“The Children Are Not Okay”: Choir Teachers’ Perceptions of Students Post Shutdowns

Abstract

During the COVID-19 pandemic, most students in the United States experienced full school closure followed by a hybrid of online and in-person learning before ultimately returning to fully in-person instruction in the Fall of 2021. I investigated the experiences of three high school choir teachers during the 2021–2022 academic year to examine their perceptions of students’ engagement before, during, and post-pandemic school shutdowns. Analysis revealed common themes of (a) concerns about student attrition, (b) learning loss, (c) psychological impacts, (d) teaching accommodations, and (e) learning inequities. Choir teachers perceived the most significant difference in students post-shutdown to be their psychological health. Positive accommodations include a focus on student psychological well-being, engagement in retention and recruitment strategies, and new uses of technology in the choral context. The results provide guidance to music teacher educators preparing preservice educators to enter the workforce post-pandemic.

Keywords

COVID-19 choir school closures social-emotional learning trauma-informed teaching

Get full access to this article

View all access options for this article.

References

Bradley

Hess

(2022). Trauma and music education. In Bradley

Hess

(Eds.), Trauma and resilience in music education: Haunted melodies (pp. 1–16). Routledge.

Branquinho

Kelly

Arevalo

L. C.

Santos

Gaspar

Matos

(2020). “Hey, we also have something to say”: A qualitative study of Portuguese adolescents’ and young people’s experiences under COVID-19. Journal of Community Psychology, 48(8), 2740–2752. https://doi.org/10.1002/jcop.22453

Branquinho

Santos

A. C.

Ramiro

Gaspar de Matos

(2021). #COVID#BACKTOSCHOOL: Qualitative study based on the voice of Portuguese adolescents. Journal of Community Psychology, 49(7), 2209–2220. https://doi.org/10.1002/jcop.22670

Browning

Larson

L. R.

Sharaievska

Rigolon

McAnirlin

Mullenbach

Cloutier

T. M.

Thomsen

Reigner

Metcalf

E. C.

D’Antonio

Helbich

Bratman

G. N.

Alvarez

H. O.

(2021). Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States. PLOS ONE, 16(1), Article e0245327. https://doi.org/10.1371/journal.pone.0245327

Calderón-Garrido

Gustems-Carnicer

(2021). Adaptations of music education in primary and secondary school due to COVID-19: The experience in Spain. Music Education Research, 23(2), 139–150. https://doi.org/10.1080/14613808.2021.1902488

Campbell

Weingart

Ashta

Cronin

Gazmararian

(2021). COVID-19 knowledge and behavior change among high school students in semi-rural Georgia. Journal of School Health, 91(7), 526–534. https://doi.org/10.1111/josh.13029

Cavin

Chen

Karas

Seto

Thomas

Konopaski

(2023). Preliminary report: Racial equity effects of restricting in-person education during the COVID-19 pandemic. Washington Joint Legislative Audit and Review Committee. https://leg.wa.gov/jlarc/reports/2023/k12racialequity/p_prelim/print.pdf

The Centre for Addiction and Mental Health. (2023). Trauma. https://www.camh.ca/en/health-info/mental-illness-and-addiction-index/trauma

Cheng

Lam

C. Y.

(2021). The worst is yet to come: The psychological impact of COVID-19 on Hong Kong music teachers. Music Education Research, 23(2), 211–224. https://doi.org/10.1080/14613808.2021.1906215

10.

Creswell

Poth

(2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Sage.

11.

Daubney

Fautley

(2021). U-turns in the fog: The unfolding story of the impact of COVID-19 on music education in England and the UK. British Journal of Music Education, 38(1), 3–12. https://doi.org/10.1017/S0265051721000048

12.

Daugvilaite

(2021). Exploring perceptions and experiences of students, parents and teachers on their online instrumental lessons. Music Education Research, 23(2), 179–193. https://doi.org/10.1080/14613808.2021.1898576

13.

Decker

Peele

Riser-Kositsky

Kim

H.-Y.

Harris

. (2020, July 1). The coronavirus spring: The historic closing of U.S. schools. Education Week. https://www.edweek.org/leadership/the-coronavirus-spring-the-historic-closing-of-u-s-schools-a-timeline/2020/07

14.

Edgar

S. N.

(2016). Approaches of high school instrumental music educators in response to student challenges. Research Studies in Music Education, 38(2), 235–253. https://doi.org/10.1177/1321103X16668679

15.

Engzell

Frey

Verhagen

M. D.

(2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences of the United States of America, 118(17), e2022376118. https://doi.org/10.1073/pnas.2022376118

16.

Freer

Evans

(2019). Choosing to study music in high school: Teacher support, psychological needs satisfaction, and elective music intentions. Psychology of Music, 47(6), 781–799. https://doi.org/10.1177/0305735619864634

17.

Hammerstein

König

Dreisörner

Frey

(2021). Effects of COVID-19-related school closures on student achievement—A systematic review. Frontiers in Psychology, 12, Article 746289. https://www.frontiersin.org/article/10.3389/fpsyg.2021.746289

18.

Hash

P. M.

(2021). Remote learning in school bands during the COVID-19 shutdown. Journal of Research in Music Education, 68(4), 381–397.

19.

Hertz

M. F.

Kilmer

Verlenden

Liddon

Rasberry

C. N.

Barrios

L. C.

Ethier

K. A.

(2022). Adolescent mental health, connectedness, and mode of school instruction during COVID-19. Journal of Adolescent Health, 70(1), 57–63. https://doi.org/10.1016/j.jadohealth.2021.10.021

20.

