार, खांसी, जल्दी-जल्दी सांस लेना आदि हो सकता है | अधिक गंभीर मामलों में निमोनिया या सांस की तकलीफ आदि हो सकते हैं | और गंभीर लेकिन कम मामलों में इससे जान भी जा सकती है | इसके लक्षण फ्लू (इन्फ्लुएंजा) या सामान्य सर्दी-जुकाम से मिलते जुलते हैं, जिनकी सम्भावना COVID-19/कोविड - 19 की अपेक्षा अधिक है | 

इसलिए इसमें टेस्ट करना ज़रूरी है जिससे किसी को COVID-19/कोविड - 19 होने पर पता चल सके | ये जानना महत्वपूर्ण है कि इससे बचाव के वही सामान्य तरीके हैं - बार-बार हाथ धोना और सांस लेने सम्बन्धी सावधानियां (खांसते या छींकते समय टिश्यू या कोहनी को मोड़ कर अपना मुंह और नाक ढक लें और इस्तेमाल के बाद टिश्यू को किसी बंद कूड़ेदान में फ़ेंक दें) |

इसके संक्रमण के खतरे से हम किस तरह बच सकते हैं?

यहाँ चार सावधानियां बताई जा रही हैं, जिससे आप और आप का परिवार संक्रमण से बच सकता है:

निरंतर अपना हाथ साबुन या अल्कोहल आधारित हैंड-रब से साफ़ करें |

खांसते या छींकते समय टिश्यू या कोहनी को मोड़ कर अपना मुंह और नाक ढक लें और इस्तेमाल के बाद टिश्यू को नष्ट कर दें |

अगर आपको या आपके बच्चे को बुखार, खांसी या सांस की तकलीफ हो तो अपने स्वास्थ्य कर्मी या डॉक्टर से संपर्क करें ।

सर्दी-जुकाम या फ्लू के लक्षणों वाले किसी भी व्यक्ति के संपर्क में आने से बचें |

क्या मुझे मेडिकल मास्क पहनना चाहिए?

यदि आपको सांस से सम्बंधित लक्षण हैं (खांसी और छींकना) तो और लोगों को बचाने के लिए आपको मेडिकल मास्क पहनना चाहिए | अगर आपको कोई लक्षण नहीं है तो आपको मेडिकल मास्क पहनने की ज़रुरत नहीं है | 

अगर आप मास्क पहनते हैं तो उसे सही ढंग से इस्तेमाल करने के बाद नष्ट कर देना चाहिए जिससे उसका सही असर हो और उससे किसी और में वायरस का संक्रमण न फैले | 

केवल मास्क पहनने से ही संक्रमण से बचाव नहीं होता है, इसलिए इसके साथ बार-बार हाथ धोना, छींकते और खांसते समय मुंह ढकना और किसी सर्दी या फ्लू के लक्षणों (खांसी, छींक, बुखार) वाले व्यक्ति से सीधे संपर्क से बचना ज़रूरी है |  

क्या COVID-19/कोविड - 19 बच्चों को प्रभावित करता है ?

ये एक नया वायरस है और अभी हमें इस बारे में अधिक जानकारी नहीं है कि ये बच्चों को किस प्रकार प्रभावित करता है | हम जानते हैं कि इस वायरस से कोई भी प्रभावित हो सकता है लेकिन अभी तक COVID-19/कोविड - 19 से बच्चों के प्रभावित होने के कम मामले ही सामने आये हैं | मुख्य रूप से कोविड - 19 पहले से बीमार वृद्ध लोगों के मामले में अधिक प्रभावित करता है |

अगर मेरे बच्चे में COVID-19/कोविड - 19 के लक्षण दिखें तो मुझे क्या करना चाहिए ?

डॉक्टर को दिखाएँ, लेकिन याद रखें कि इस समय उत्तरी गोलार्द्ध (hemisphere) में फ्लू का मौसम चल रहा है और COVID-19/कोविड - 19 के लक्षण जैसे खांसी या बुखार फ्लू या असामान्य सर्दी-जुकाम में भी होते हैं - जिसकी सम्भावना बहुत अधिक है |

हाथ और सांस सम्बन्धी स्वच्छता का पूरा ध्यान रखें, जैसे लगातार हाथ धोना और बच्चों को सभी टीके लगे होना - जिससे आपका बच्चा बीमारियां पैदा करने वाले अन्य वायरस और बैक्टीरिया से बचा रहे |

आपको या आपके बच्चे को फ्लू की तरह अन्य सांस सम्बन्धी संक्रमण के लक्षण होने पर भीड़ वाली जगह (काम की जगह, स्कूल, पब्लिक ट्रांसपोर्ट) में जाने से बचें, जिससे अन्य लोगों में ये संक्रमण न फैले |

अगर मेरे परिवार के किसी सदस्य में इसके लक्षण दिखें तो मुझे क्या करना चाहिए ?

अगर आपको या आपके बच्चे को बुखार, खांसी या सांस की तकलीफ हो तो तुरंत डॉक्टर को दिखाना चाहिए | अगर आप किसी ऐसी जगह गए हैं जहाँ COVID-19/कोविड - 19 के मामले सामने आये हों, या किसी ऐसे व्यक्ति के संपर्क में आये हों जो ऐसे जगह पर गया हो और उसे सांस सम्बन्धी तकलीफ हो, तो आप पहले ही अपने डॉक्टर को संपर्क करें |

क्या मुझे अपने बच्चे को स्कूल नहीं भेजना चाहिए ?

