essay about experience in covid 19

Personal Experience With the COVID-19 Pandemic

The COVID-19 pandemic has affected many areas of individuals’ daily living. The vulnerability to any epidemic depends on a person’s social and economic status. Some people with underlying medical conditions have succumbed to the disease, while others with stronger immunity have survived (Cohut para.6). Governments have restricted movements and introduced stern measures against violating such health precautions as physical distancing and wearing masks. The COVID-19 pandemic has forced people to adopt various responses to its effects, such as homeschooling, working from home, and ordering foods and other commodities from online stores.

I have restricted my movements and opted to order foodstuffs and other essential goods online with doorstep delivery services. I like adventure, and before the pandemic, I would go to parks and other recreational centers to have fun. But this time, I am mostly confined to my room studying, doing school assignments, or reading storybooks, when I do not have an in-person session at college. I have also had to use social media more than before to connect with my family and friends. I miss participating in outdoor activities and meeting with my friends. However, it is worth it because the virus is deadly, and I have had to adapt to this new normal in my life.

With the pandemic requiring stern measures and precautions due to its transmission mode, the federal government has done well in handling the matter. One of the positives is that it has sent financial and material aid to individual state and local governments to help people cope up with the economic challenges the pandemic has posed (Solomon para. 8). Another plus for the federal government is funding the COVID-19 testing, contact tracing, and distributing the vaccine. Lastly, the government has extended unemployment benefits as a rescue plan to help households with an income of less than $150,000 (Solomon para. 9). Therefore, the federal government is trying its best to handle this pandemic.

The New Jersey government has done all it can to handle this pandemic well, but there are still some areas of improvement. As of March 7, 2021, New Jersey was having the highest number of deaths related to COVID-19, but Governor Phil Murphy’s initial handling of the pandemic attracted praises from many quarters (Stanmyre para. 10). In his early days in office, Gov. Murphy portrayed a sense of competency and calm, but it seems other states adopted much of his policies better than he did, explaining the reduction in the approval ratings. In November 2020, Governor Murphy signed an Executive Order cushioning and protecting workers from contracting COVID-19 at the workplace (Stanmyre para. 12). Therefore, although there are mixed feelings, the NJ government is handling this pandemic well.

Some states have reopened immediately after the vaccination, but this poses a massive risk of spreading the virus. Soon, citizens will begin to neglect the laid down health protocols, which would increase the possibility of the increase of the COVID-19 cases. There is a need for health departments to ensure that the health precautions are followed and campaign on the need to adhere to the guidelines. Some individuals are protesting their states’ economy to be reopened, but that is a rash, ill-informed decision. The threat of the pandemic is still high, and it is not the right time to demand the reopening of the economy yet.

In conclusion, the pandemic has affected individuals, businesses, and governments in many ways. Due to how the virus spreads, physical distancing has become a new normal, with people forced to homeschool or work from home to prevent themselves from contracting the disease. The federal government has done its best to cushion its people from the pandemic’s economic effects through various financial rescue schemes and plans. New Jersey’s government has also done well, although its cases continue to soar as it is the leading state in COVID-19 prevalence. Some states have reopened, while in others, people continue to demand their state governments to open the economy, which would be a risky move.

Works Cited

Cohut, Maria. “COVID-19 at the 1-year Mark: How the Pandemic Has Affected the World.” Medical and Health Information . Web.

Solomon, Rachel. “What is the Federal Government Doing to Help People Impacted by Coronavirus?” Cancer Support Community . Web.

Stanmyre, Matthew. “N.J.’s Pandemic Response Started Strong. Why Has So Much Gone Wrong Since?” 2021. Web.

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IvyPanda. (2024, February 26). Personal Experience With the COVID-19 Pandemic. https://ivypanda.com/essays/personal-experience-with-the-covid-19-pandemic/

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Home — Essay Samples — Nursing & Health — Covid 19 — My Experience during the COVID-19 Pandemic

My Experience During The Covid-19 Pandemic

Categories: Covid 19

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Words: 440 |

Published: Jan 30, 2024

Words: 440 | Page: 1 | 3 min read

Introduction, physical impact, mental and emotional impact, social impact.

World Health Organization. (2021). Coronavirus (COVID-19) Dashboard. https://covid19.who.int/
American Psychiatric Association. (2020). Mental health and COVID-19. https://www.psychiatry.org/news-room/apa-blogs/apa-blog/2020/03/mental-health-and-covid-19
The New York Times. (2020). Coping with Coronavirus Anxiety. https://www.nytimes.com/2020/03/11/well/family/coronavirus-anxiety-mental-health.html

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How to Write About Coronavirus in a College Essay

Students can share how they navigated life during the coronavirus pandemic in a full-length essay or an optional supplement.

