Consequences of the Global Crisis - The Return of Online Classes: A Misguided Idea?

Title: Consequences of the Global Crisis - The Return of Online Classes: A Misguided Idea?

Content: Schools closing and shifting to remote learning is gaining traction again in Mauritius amid global economic uncertainties triggered by the war in the Middle East. However, experts who closely observed the effects of lockdowns on children are raising alarms.

"This solution should be a last resort, only until secondary education," asserts Mélanie Vigier from Latour-Bérenger, a psychosociologist and member of the Konekte leadership team. The lockdowns of 2020 and 2021 left deep scars: depressive states, social isolation, stress, anxiety, and increased exposure to violence. In Mauritius, they also coincided with a rise in suicidal behavior among minors.

From an educational standpoint, she is clear: remote learning does not guarantee equity or effectiveness. "Absolutely not, according to research." Vulnerable children are the most affected: they face difficulties concentrating, school dropouts, declining performance, and developmental delays. For younger children, the issue is even more fundamental: "In preschool, learning also happens through play, which online education cannot facilitate."

For children with disabilities, the challenges are different but equally demanding: they require structure, routine, and daily support. The risks of regression and behavioral issues, already observed during the pandemic, are well-documented.

Excessive screen time is also a concern. "Children who spend too much time in front of screens tend to be less happy, more anxious, and more depressed," she notes, with measurable impacts on language, attention, sleep, and behavior.

Furthermore, the school represents much more than just a classroom. Some children rely on it for their only meal of the day. Others, without supervision at home, would face increased risks. "This difficulty in accessing the internet will further exacerbate inequalities among children," she warns. Closing schools means shutting down all of that simultaneously.

Human Process

Educator Ritesh Poliah also highlights the practical limitations of such a shift. Countries that successfully implemented effective E-learning did so after long-term, structured investments: adapting educational content and training teachers and students in digital tools. "Long-term studies are conducted to tailor tools to demand," he explains. Mauritius has yet to achieve this foundational work.

He mentions the Mobile Learning project, which is more advanced than traditional E-learning and already operational in Reunion, but faces practical hurdles in the Mauritian context. "How can we make this practical on a mobile phone?" he questions.

Even for families benefiting from the SRM and having a connection, the issue of bandwidth remains unresolved. Many questions remain unanswered at this stage. "We need to think carefully before any implementation, as a child learns differently than an adult. The Covid-19 period is a true example of this," he emphasizes.

"Education is fundamentally a human process," summarizes Mélanie Vigier from Latour-Bérenger. Children learn through interactions and social connections, which are essential for their development. Cutting this off, even temporarily, has a cost. A cost that, as the pandemic experience shows, can linger long after schools reopen.