अगर आपके बच्चे में ये लक्षण हैं तो डॉक्टरी मदद लें और डॉक्टर की सलाह मानें, अन्यथा फ्लू जैसे सांस के अन्य संक्रमण के मामले में बच्चे को घर पर आराम करने दें और भीड़ वाली जगह में जाने और संक्रमण फैलने से रोकें |

अगर आपके बच्चे में बुखार, खाँसी जैसे लक्षण नहीं हैं और स्वास्थ्य या स्कूल सम्बन्धी कोई सलाह नहीं जारी किया गया है - तो बेहतर होगा कि आप अपने बच्चे को स्कूल भेजें |

बच्चे को स्कूल न भेजने के बजाय उसे स्कूल और अन्य स्थानों पर हाथ और सांस सम्बन्धी स्वच्छता, जैसे बार-बार हाथ धोना (नीचे देखें), कोहनी मोड़ कर या टिश्यू से खांसते या छींकते समय मुंह और नाक ढक लेना और इस्तेमाल के बाद टिश्यू को किसी बंद कूड़ेदान में फ़ेंक देना और गंदे हाथ से अपनी आँख, मुंह या नाक न छूना आदि सिखाएं |

सही ढंग से हाथ धुलने का सबसे अच्छा तरीका क्या है ?

पहला चरण  – नल के / बहते पानी में हाथ गीला करिए |

दूसरा चरण  – पूरे हाथ के लिए पर्याप्त साबुन लीजिये |

तीसरा चरण  – पूरे हाथ को कम से कम 20 सेकंड तक साबुन से मलिए – हाथ के पीछे, उँगलियों के बीच में और नाखूनों के अंदर भी |

चौथा चरण  - नल के / बहते पानी में हाथ अच्छे से धुलिये |

पांचवां चरण  – साफ़ कपड़े या एक बार इस्तेमाल करने वाले तौलिये से हाथ पोछें |

निरंतर हाथ धोइए, विशेष रूप से खाने से पहले, नाक साफ करने के बाद, खांसने या छींकने के बाद और बाथरूम में जाने के बाद|

अगर साबुन और पानी उपलब्ध न हो तो अल्कोहल युक्त सैनीटाईज़र, जिसमे कम से कम 60% अल्कोहल हो, से हाथ साफ़ करें | अगर हाथ देखने में गन्दा लग रहा हो तो, साबुन और पानी से हाथ साफ करें |

यात्रा करते हुए मुझे अपने परिवार के लिए क्या सावधानियां बरतनी चाहिए ?

किसी दूसरे देश की यात्रा करने से पहले वहां के सम्बन्ध में जारी कोई यात्रा सम्बन्धी सलाह, देश में प्रवेश के सम्बन्ध में किसी प्रकार की रोक, प्रवेश के समय क्वारंटाइन सम्बन्धी निर्देश या अन्य कोई सलाह के बारे में जानकारी प्राप्त कर लें |

यात्रा सम्बन्धी सामान्य सावधानियों के साथ, क्वारंटाइन से बचने के लिए या अपने देश में वापस लौटने के प्रतिबन्ध से बचने के लिए, आपको इंटरनेशनल एयर ट्रांसपोर्ट एसोसिएशन की वेबसाइट पर COVID-19/कोविड –19 के बारे में ताज़ा स्थिति (the latest COVID-19 update on the International Air Transport Association website) की जानकारी प्राप्त कर लें |

किसी भी यात्रा के दौरान सभी अभिभावक खुद के लिए और अपने बच्चों के सम्बन्ध में स्वच्छता सम्बन्धी मानकों का पालन करें: बार-बार हाथ धुलें या अल्कोहल युक्त सैनीटाईज़र, जिसमे कम से कम 60% अल्कोहल हो, से हाथ साफ़ करें, सांस सम्बन्धी स्वच्छता (कोहनी मोड़ कर या टिश्यू से खांसते या छींकते समय मुंह और नाक ढक लेना और इस्तेमाल के बाद टिश्यू को नष्ट कर देना) का पालन करें और किसी खांसने या छींकने वाले के संपर्क में आने से बचें | इसके अतिरिक्त अभिभावकों को ये सलाह है कि वे हमेश अपने साथ हाथ साफ करने वाला सैनीटाईज़र, डिस्पोजेबल टिश्यू और कीटाणु नाशक वाइप्स साथ रखें |

इसके अतिरिक्त ये करने की भी सलाह दी जाती है की किसी विमान या अन्य किसी गाड़ी में बैठते समय कीटाणु नाशक वाइप्स से अपनी सीट, आर्म्स रेस्ट, टच स्क्रीन आदि को साफ कर लें | जिस होटल में आप और आपके बच्चे रुकें, वहां भी कीटाणु नाशक वाइप्स से चाबियाँ, दरवाजों के हैंडल, रिमोट कण्ट्रोल आदि साफ कर लें |  

क्या किसी गर्भवती महिला से उसके बच्चे में कोरोनावायरस जा सकता है ?