Writing About COVID-19 in College Essays

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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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Coronavirus: My Experience During the Pandemic

Anastasiya Kandratsenka George Washington High School, Class of 2021

At this point in time there shouldn't be a single person who doesn't know about the coronavirus, or as they call it, COVID-19. The coronavirus is a virus that originated in China, reached the U.S. and eventually spread all over the world by January of 2020. The common symptoms of the virus include shortness of breath, chills, sore throat, headache, loss of taste and smell, runny nose, vomiting and nausea. As it has been established, it might take up to 14 days for the symptoms to show. On top of that, the virus is also highly contagious putting all age groups at risk. The elderly and individuals with chronic diseases such as pneumonia or heart disease are in the top risk as the virus attacks the immune system.

The virus first appeared on the news and media platforms in the month of January of this year. The United States and many other countries all over the globe saw no reason to panic as it seemed that the virus presented no possible threat. Throughout the next upcoming months, the virus began to spread very quickly, alerting health officials not only in the U.S., but all over the world. As people started digging into the origin of the virus, it became clear that it originated in China. Based on everything scientists have looked at, the virus came from a bat that later infected other animals, making it way to humans. As it goes for the United States, the numbers started rising quickly, resulting in the cancellation of sports events, concerts, large gatherings and then later on schools.

As it goes personally for me, my school was shut down on March 13th. The original plan was to put us on a two weeks leave, returning on March 30th but, as the virus spread rapidly and things began escalating out of control very quickly, President Trump announced a state of emergency and the whole country was put on quarantine until April 30th. At that point, schools were officially shut down for the rest of the school year. Distanced learning was introduced, online classes were established, a new norm was put in place. As for the School District of Philadelphia distanced learning and online classes began on May 4th. From that point on I would have classes four times a week, from 8AM till 3PM. Virtual learning was something that I never had to experience and encounter before. It was all new and different for me, just as it was for millions of students all over the United States. We were forced to transfer from physically attending school, interacting with our peers and teachers, participating in fun school events and just being in a classroom setting, to just looking at each other through a computer screen in a number of days. That is something that we all could have never seen coming, it was all so sudden and new.

My experience with distanced learning was not very great. I get distracted very easily and find it hard to concentrate, especially when it comes to school. In a classroom I was able to give my full attention to what was being taught, I was all there. However, when we had the online classes, I could not focus and listen to what my teachers were trying to get across. I got distracted very easily, missing out on important information that was being presented. My entire family which consists of five members, were all home during the quarantine. I have two little siblings who are very loud and demanding, so I’m sure it can be imagined how hard it was for me to concentrate on school and do what was asked of me when I had these two running around the house. On top of school, I also had to find a job and work 35 hours a week to support my family during the pandemic. My mother lost her job for the time being and my father was only able to work from home. As we have a big family, the income of my father was not enough. I made it my duty to help out and support our family as much as I could: I got a job at a local supermarket and worked there as a cashier for over two months.

While I worked at the supermarket, I was exposed to dozens of people every day and with all the protection that was implemented to protect the customers and the workers, I was lucky enough to not get the virus. As I say that, my grandparents who do not even live in the U.S. were not so lucky. They got the virus and spent over a month isolated, in a hospital bed, with no one by their side. Our only way of communicating was through the phone and if lucky, we got to talk once a week. Speaking for my family, that was the worst and scariest part of the whole situation. Luckily for us, they were both able to recover completely.

As the pandemic is somewhat under control, the spread of the virus has slowed down. We’re now living in the new norm. We no longer view things the same, the way we did before. Large gatherings and activities that require large groups to come together are now unimaginable! Distanced learning is what we know, not to mention the importance of social distancing and having to wear masks anywhere and everywhere we go. This is the new norm now and who knows when and if ever we’ll be able go back to what we knew before. This whole experience has made me realize that we, as humans, tend to take things for granted and don’t value what we have until it is taken away from us.

