As many areas of daily life continued to move past the pandemic in 2022, problems in the classroom show how far the recovery still has to go.
随着日常生活的许多领域在 2022 年继续度过大流行病，课堂上的问题表明复苏还有多远。
 
Almost two school years of full or partial distant learning left many students behind academically. When schools moved online, some students simply did not attend class. Others struggled behaviorally and socially. Although many of the problems existed before the pandemic, the virus made things worse. Schools are now facing a double crisis of learning and mental health.
将近两个学年的全部或部分远程学习使许多学生在学业上落后。当学校搬到网上时，一些学生根本就没有上课。其他人在行为和社交方面挣扎。尽管许多问题在大流行之前就存在，但病毒使情况变得更糟。学校现在面临着学习和心理健康的双重危机。
 
Pandemic learning loss
大流行性学习损失
 
Education equity also worsened. When schools closed, countries’ teaching and learning methods differed greatly around the world, found a study by the International Association for the Evaluation of Educational Achievement (IEA) and UNESCO. The organizations researched teaching and learning methods used in 11 countries on five continents during the pandemic.
教育公平也恶化了。国际教育成就评估协会 (IEA) 和联合国教科文组织的一项研究发现，当学校关闭时，世界各国的教学方法大不相同。这些组织研究了大流行期间五大洲 11 个国家/地区使用的教学方法。
 
The study found that some countries were able to quickly move to online learning. But others were simply not able to make the change.
该研究发现，一些国家能够迅速转向在线学习。但其他人根本无法做出改变。
 
In the European countries of Denmark and Slovenia, for example, more than 95 percent of students could use laptop computers for schoolwork. But in the African countries of Burkina Faso, Ethiopia and Kenya, fewer than 10 percent of students had laptops.
例如，在丹麦和斯洛文尼亚等欧洲国家，超过 95% 的学生可以使用笔记本电脑完成作业。但在布基纳法索、埃塞俄比亚和肯尼亚等非洲国家，只有不到 10% 的学生拥有笔记本电脑。
 
Overall, 10 percent of students said they did not have the resources to complete their schoolwork, at least most of the time.
总体而言，10% 的学生表示他们没有足够的资源来完成学业，至少大部分时间是这样。
 
In the United States, many states saw large increases in the number of students who had to repeat grades.
在美国，许多州不得不留级的学生人数大幅增加。
 
Traditionally, experts say repeating a grade can hurt a child’s social life and academic future. But many parents have asked for their children to repeat grades to help them recover from the difficulties of online learning, quarantines and school worker shortages.
传统上，专家说留级会伤害孩子的社交生活和学业前途。但许多家长要求他们的孩子留级，以帮助他们从在线学习、隔离和学校工作人员短缺的困难中恢复过来。
 
The Associated Press examined data from 26 states plus the District of Columbia in the most recent academic year. It found that 22 of the states, plus D.C., saw an increase in the number of students who were retained, or held back a year.
美联社在最近一个学年检查了来自 26 个州和哥伦比亚特区的数据。调查发现，22 个州，加上华盛顿特区，留校或退学一年的学生人数有所增加。
 
Foundational learning
基础学习

This autumn, United Nations leaders called on nations to improve basic learning skills. UNICEF found that two out of every three children around the world cannot read and understand a simple story by age 10. This was a 12 percent increase since before the pandemic. Three-quarters of children by grade four also do not have basic math skills.
今年秋天，联合国领导人呼吁各国提高基本学习技能。联合国儿童基金会发现，到 10 岁时，全世界每三个儿童中就有两个无法阅读和理解一个简单的故事。与大流行病爆发前相比，这一比例增加了 12%。四分之三的四年级儿童也不具备基本的数学技能。
 
In poorer countries, the numbers are even worse. Just one in 10 children in sub-Saharan Africa have basic reading skills by grade three.
在较贫穷的国家，这个数字甚至更糟。撒哈拉以南非洲地区只有十分之一的儿童在三年级时具备基本的阅读技能。
 
“This is a global learning crisis,” said UNICEF director Catherine Russell. “Millions of children are still out of school. And millions of children are in school … but not learning the basic skills.”
“这是一场全球性的学习危机，”联合国儿童基金会主任凯瑟琳·拉塞尔说。 “数百万儿童仍然失学。数以百万计的儿童在上学……但没有学习基本技能。”
 
Often, the subject students have had the most difficulty in was math.
通常，学生最困难的学科是数学。
 
The National Assessment of Education Progress (NAEP) is a math and reading test given to fourth and eighth grade students in public schools around the U.S. Results from this year showed that students’ scores had the largest decrease in math since 1990 when the test was first released.
全国教育进步评估 (NAEP) 是一项针对美国各地公立学校四年级和八年级学生的数学和阅读测试。今年的结果显示，自 1990 年首次测试以来，学生的数学成绩下降幅度最大释放。
 