अभी तक इस विषय में पर्याप्त जानकारी उपलब्ध नहीं है कि किसी गर्भवती महिला से गर्भावस्था के दौरान उसके बच्चे में वायरस जा सकता है या नहीं और इसका उसके बच्चे पर क्या प्रभाव हो सकता है | इस बारे में शोध अभी जारी है | गर्भवती महिलाओं को इस वायरस के संपर्क में आने से बचने के लिए ज़रूरी सावधानियों को अपनाएं और बुखार, खांसी या सांस की तकलीफ जैसे लक्षण दिखने पर डॉक्टर को दिखाएँ|

क्या कोरोना वायरस से पीड़ित माँ के द्वारा अपने बच्चे को स्तनपान करना सुरक्षित है ?

इससे प्रभावित या अधिक जोखिम वाले क्षेत्रों में रहने वाली या बुखार, खांसी या सांस की तकलीफ की लक्षण वाली माताओं को डॉक्टरी सलाह लेनी चाहिए, और उनका पालन करना चाहिए |

स्तनपान के फायदों को ध्यान में रखते हुए और श्वास सम्बन्धी अन्य वायरस की माँ के दूध में क्षीण भूमिका  को देखते हुए देखते हुए माताओं को अपने बच्चों को पूरी सावधानी के साथ स्तनपान कारन जारी रखना चाहिए |

जैसा कि COVID-19/कोविड –19से संक्रमित या संभावित अन्य मामलों में सावधनी रखना चाहिए, इसके लक्षण वाली माताओं को भी, जो स्तनपान कराती हैं, सभी सावधानियां रखनी चाहिए जैसे मास्क पहनना, अपने बच्चे के पास जाते समय (या उसे स्तनपान कराते समय) अपना हाथ धुलना, संक्रमित सतहों को साफ / विसंक्रमित करना आदि |

यदि माँ ज्यादा बीमार हो तो उनको, संक्रमण से बचाव के तरीके अपनाते हुए, अपना दूध निकल कर किसी साफ कप या चम्मच से बच्चे को पिलाने को कहना चाहिए|

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कोरोनवायरस ऐसे वायरस परिवार से है जो सामान्य जुकाम से लेकर गंभीर स्वरूप की बीमारि जैसे की मिडल ईस्ट रिस्पेरेटरी सिंड्रोम कोरोनावायरस (Middle East Respiratory Syndrome- MERS) और सीवियर एक्यूट रिस्पेरेटरी सिंड्रोम कोरोनावायरस (Severe Acute Respiratory Syndrome- SARS) का कारण बनता है।

नोवल कोरोनावायरस (COVID-19) की पहचान चीन के वुहान में 2019 में हुई थी। यह एक नया कोरोनोवायरस है जिसे मनुष्यों में पहले कभी नहीं देखा गया था।

यह कोर्स COVID-19 और उभरते हुए श्वसन सम्बन्धी वायरस के बारेमें एक सामान्य परिचय प्रदान करता है और सार्वजनिक स्वास्थ्य पेशेवरों, घटना प्रबंधकों / अधिकारी और संयुक्त राष्ट्र (UN), अंतर्राष्ट्रीय संगठनों और गैर सरकारी संगठनों (NGO) के लिए काम करने वाले कर्मचारियों के लिए अभिप्रेत है।

चूंकि भौतिक निर्माण के बाद आधिकारिक रोग का नाम स्थापित किया गया था, nCoV का कोई भी उल्लेख COVID-19 को संदर्भित करता है, जो हाल ही में खोजे गए कोरोनावायरस के कारण होने वाला संक्रामक रोग है।

कृपया ध्यान दें कि इस पाठ्यक्रम की सामग्री को वर्तमान में नवीनतम मार्गदर्शन को दर्शाने के लिए संशोधित किया जा रहा है। आप निम्न पाठ्यक्रमों में कुछ COVID-19-संबंधित विषयों पर अद्यतन जानकारी प्राप्त कर सकते हैं: टीकाकरण: COVID-19 वैक्सीन चैनल आईपीसी उपाय: * COVID-19 के लिए आईपीसी एंटीजन रैपिड डायग्नोस्टिक टेस्टिंग: 1) SARS-CoV-2 एंटीजन रैपिड डायग्नोस्टिक टेस्टिंग ; 2) SARS-CoV-2 एंटीजन RDT कार्यान्वयन के लिए मुख्य विचार

कृपया ध्यान दें: इन सामग्रियों को 03/03/2020 को लॉन्च किया गया था।

Course contents

मॉड्यूल ए: उभरते श्वसन वायरस का परिचय, covid-19 के सहित:, मॉड्यूल बी: covid-19 सहित उभरते श्वसन वायरस का पता लगाना: निगरानी और प्रयोगशाला जांच:, मॉड्यूल सी: जोखिम की सूचना और सामुदायिक सहभाग :, मॉड्यूल डी: उभरते हुए श्वसन वायरस की रोकथाम और सामना करना, जिसमें covid-19 भी शामिल है:, enroll me for this course, certificate requirements.

• Gain a Record of Achievement by earning at least 80% of the maximum number of points from all graded assignments.

This is how COVID-19 lockdowns affected India's schoolchildren

When the pandemic hit, India had about 265 million children enrolled in school. Image:  REUTERS/David Talukdar

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Stay up to date:.