Higgins

(2020, March 27). Coronavirus pandemic could inflict emotional trauma and PTSD on an unprecedented scale, scientists warn. CNBC. https://www.cnbc.com/2020/03/27/coronavirus-pandemic-could-inflict-long-lasting-emotional-trauma-ptsd.html

21.

Huang

Flatow

Biggs

Afayee

Smith

Clark

Blake

(2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. https://store.samhsa.gov/sites/default/files/d7/priv/sma14-4884.pdf

22.

Joseph

Lennox

(2021). Twists, turns and thrills during COVID-19: Music teaching and practice in Australia. Music Education Research, 23(2), 241–255. https://doi.org/10.1080/14613808.2021.1906852

23.

Joseph

Linley

P. A.

(2005). Positive adjustment to threatening events: An organismic valuing theory of growth through adversity. Review of General Psychology, 9(3), 262–280. https://doi.org/10.1037/1089-2680.9.3.262

24.

Joseph

Linley

P. A.

(2008). Positive psychological perspectives on post-traumatic stress: An integrative psychosocial framework. In Joseph

Linley

P. A.

(Eds.), Trauma, recovery, and growth: Positive psychological perspectives on post-traumatic stress (pp. 3–20). John Wiley.

25.

Knapp

E. J.

(2022). Teaching music during COVID-19: Teachers’ perceptions of personal and professional effects. Bulletin of the Council for Research in Music Education, 231, 57–76. https://doi.org/10.5406/21627223.231.04

26.

Koner

Potter

Borden

(2022). Lived experiences: Music educators’ stress in the COVID-19 pandemic. Visions of Research in Music Education, 39, 4–19. https://opencommons.uconn.edu/vrme/vol39/iss1/2

27.

Kuebel

Haskett

(2023). “I’m doing the best I can”: Teaching general music in the time of COVID-19. Update: Applications of Research in Music Education, 41, 28–37. https://doi.org/10.1177/87551233211067766

28.

Lee

(2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6), 421. https://doi.org/10.1016/S2352-4642(20)30109-7

29.

Levita

Gibson Miller

Hartman

T. K.

Murphy

Shevlin

McBride

McKay

Mason

Martinez

A. P.

Stocks

Bennett

Bentall

(2020, June 30). Report1: Impact of COVID-19 on young people aged 13-24 in the UK- preliminary findings. https://osf.io/preprints/psyarxiv/uq4rn

30.

Maldonado

J. E.

De Witte

(2022). The effect of school closures on standardized student test outcomes. British Educational Research Journal, 48(1), 49–94. https://doi.org/10.1002/berj.3754

31.

McKie

(2020, May 17). Did singing together spread coronavirus to four choirs? The Observer. https://www.theguardian.com/world/2020/may/17/did-singing-together-spread-coronavirus-to-four-choirs

32.

Nápoles

Copley

Bowers

Rinn

T. J.

(2020). COVID-19 response committee report. American Choral Directors Association. https://acda.org/wp-content/uploads/2020/06/ACDA-COVID-19-Committee-Report.pdf

33.

National Federation of State High School Associations. (2022). Unprecedented international coalition led by performing arts organizations to commission COVID-19 study. https://www.nfhs.org/articles/unprecedented-international-coalition-led-by-performing-arts-organizations-to-commission-covid-19-study

34.

O’Sullivan

Clark

McGrane

Rock

Burke

Boyle

Joksimovic

Marshall

(2021). A qualitative study of child and adolescent mental health during the COVID-19 pandemic in Ireland. International Journal of Environmental Research and Public Health, 18(3), 1062. https://doi.org/10.3390/ijerph18031062

35.

Powell

S. R.

(2023). The ideology of competition in school music. Oxford University Press.

36.

Saldaña

(2021). The coding manual for qualitative researchers (4th ed.). Sage.

37.

Schiavio

Biasutti

Philippe

(2021). Creative pedagogies in the time of pandemic: A case study with conservatory students. Music Education Research, 23(2), 167–178. https://doi.org/10.1080/14613808.2021.1881054

38.

Seidman

(2019). Interviewing as qualitative research (5th ed.). Teachers College Press.

39.

Shalaby

(2017). Troublemakers: Lessons in freedom from young children at school. The New Press.

40.

Shaw

R. D.

Mayo

(2022). Music education and distance learning during COVID-19: A survey. Arts Education Policy Review, 123(3), 143–152. https://doi.org/10.1080/10632913.2021.1931597

41.

Suri

(2011). Purposeful sampling in qualitative research synthesis. Qualitative Research Journal, 11(2), 63–75. https://doi.org/10.3316/QRJ1102063

42.

United Nations. (2020). Policy brief: Education during COVID-19 and beyond. https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf

43.

U.S. Department of Education. (2023). NAEP long-term trend assessment results: Reading and Mathematics. The Nation’s Report Card. https://www.nationsreportcard.gov/highlights/ltt/2023/

44.

Viner

Russell

Saulle

Croker

Stansfield

Packer

Nicholls

Goddings

A.-L.

Bonell

Hudson

Hope

Ward

Schwalbe

Morgan

Minozzi

(2022). School closures during social lockdown and mental health, health behaviors, and well-being among children and adolescents during the first COVID-19 wave: A systematic review. JAMA Pediatrics, 176(4), 400–409. https://doi.org/10.1001/jamapediatrics.2021.5840

45.

Yoo

(2020). Factors influencing future music participation: A review of literature based on the theory of planned behavior. Update: Applications of Research in Music Education, 38(3), 18–28. https://doi.org/10.1177/8755123320904748

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.02 MB