All areas of the U.S. reported lower test scores in math. More than one-third of students scored below basic levels. The decreases were also more severe in math than in reading.
美国所有地区都报告了较低的数学考试成绩。超过三分之一的学生成绩低于基本水平。数学的下降也比阅读更严重。
 
Mental health
精神健康

The pandemic has also brought attention to both student and teacher mental health. In the IEA/UNESCO study, a majority of students in eight countries questioned said their emotional well-being suffered during the pandemic.
大流行还引起了对学生和教师心理健康的关注。在国际能源署/联合国教科文组织的研究中，八个国家的大多数受访学生表示，他们的情绪健康在大流行期间受到了影响。
 
Teachers also felt the emotional effects of the pandemic. In India, for example, 85 percent of teachers said they needed additional mental health support. In Russia, 64 percent of teachers reported feeling tired most of the time. And a majority of teachers in several countries were afraid of being infected with COVID while working.
教师们也感受到了大流行的情绪影响。例如，在印度，85% 的教师表示他们需要额外的心理健康支持。在俄罗斯，64% 的教师表示大部分时间都感到疲倦。几个国家的大多数教师都害怕在工作时感染 COVID。
 
Many countries are listening to what teachers and students say they need. In most countries studied, 50 percent of schools increased support for students and teachers.
许多国家正在倾听教师和学生所说的他们需要什么。在所研究的大多数国家中，50% 的学校增加了对学生和教师的支持。
 
Many school leaders reported an increase in the use of school guidance counselors and other mental health resources during the pandemic. Teachers also provided more help to students with their emotional and physical health.
许多学校领导报告说，在大流行期间，学校辅导员和其他心理健康资源的使用有所增加。老师们还为学生的情绪和身体健康提供了更多帮助。
 
But in the U.S., school systems are seeing a shortage of school psychologists.
但在美国，学校系统发现学校心理学家短缺。
 
Chalkbeat found that among 18 of the country’s largest school systems, 12 started the school year this autumn with fewer counselors or psychologists than they had in the autumn of 2019.
Chalkbeat 发现，在该国 18 个最大的学校系统中，有 12 个在今年秋天开学时辅导员或心理学家的人数少于 2019 年秋季。
 
As a result, many school mental health professionals must work with a high number of cases that go beyond recommended limits, experts say. Many students are having to wait for urgently needed help.
专家说，因此，许多学校心理健康专业人员必须处理大量超出建议限制的病例。许多学生不得不等待急需的帮助。
 
 
There have been signs students are starting to make up for lost time in the classroom. The Northwest Evaluation Association (NWEA) found that American students made gains in reading and math during the 2021-2022 school year compared to the year before.
有迹象表明，学生们开始弥补在课堂上失去的时间。西北评估协会 (NWEA) 发现，与前一年相比，美国学生在 2021-2022 学年的阅读和数学方面取得了进步。
But experts say the recovery from COVID-19 will last years longer than available financial support. The U.S. government has given billions of dollars in aid to help school systems recover from the pandemic. But they must spend the money by 2024.
但专家表示，从 COVID-19 中恢复过来的时间比可用的财政支持要长几年。美国政府已提供数十亿美元的援助，以帮助学校系统从大流行中恢复过来。但他们必须在 2024 年之前花掉这笔钱。
 
 
Experts agree that students who have fallen behind are going to need a lot of attention.
专家们一致认为，落后的学生需要更多关注。
 
Dirk Hastedt is the executive director of IEA, which helped lead the study of teaching and learning methods in 11 countries.
Dirk Hastedt 是 IEA 的执行董事，该机构帮助领导了 11 个国家的教学方法研究。
 
He said that in all countries, there was concern for the poorest and most at-risk students. Poorer students and students already struggling were the ones who suffered the most during school disruptions. Many could not access digital resources. Many students’ families suffered financially from the pandemic, which likely affected their schooling. Some had to spend time caring for family members. In Kenya, for example, 63 percent of students said one of their parents lost their job during the pandemic.
他说，在所有国家/地区，最贫困和处境最危险的学生都受到关注。贫困学生和已经陷入困境的学生是学校停课期间受害最深的群体。许多人无法访问数字资源。许多学生的家庭因大流行而遭受经济损失，这可能影响了他们的学业。有些人不得不花时间照顾家人。例如，在肯尼亚，63% 的学生表示他们的父母之一在大流行期间失去了工作。
 
Hastedt said policymakers need to find a way to reach the students hurting the most.
Hastedt 说政策制定者需要找到一种方法来帮助受伤害最严重的学生。
 
“The task for the future… is how can we get these students up to speed again so we don’t lose them completely and they fall behind even more,” he said.
“未来的任务……是我们如何才能让这些学生再次跟上速度，这样我们就不会完全失去他们，让他们落后得更多，”他说。