• Nearly 40% of students in underprivileged households in India have not been studying during school closures, according to a new report.
• Only 1-in-4 children in India have access to a digital device, and nearly half of the children in rural India have no means to study online.
• As a result, India is experiencing a significant drop in literacy levels.
• It's feared that this could cause more children to drop out.

There’s growing evidence that Covid-19 has left India’s schoolchildren significantly worse off academically.

In the absence of physical classrooms and without the devices or internet necessary to access online school, nearly 40% of students in underprivileged households have not been studying at all.

These findings are part of the School Children’s Online and Offline Learning report, or School for short, coordinated by researchers Nirali Bakhla, Jean Drèze, Vipul Paikra, and Reetika Khera, based on a 15-state survey of nearly 1,400 households in August. About 60% of the households reside in rural India, a share slightly less than for the population as a whole, and 60% are representative of Dalit and Adivasi communities. To gauge the impact on less privileged families, volunteers focused on households where children were likely to be enrolled in classes 1-8 in public schools, rather than private ones.

When the pandemic hit, India had about 265 million children enrolled in school , including primary and higher levels, with most of them relying on public systems.

Since March 2020, schools in India have been shut for the most part, and have only intermittently reopened for high school students. The conversation around reopening has been punctuated by worry that a potential third wave of Covid-19 will primarily impact children as they are not at present able to be vaccinated.

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This is what matters in education, according to the world’s best teacher, india vs virus: voices from the covid front line, covid-19 forced a billion children out of school - here’s how we can save their education.

The report highlights India’s stark digital divide and explains why, despite fears of Covid-19, over 90% of parents surveyed want schools to reopen.

No devices for online school

By the Indian government’s own estimates , at least 30 million schoolchildren have no access to smartphones or devices to attend school online. This number is likely far greater in reality. Unicef, for instance, estimates that only one in four children has access to a digital device and the internet.

Findings in the School report point to nearly half of the children in rural India having no means to study online. There are several other hurdles that have also stunted their education.

Schools have also been unable to extend significant support to such children, often leaving families to navigate the intricacies of the internet on their own. This is harder for families where their children are first-generation learners and no adult at home is able to assist with coursework.

Some teachers, though, were greatly invested in their students and have tried to help them overcome these barriers. “The survey uncovered an impressive range of initiatives taken by caring teachers. Some convened small-group classes in the open, or at someone’s home, or even at their own home,” the authors noted. “Others recharged the phones of children who were short of money, or lent them their own phones for online study.”

Yet, these were exceptions and not the rule. A majority of the students, especially from India’s marginalised caste or tribal communities, suffered greatly because of school closure.

Losing literacy

Using the country’s literacy rates for ages 8-12 and 10-14 from the 2011 Census as a base for comparison, the study found that children from Scheduled Caste and Scheduled Tribe (SC/ST) families had experienced a significant drop in their ability to read even simple sentences.

According to census data, literacy level in the 10-14 group reached 91% a decade ago. However, other reports have different findings regarding literacy levels. A 2018 Annual Status of Education report noted that about half of students in class 5 could pass its tests of fundamental reading skills .

The census counts a person literate if they “can both read and write with understanding in any language.” In the School survey, a child is counted as literate if he or she was able to read a test sentence in the local language either “fluently” or “with difficulty.” (The sentence was “Since the coronavirus pandemic, schools have been closed.”) Given the survey’s more generous definition of literacy, the study author’s argue the results should not have registered a dramatic decline. But they did.

“The contrast between the School and Census figures is too stark to be plausibly explained by the underprivileged background of School children,” they add.

“To look at this another way, the ‘illiteracy rate’ in the 10-14 age group among rural SC/ST households in the School sample (39%) is more than four times as high as the average for all children aged 10-14 in the School states 10 years ago (9%),” the authors noted. “Such are the combined effects of chronic inequality and a lopsided lockout.”

This bleak scenario is considerably worsened by the fact that children are being automatically promoted to higher grades, and will only lag further behind as classes become more challenging. And many will likely end up dropping out.

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Covid-19 impact: How coronavirus has affected education sector in India

Amid covid—19, the current education system is undergoing its biggest shift ever..

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Education is defined more innovatively today as compared to what it was centuries ago when teaching originally began. There was a period, a timeline when education was a privilege that only a few could afford or something that you would dedicate your entire life to pursuing. The true democratisation of learning came with the printing press era; this model by Gutenberg built the bridge through which learning was delivered in a manner that helped create and develop the most brilliant minds and along with it there was also a development of a whole new era of education.

In time this model, in collaboration with the industrial era led to a renewed version of education, i.e., building spaces for schools, classrooms, segmentation into batches by age and location, periodically scheduled exams, and more; hence creating the foundation of what we call the modern education system.

Fast forward to 2020! Of all the status-quos that covid-19 has disrupted, the education industry has perhaps faced the biggest challenge. Several prior theories had to be discarded considering that the current education system is undergoing its biggest shift ever; it has never been interrupted at the fundamental level globally, until now.

Covid-19 has made us realise our education graph

The pandemic has given everyone a sufficient amount of time to understand their education graph; this is irrespective of the age.

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Experts say students should be honest and not limit themselves to merely their experiences with the pandemic.

The global impact of COVID-19, the disease caused by the novel coronavirus, means colleges and prospective students alike are in for an admissions cycle like no other. Both face unprecedented challenges and questions as they grapple with their respective futures amid the ongoing fallout of the pandemic.