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[tid]: dedication, [tid]: new tools for a new house: transformations for justice and peace in and beyond covid-19, [tid]: black lives matter, intersectionality, and lgbtq rights now, [tid]: the voice of asian american youth: what goes untold, [tid]: beyond words: reimagining education through art and activism, [tid]: voice(s) of a black man, [tid]: embodied learning and community resilience, [tid]: re-imagining professional learning in a time of social isolation: storytelling as a tool for healing and professional growth, [tid]: reckoning: what does it mean to look forward and back together as critical educators, [tid]: leader to leaders: an indigenous school leader’s advice through storytelling about grief and covid-19, [tid]: finding hope, healing and liberation beyond covid-19 within a context of captivity and carcerality, [tid]: flux leadership: leading for justice and peace in & beyond covid-19, [tid]: flux leadership: insights from the (virtual) field, [tid]: hard pivot: compulsory crisis leadership emerges from a space of doubt, [tid]: and how are the children, [tid]: real talk: teaching and leading while bipoc, [tid]: systems of emotional support for educators in crisis, [tid]: listening leadership: the student voices project, [tid]: global engagement, perspective-sharing, & future-seeing in & beyond a global crisis, [tid]: teaching and leadership during covid-19: lessons from lived experiences, [tid]: crisis leadership in independent schools - 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Read these 12 moving essays about life during coronavirus

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The world is grappling with an invisible, deadly enemy, trying to understand how to live with the threat posed by a virus . For some writers, the only way forward is to put pen to paper, trying to conceptualize and document what it feels like to continue living as countries are under lockdown and regular life seems to have ground to a halt.

So as the coronavirus pandemic has stretched around the world, it’s sparked a crop of diary entries and essays that describe how life has changed. Novelists, critics, artists, and journalists have put words to the feelings many are experiencing. The result is a first draft of how we’ll someday remember this time, filled with uncertainty and pain and fear as well as small moments of hope and humanity.

At the New York Review of Books, Ali Bhutto writes that in Karachi, Pakistan, the government-imposed curfew due to the virus is “eerily reminiscent of past military clampdowns”:

Beneath the quiet calm lies a sense that society has been unhinged and that the usual rules no longer apply. Small groups of pedestrians look on from the shadows, like an audience watching a spectacle slowly unfolding. People pause on street corners and in the shade of trees, under the watchful gaze of the paramilitary forces and the police.

His essay concludes with the sobering note that “in the minds of many, Covid-19 is just another life-threatening hazard in a city that stumbles from one crisis to another.”

Writing from Chattanooga, novelist Jamie Quatro documents the mixed ways her neighbors have been responding to the threat, and the frustration of conflicting direction, or no direction at all, from local, state, and federal leaders:

Whiplash, trying to keep up with who’s ordering what. We’re already experiencing enough chaos without this back-and-forth. Why didn’t the federal government issue a nationwide shelter-in-place at the get-go, the way other countries did? What happens when one state’s shelter-in-place ends, while others continue? Do states still under quarantine close their borders? We are still one nation, not fifty individual countries. Right?

Award-winning photojournalist Alessio Mamo, quarantined with his partner Marta in Sicily after she tested positive for the virus, accompanies his photographs in the Guardian of their confinement with a reflection on being confined :

The doctors asked me to take a second test, but again I tested negative. Perhaps I’m immune? The days dragged on in my apartment, in black and white, like my photos. Sometimes we tried to smile, imagining that I was asymptomatic, because I was the virus. Our smiles seemed to bring good news. My mother left hospital, but I won’t be able to see her for weeks. Marta started breathing well again, and so did I. I would have liked to photograph my country in the midst of this emergency, the battles that the doctors wage on the frontline, the hospitals pushed to their limits, Italy on its knees fighting an invisible enemy. That enemy, a day in March, knocked on my door instead.

In the New York Times Magazine, deputy editor Jessica Lustig writes with devastating clarity about her family’s life in Brooklyn while her husband battled the virus, weeks before most people began taking the threat seriously:

At the door of the clinic, we stand looking out at two older women chatting outside the doorway, oblivious. Do I wave them away? Call out that they should get far away, go home, wash their hands, stay inside? Instead we just stand there, awkwardly, until they move on. Only then do we step outside to begin the long three-block walk home. I point out the early magnolia, the forsythia. T says he is cold. The untrimmed hairs on his neck, under his beard, are white. The few people walking past us on the sidewalk don’t know that we are visitors from the future. A vision, a premonition, a walking visitation. This will be them: Either T, in the mask, or — if they’re lucky — me, tending to him.

Essayist Leslie Jamison writes in the New York Review of Books about being shut away alone in her New York City apartment with her 2-year-old daughter since she became sick:

The virus. Its sinewy, intimate name. What does it feel like in my body today? Shivering under blankets. A hot itch behind the eyes. Three sweatshirts in the middle of the day. My daughter trying to pull another blanket over my body with her tiny arms. An ache in the muscles that somehow makes it hard to lie still. This loss of taste has become a kind of sensory quarantine. It’s as if the quarantine keeps inching closer and closer to my insides. First I lost the touch of other bodies; then I lost the air; now I’ve lost the taste of bananas. Nothing about any of these losses is particularly unique. I’ve made a schedule so I won’t go insane with the toddler. Five days ago, I wrote Walk/Adventure! on it, next to a cut-out illustration of a tiger—as if we’d see tigers on our walks. It was good to keep possibility alive.

