School promoted ‘with reserve’ by students, Dad not to be repeated for 3 out of 4 parents

An experience not to be repeated for 3 out of 4 parents, worried about the psychological problems (79%) generated in students, the poor quality of training (34%) and the undemocratic nature of distance learning (72%), while students, albeit with generally lukewarm judgments, promote school with some gaps and inefficiencies. This is what emerges from the research “The most intimate side of a trying year: emotions and moods”, carried out by AlmaDiploma, inside of a larger monthly Observatory created for Italian Tech, in collaboration with Swg on the experiences and points of view of students, parents and teachers compared to the last school year 2020/2021 last two school years, of all levels. A period marked by intermittent lockdowns and hastily adapted teaching in digital mode. The survey was carried out between 1 and 10 September, involved 1,557 2020/21 graduates among those interviewed by AlmaDiploma, 571 parents of children in elementary, middle or high school and 415 teachers of elementary, middle or high school. One year, the last, lived quietly, but in the sign of apathy, among the students while among the teachers there is unease and concern. When asked for an adjective that could best describe the state of mind during the last school year, the students indicated, in 24% of cases, “calm” and “apathetic”, followed by “worried” (16%), “sad” “And” uncomfortable “(9%),” happy “(5%) and” angry “(4%), while among teachers the mood indicated by 30% was worry, followed with 24% from the feeling of discomfort. As for the effects of the pandemic on children, 57% of parents and 81% of teachers think that their children / students have emerged ‘more fragile’. The balance on the school year also sees graduates exhausted by Dad and social restrictions and teachers worried about preparation and competitiveness, while parents tranchant about the usefulness of the school year as a whole. Precariousness is the greatest concern for 51% While for families, in fact, – worried about the psychological problems (79%) generated in students, the poor quality of training (34%) and the undemocratic nature of distance learning (72%) – Dad has been defined a trying, if not unsustainable experience, especially where there were children in elementary school and a shortage of devices at home. For almost 3 out of 4 parents, Dad is not to be repeated (it is a wasted year); teachers fear, in 70% of cases, that after such a year the diploma they have obtained will be worth less in the eyes of companies and that they will have less skills to face the world of work. The students, on the other hand, put psychological and relational discomforts first. 81%, in fact, say they are convinced that distance learning has generated ‘psychological stress and discomfort in students’ and 72% say that in this year of pandemic they have “rediscovered the value of sociality”. The students missed the most, in fact, were the moments of fun and aggregation. 61% of graduates, in fact, indicate among the things they missed the most this year the ‘fun and informal moments’ followed with 50% by ‘seeing my classmates every day’ and with 39% by ‘the moment of recreation, the change of the hour’. ‘The relationship with teachers’ is therefore indicated by 27% of graduates while practically no one was lacking were:’ The checks / queries made in the traditional way ‘(9%) and’ homework as it was structured before ‘(4%). Among the sources of concern, high school graduates feel more than others the pressure of job insecurity, while parents and teachers are more concerned about the quality of education for young people. Job insecurity / instability are in fact indicated by 51% of graduates, against 34% of parents and 49% of teachers, while the ‘quality of school / training’ is indicated by 16% of students, 34% of parents and 26% of teachers.72% families complain about Dad’s lack of democracy. Quanto in the strict sense of Dad was certainly a stimulus for innovation, but the ‘price’ is accessibility. In fact, especially teachers and families complain about the ‘non-democratic nature’ of the system which does not guarantee everyone the same opportunities to participate. 72% of parents and 70% of teachers are convinced of this, against 56% of graduates. Among the major ‘side effects’ of DAD, 67% of students indicate ‘difficulty concentrating’, ‘listlessness, disinterest’ (57%), ‘sense of uselessness of their effort’ (38%) and ‘quality of the internet connection’ (30%). Teachers, on the other hand, put first, in 64% of cases, the ‘difficulties in dialogue with teachers / students’ (indicated by 38% of graduates), followed by’ Internet connection quality ‘(40%) and’ less clarity in the transfer of tasks and activities’ (38%). For all, however, even if with slightly different percentages, the preparation achieved by the children through integrated digital teaching, compared to what they would have achieved if there had not been an emergency, is lower. This is the opinion of 71% of graduates and 84% of teachers. In addition, a quarter of recent graduates became disaffected with all subjects (even their favorites) and just over 1 in 10 discovered new interests. On the whole, the school was promoted, which efficiently organized integrated digital teaching in 66% of responses, a share that rises to 70% among parents and 72% among teachers; the latter are rewarded by 87% of the students, who believe that ‘the teachers have guaranteed the continuity of the lessons’. In short, Dad is an experience that divides all interested audiences. More appreciated by students and teachers than parents, but overall it collects ‘lukewarm’ reviews. 54% of graduates and 52% of teachers give a positive evaluation compared to 47% of parents, for whom in almost 3 cases out of 4 it is’ an experience not to be repeated ‘. President Almadiploma,’ supporting technological innovation and teacher training and teaching approach more attentive to students’ needs Everyone is clamoring for a more practical approach. Young people push towards greater educational cultural trips (48%) and study trips (47%), while parents ask for more hours in the presence (32%). The restyling of the buildings, and therefore the school building, seems to be the teachers’ only priority. More attention to the world of work, the hope of the students on the one hand, on the other the school that “teaches to learn” the hope of teachers. The latter also appeal to the adoption of new evaluation tools and cutting-edge teaching methodologies. And to the question addressed to the students “how do you imagine the teacher of the future?” the answer is: more competent in elementary school, more educators in middle school and more mentors in high school. “AlmaDiploma’s research on Dad – emphasizes to Adnkronos the President of the AlmaDiploma association, the head teacher Prof. Osvaldo Di Cuffa – highlights a series of critical issues that must lead us to reflect and plan the actions that schools must implement to address the needs that have emerged. Surely there are two main directions on which it is necessary to work: supporting technological innovation and teacher training on the one hand, a didactic approach more attentive to the needs of the students and to the necessary dialogue with the same students on the other “.