Colleges must examine applicants without the aid of standardized test scores for many – a factor that prompted many schools to go test-optional for now . Even grades, a significant component of a college application, may be hard to interpret with some high schools adopting pass-fail classes last spring due to the pandemic. Major college admissions factors are suddenly skewed.

"I can't help but think other (admissions) factors are going to matter more," says Ethan Sawyer, founder of the College Essay Guy, a website that offers free and paid essay-writing resources.

College essays and letters of recommendation , Sawyer says, are likely to carry more weight than ever in this admissions cycle. And many essays will likely focus on how the pandemic shaped students' lives throughout an often tumultuous 2020.

But before writing a college essay focused on the coronavirus, students should explore whether it's the best topic for them.

Writing About COVID-19 for a College Application

Much of daily life has been colored by the coronavirus. Virtual learning is the norm at many colleges and high schools, many extracurriculars have vanished and social lives have stalled for students complying with measures to stop the spread of COVID-19.

"For some young people, the pandemic took away what they envisioned as their senior year," says Robert Alexander, dean of admissions, financial aid and enrollment management at the University of Rochester in New York. "Maybe that's a spot on a varsity athletic team or the lead role in the fall play. And it's OK for them to mourn what should have been and what they feel like they lost, but more important is how are they making the most of the opportunities they do have?"

That question, Alexander says, is what colleges want answered if students choose to address COVID-19 in their college essay.

But the question of whether a student should write about the coronavirus is tricky. The answer depends largely on the student.

"In general, I don't think students should write about COVID-19 in their main personal statement for their application," Robin Miller, master college admissions counselor at IvyWise, a college counseling company, wrote in an email.

"Certainly, there may be exceptions to this based on a student's individual experience, but since the personal essay is the main place in the application where the student can really allow their voice to be heard and share insight into who they are as an individual, there are likely many other topics they can choose to write about that are more distinctive and unique than COVID-19," Miller says.

Opinions among admissions experts vary on whether to write about the likely popular topic of the pandemic.

"If your essay communicates something positive, unique, and compelling about you in an interesting and eloquent way, go for it," Carolyn Pippen, principal college admissions counselor at IvyWise, wrote in an email. She adds that students shouldn't be dissuaded from writing about a topic merely because it's common, noting that "topics are bound to repeat, no matter how hard we try to avoid it."

Above all, she urges honesty.

"If your experience within the context of the pandemic has been truly unique, then write about that experience, and the standing out will take care of itself," Pippen says. "If your experience has been generally the same as most other students in your context, then trying to find a unique angle can easily cross the line into exploiting a tragedy, or at least appearing as though you have."

But focusing entirely on the pandemic can limit a student to a single story and narrow who they are in an application, Sawyer says. "There are so many wonderful possibilities for what you can say about yourself outside of your experience within the pandemic."

He notes that passions, strengths, career interests and personal identity are among the multitude of essay topic options available to applicants and encourages them to probe their values to help determine the topic that matters most to them – and write about it.

That doesn't mean the pandemic experience has to be ignored if applicants feel the need to write about it.

Writing About Coronavirus in Main and Supplemental Essays

Students can choose to write a full-length college essay on the coronavirus or summarize their experience in a shorter form.

To help students explain how the pandemic affected them, The Common App has added an optional section to address this topic. Applicants have 250 words to describe their pandemic experience and the personal and academic impact of COVID-19.

"That's not a trick question, and there's no right or wrong answer," Alexander says. Colleges want to know, he adds, how students navigated the pandemic, how they prioritized their time, what responsibilities they took on and what they learned along the way.

If students can distill all of the above information into 250 words, there's likely no need to write about it in a full-length college essay, experts say. And applicants whose lives were not heavily altered by the pandemic may even choose to skip the optional COVID-19 question.

"This space is best used to discuss hardship and/or significant challenges that the student and/or the student's family experienced as a result of COVID-19 and how they have responded to those difficulties," Miller notes. Using the section to acknowledge a lack of impact, she adds, "could be perceived as trite and lacking insight, despite the good intentions of the applicant."

To guard against this lack of awareness, Sawyer encourages students to tap someone they trust to review their writing , whether it's the 250-word Common App response or the full-length essay.

Experts tend to agree that the short-form approach to this as an essay topic works better, but there are exceptions. And if a student does have a coronavirus story that he or she feels must be told, Alexander encourages the writer to be authentic in the essay.

"My advice for an essay about COVID-19 is the same as my advice about an essay for any topic – and that is, don't write what you think we want to read or hear," Alexander says. "Write what really changed you and that story that now is yours and yours alone to tell."

Sawyer urges students to ask themselves, "What's the sentence that only I can write?" He also encourages students to remember that the pandemic is only a chapter of their lives and not the whole book.

Miller, who cautions against writing a full-length essay on the coronavirus, says that if students choose to do so they should have a conversation with their high school counselor about whether that's the right move. And if students choose to proceed with COVID-19 as a topic, she says they need to be clear, detailed and insightful about what they learned and how they adapted along the way.

"Approaching the essay in this manner will provide important balance while demonstrating personal growth and vulnerability," Miller says.

Pippen encourages students to remember that they are in an unprecedented time for college admissions.

"It is important to keep in mind with all of these (admission) factors that no colleges have ever had to consider them this way in the selection process, if at all," Pippen says. "They have had very little time to calibrate their evaluations of different application components within their offices, let alone across institutions. This means that colleges will all be handling the admissions process a little bit differently, and their approaches may even evolve over the course of the admissions cycle."

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COVID-19 and its impact on education, social life and mental health of students: A survey

The outbreak of COVID-19 affected the lives of all sections of society as people were asked to self-quarantine in their homes to prevent the spread of the virus. The lockdown had serious implications on mental health, resulting in psychological problems including frustration, stress, and depression. In order to explore the impacts of this pandemic on the lives of students, we conducted a survey of a total of 1182 individuals of different age groups from various educational institutes in Delhi - National Capital Region (NCR), India. The article identified the following as the impact of COVID-19 on the students of different age groups: time spent on online classes and self-study, medium used for learning, sleeping habits, daily fitness routine, and the subsequent effects on weight, social life, and mental health. Moreover, our research found that in order to deal with stress and anxiety, participants adopted different coping mechanisms and also sought help from their near ones. Further, the research examined the student’s engagement on social media platforms among different age categories. This study suggests that public authorities should take all the necessary measures to enhance the learning experience by mitigating the negative impacts caused due to the COVID-19 outbreak.

1. Introduction

The emergence of Corona Virus disease (COVID-19) has led the world to an unprecedented public health crisis. Emergency protocols were implemented in India to control the spread of the virus which resulted in restrictions on all non-essential public movements ( Saha et al. 2020 ). With the closure of educational institutions, the need for a rapid transition from physical learning to the digital sphere of learning emerged ( Kapasia et al. 2020 ). Online learning has been observed as a possible alternative to conventional learning ( Adnan and Anwar 2020 ). However, according to a meta-analysis on e-learning ( Cook 2009 ), it is reported that online learning is better than nothing and similar to conventional learning. To improve the e-learning experience, the education institutions are required to comply with the guidelines and recommendations by government agencies, while keeping students encouraged to continue learning remotely in this tough environment ( Aucejo et al. 2020 ). Bao (2020 ) addresses five high-impact guidelines for the efficient conduct of online education.

This rapid evolution at such a large scale has influenced the students of all age groups ( Hasan and Bao 2020 ). It is expected that the continued spread of the disease, travel restrictions and the closure of educational institutions across the country would have a significant effect on the education, social life, and mental health of students ( Odriozola-gonzález et al. 2020 ). The students from the less privileged backgrounds have experienced larger negative impacts due to the Covid-19 outbreak ( Aucejo et al. 2020 ). Reduction in family income, limited access to digital resources, and the high cost of internet connectivity have disrupted the academic life of the students. Moreover, 1.5 billion students across the world are now deprived of basic education ( Lee 2020 ) leading to a serious psychological impact on their health. Moreover, changes in daily routine including lack of outdoor activity, disturbed sleeping patterns, social distancing have affected the mental well-being of the students. ( Cao et al. 2020 ) uses 7-item Generalized Anxiety Disorder Scale (GAD-7) as a diagnostic tool for the assessment of anxiety disorders, panic disorders, and social phobia. Further, ( Ye et al. 2020 ) analyses mediating roles of resilience, coping, and social support to deal with psychological symptoms.

In this paper, we investigated and analyzed the potential consequences of the COVID-19 pandemic on the life of students. Our research shows that there is a wide gap between the government's policy aspirations and the implementation of these online education policies at the grassroots level. Moreover, our study attempts to assess the mental situation of students of different age groups using different parameters including sleeping habits, daily fitness routine, and social support. Further, we analyse different coping mechanisms used by students to deal with the current situation.

2. Objective and methods

A 19-set questionnaire was developed, which included a variety of multiple-choice questions, Likert scale and for a few questions, the respondents were allowed to enter free texts. The survey was administered using the Google Forms platform, which requires subjects to be logged in to an e-mail account to participate in the survey, it restricted multiple entries from an individual account. The distribution of the questionnaire was conducted through the outreach of social media platforms, e-mail, and standard messaging services. Clear instructions with the google form were provided to ensure the respondent must be a student.

2.1. Study design

A web-based survey was conducted to students through the medium of Google online platforms from July 13 to July 17, 2020. The online survey questionnaire contained four subgroups:

• (a) Participants were asked to describe their general demographics, such as age, the region of residence.
• (b) Information about the daily online learning routine following the transition from offline learning in educational institutions in India: average time spent for online study (hours) /day; medium for online study; average time spent for self-study (hours)/day.
• (c) Assessment of the experience of online learning to evaluate the levels of satisfaction among students.
• (d) Assessment of health due to the change in lifestyle: average time spent on sleep (hours)/day; change in weight; average time spent on fitness (hours)/day; the number of meals/days; also, we considered further questions about the medium of stress busters during the pandemic, cohesion with family members, etc.

The aim of this survey study is to investigate the impact of the COVID-19 pandemic on the education, health, and lifestyle of students from different age-groups.

2.2. Statistical analysis

In this study, we conducted a cross-sectional survey with a sample size of 1182 students from different educational institutions. A summary of demographic details in the form of numbers and percentages is provided. Mean at 95% Confidence Interval limit was calculated for learning hours for online classes and self-study, duration of sleep, time spent on fitness and sleep. Kruskal Wallis test, a non-parametric test was used to assess the significant difference in the time spent on the aforementioned activities among different age distributions. Fisher’s exact test was performed to assess the differences between respondent’s health with the variables of interest. In order to analyse the association between age categories and different variables such as change in weight, health issues faced, stress busters, etc, the Pearson Chi Square test was used. JMP Version 15.2.1 from SAS was used for analysis. A statistically significant value of P < 0.05 was considered.

2.3. Ethical consideration

The following survey was done in a properly informed set up and consent from the individuals was taken for the participation. No individual was forced against their will and no identifying information was collected.

3.1. Participants characteristics

A total of 1182 subjects from different educational institutions including schools, colleges, and universities in the Delhi-National Capital Region (NCR) participated in the online questionnaire. The demographic detail of the participants is shown in Table 1 . The mean age is 20.16 years (95% confidence interval (CI), 19.8–20.4) (range, 7–59). The age of the participants was normally distributed (‘7–17’ year old, 303; ‘18–22’ year old, 694; ‘23–59’ year old, 185). 728 (61.62%) of the respondents lived in Delhi-NCR and the rest were living outside of Delhi-NCR during the period of the pandemic.

Demographic data of the respondents to the online survey questionnaire.

3.2. Assessment of online learning

According to Table 2 , the Kruskal Wallis test was used to assess the difference in the time spent by different age categories for daily routine activities. The average time spent on online classes for students was 3.20 h/day (95% confidence interval (CI), 3.08–3.32). However, the average time spent on online classes was significantly higher for students with age group ‘7–17’ years (3.69 h/day), and lower for students with age groups, ‘18–22’ years (2.98 h/day) and ‘23–59’ years (2.66 h/day) (P < 0.0001*). Further, respondents were asked about the time they allot per day for self-study, however, there was no significant difference among different age group categories (P = 0.106). Overall, 2.91 h/day (95% CI, 2.78–3.03) was the average time spent on self-study. According to the assessment of satisfaction level among students (see Fig. 1 .a), 38.3% of students had negative response towards online classes (2.6% poor and 35.7% very poor), 33.4% considered it average while 28.4% (19.9% good and 8.5% excellent) gave a positive review. Surprisingly, the in-depth analysis showed the satisfaction levels varied significantly with different age groups. There were 51.6% (48.6% very poor and 3% poor) negative online class reviews from subjects in the ‘18–22’ age group, compared to 31.5% (29.1% very poor and 2.4% poor) negative reviews from subjects in the ‘7–17’ age group who spent more time on online classes.

Table showing how different variables (time spent on online class, self-study, fitness, sleep, and social media) changes with different age distributions.

Kruskal Wallis test was used to produce a P-value that analyzes significant difference between different age distributions. *Statistically significant (P < 0.05).

Visualizations demonstrate a) Likert analysis of Online classes for the sample and for different age categories b) Medium for the online classes b) Learning medium used by different age categories.

The respondents were further asked about the medium of their online learning (see Fig. 1 .b), 57.3% in the age group ‘7–17’ used smartphones while the majority of students from age group ‘18–22’ (56.4%) and age group ‘23–59’ (57.8%) used laptop/desktop for study. However, only a small portion of the total students (3.1%, n = 37) used tablet. With regard to the time spent in online classes, there was a statistically significant difference between the various mediums used (P = 0.0002). As shown in Table 3 , 4.29 h/day (95% CI, 3.63–4.96) was the average time spent on online classes using tablets, 3.43 h/day (95% CI, 3.25–3.61) when using laptop/desktop, and 3.06 h/day (95% CI, 2.90–3.23) when using smartphones.

Time spent on online classes using different learning medium.

3.3. Assessment of health in educational institutions

Among the respondents from different age groups (see Fig. 2 ), 13.6% (n = 160) faced health-related issues during the period of nationwide travel restrictions. Further respondents were asked about the change in body weight within this period, 37.1% reported an increase in weight, 17.7% reported a decrease in weight, and 45.3% reported no change in weight. When asked whether they are satisfied with their utilization of time, the majority of respondents (51.4%, n = 608) answered in ‘NO’, and the rest (n = 575) answered with ‘YES’. Also, 70.3% of the respondents stated that they were socially connected with their family members.

Visualizations demonstrate a) Pie Chart for Likert questions: whether the respondent faced health issues; whether the respondent utilized the time efficiently; whether the respondent is socially well connected. b) Stacked bar chart to analyze the change in weight during the period of lockdown.

According to Table 4 , fisher’s exact test indicated that the respondents who were not socially well connected and believed that they did not utilize their time in lockdown, had a significant impact on their state of health. Also, in Table 5 , the Pearson Chi Square test for Likert analysis on ‘time utilized’ (P < 0.0001*), ‘health issue faced’ (P < 0.0001*), and ‘socially well connected’ (P = 0.0002*) rejected the null hypothesis that there is no association between these variables with the different distribution of age groups. To maintain a state of health and well-being, it is necessary to perform a certain amount of exercise daily. The findings of Table 2 showed that the time spent on fitness was statistically different for different age groups (P = 0.039*, Kruskal Wallis test). And, the average time spent on sleep was 7.87 h/day (95% Confidence Interval, 7.77–7.96). The differences between the age groups in terms of duration of sleep were statistically significant.

Fisher’s exact test to analyse the effect of multiple factors on health.

*Statistically significant (P < 0.05).

Pearson Chi Square test for the association between different variables and age distribution.

Further, respondents were questioned about the measures adopted to cope with the rising stress levels during the pandemic. According to the Pearson Chi Square test in Table 4 , there was a significant difference in the measures used by the different age categories. Fig. 3 shows the detailed distribution of different stress reliever activities used among different age categories.

Visualization demonstrate the distribution of stress relieving activities among different age categories.

3.4. Social media

According to Fig. 3 , a significant number of individuals from different age categories used social media as a medium for stress reliever. Further in Fig. 4 . a, the findings provide the distribution of the sample for the use of different platforms. While the majority of respondents used social media, 1.44% did not have an account on any platform. Fig. 4 . b gives the detailed distribution of platforms for age-wise groups. YouTube (39%) was the preferred platform for the age group '7–17,' followed by Whatsapp (35%) and Instagram (17%). Most of the social networking sites in India restricts individuals below 13 years of age to have an account on their platforms. However, some individuals under 13 years of age used Instagram (n = 2), Whatsapp (n = 16), and Snapchat (n = 1). For the age group ‘18-22’, Instagram (39%) was the most preferred networking site, and the respondents in the age-group ‘23-59’ preferred WhatsApp (38%).

Visualization demonstrate the distribution of preferred social media platform for a) the sample and b) among different age categories.

As shown in Table 2 , the average time spent on social media for the age group ‘7-17’ was 1.68 h/day (95% Confidence Interval, 1.52–1.85), 2.64 h/day (95% Confidence Interval, 2.50–2.78) for the age group ‘18-22’, and for the age group ‘23-59’, it was 2.37 h/day (95% Confidence Interval, 2.14–2.61). The difference between the groups was statistically different (P < 0.0001*).

4. Discussion

The outbreak of Covid-19 has upended the lives of all parts of the society. One of the most immediate changes introduced was the closure of educational institutions to slow the transmission of the virus. In order to prevent further interruption of studies, new teaching methods for the online delivery of education were introduced ( Johnson et al., 2020 , Di Pietro et al., 2020 ). However, these measures can have long-term consequences on the lives of students ( Cohen et al. 2020 ). Therefore, there is a strong need to record and study the effects of the changes being made. In this study, our aim is to analyze the impact of the COVID-19 pandemic on the education, health, social life of the students, and demonstrate results about its subsequent effect on their daily routine amid travel restrictions. The findings indicate that the time spent by students on online classes did not comply with the guidelines issued by the Ministry of Human Resources Development (MHRD) ( Department of School Education & Literacy Ministry of Human Resource Development 2020 ). Limited class interaction and inefficient time table significantly affected the satisfaction levels among students. The peer-to-peer impact in the school environment motivates individuals to work hard and learn social skills, which may not be possible in an online setting. Moreover, the biggest challenge for online learning is the requirement of efficient digital infrastructure and digital skillset for both students and teachers.

Further, this study analyses the impact of different factors to measure stress levels among students. Alarmingly, 51.4% of respondents reported that they did not utilize their time during the period of lockdown. Furthermore, sleeping habits, daily fitness routines, and social interaction significantly affected their health conditions. The government agencies imposed measures such as social distancing and restrictions on travel but they did not take into account the health implications. Although, these measures are necessary to regulate safe conditions, there is no strategy to safeguard the psychological impact due to the Covid-19 pandemic. Our research also explores the different coping mechanisms used by students of different age groups. Moreover, we analyzed various digital social media tools used by students as a self-management strategy for mental health. Our statistical analysis addresses key concerns related to online education and health due to the Covid-19 pandemic.

5. Opinions and recommendations

Once the COVID-19 pandemic ends and educational institutions re-open, the concerned authorities should continue to invest in online education to enhance learning experience. They should carefully analyze the issues experienced during sudden transition to online learning and prepare for any future situations. Proper training of educators for the digital skills and improved student-teacher interaction must be conducted. For disadvantaged students, availability of digital infrastructure with proper internet availability and access to gadgets must be ensured to avoid any disruption to their study.

Due to the situation in Covid-19, many students are likely to suffer from stress, anxiety, and depression, so it is necessary to provide emotional support to students. Future work in this direction could be to analyze the association of different stress busters on the mental health of the students. Moreover, guidelines should be created to anticipate the needs of the vulnerable student population. Improved healthcare management would ensure the delivery of mental health support.

6. Limitations

There are some limitations to our study that should be noted. The first limitation is the sampling technique used. It relies on digital infrastructure and voluntary participation that increases selection bias. The imposed travel restrictions limited the outreach to students who do not have access to online learning. Second, the study is obtained from one specific area, given the lockdown orders and the online medium of classes, we expect these results to be fairly generalizable for schools and universities nationwide. Another limitation of this study is the cross-sectional design of the survey, there was no follow-up period for the participants.

7. Conclusion

In this study, our findings indicated that the Covid-19 outbreak has made a significant impact on the mental health, education, and daily routine of students. The Covid-19 related interruptions highlight key challenges and provide an opportunity to further evaluate alternate measures in the education sector. The new policies and guidelines in this direction would help mitigate some of the negative effects and prepare educators and students for the future health crisis.

Declaration of Competing Interest

There is no conflict of interest.

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