At Literary Hub, novelist Heidi Pitlor writes about the elastic nature of time during her family’s quarantine in Massachusetts:

During a shutdown, the things that mark our days—commuting to work, sending our kids to school, having a drink with friends—vanish and time takes on a flat, seamless quality. Without some self-imposed structure, it’s easy to feel a little untethered. A friend recently posted on Facebook: “For those who have lost track, today is Blursday the fortyteenth of Maprilay.” ... Giving shape to time is especially important now, when the future is so shapeless. We do not know whether the virus will continue to rage for weeks or months or, lord help us, on and off for years. We do not know when we will feel safe again. And so many of us, minus those who are gifted at compartmentalization or denial, remain largely captive to fear. We may stay this way if we do not create at least the illusion of movement in our lives, our long days spent with ourselves or partners or families.

Novelist Lauren Groff writes at the New York Review of Books about trying to escape the prison of her fears while sequestered at home in Gainesville, Florida:

Some people have imaginations sparked only by what they can see; I blame this blinkered empiricism for the parks overwhelmed with people, the bars, until a few nights ago, thickly thronged. My imagination is the opposite. I fear everything invisible to me. From the enclosure of my house, I am afraid of the suffering that isn’t present before me, the people running out of money and food or drowning in the fluid in their lungs, the deaths of health-care workers now growing ill while performing their duties. I fear the federal government, which the right wing has so—intentionally—weakened that not only is it insufficient to help its people, it is actively standing in help’s way. I fear we won’t sufficiently punish the right. I fear leaving the house and spreading the disease. I fear what this time of fear is doing to my children, their imaginations, and their souls.

At ArtForum , Berlin-based critic and writer Kristian Vistrup Madsen reflects on martinis, melancholia, and Finnish artist Jaakko Pallasvuo’s 2018 graphic novel Retreat , in which three young people exile themselves in the woods:

In melancholia, the shape of what is ending, and its temporality, is sprawling and incomprehensible. The ambivalence makes it hard to bear. The world of Retreat is rendered in lush pink and purple watercolors, which dissolve into wild and messy abstractions. In apocalypse, the divisions established in genesis bleed back out. My own Corona-retreat is similarly soft, color-field like, each day a blurred succession of quarantinis, YouTube–yoga, and televized press conferences. As restrictions mount, so does abstraction. For now, I’m still rooting for love to save the world.

At the Paris Review , Matt Levin writes about reading Virginia Woolf’s novel The Waves during quarantine:

A retreat, a quarantine, a sickness—they simultaneously distort and clarify, curtail and expand. It is an ideal state in which to read literature with a reputation for difficulty and inaccessibility, those hermetic books shorn of the handholds of conventional plot or characterization or description. A novel like Virginia Woolf’s The Waves is perfect for the state of interiority induced by quarantine—a story of three men and three women, meeting after the death of a mutual friend, told entirely in the overlapping internal monologues of the six, interspersed only with sections of pure, achingly beautiful descriptions of the natural world, a day’s procession and recession of light and waves. The novel is, in my mind’s eye, a perfectly spherical object. It is translucent and shimmering and infinitely fragile, prone to shatter at the slightest disturbance. It is not a book that can be read in snatches on the subway—it demands total absorption. Though it revels in a stark emotional nakedness, the book remains aloof, remote in its own deep self-absorption.

In an essay for the Financial Times, novelist Arundhati Roy writes with anger about Indian Prime Minister Narendra Modi’s anemic response to the threat, but also offers a glimmer of hope for the future:

Historically, pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next. We can choose to walk through it, dragging the carcasses of our prejudice and hatred, our avarice, our data banks and dead ideas, our dead rivers and smoky skies behind us. Or we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it.

From Boston, Nora Caplan-Bricker writes in The Point about the strange contraction of space under quarantine, in which a friend in Beirut is as close as the one around the corner in the same city:

It’s a nice illusion—nice to feel like we’re in it together, even if my real world has shrunk to one person, my husband, who sits with his laptop in the other room. It’s nice in the same way as reading those essays that reframe social distancing as solidarity. “We must begin to see the negative space as clearly as the positive, to know what we don’t do is also brilliant and full of love,” the poet Anne Boyer wrote on March 10th, the day that Massachusetts declared a state of emergency. If you squint, you could almost make sense of this quarantine as an effort to flatten, along with the curve, the distinctions we make between our bonds with others. Right now, I care for my neighbor in the same way I demonstrate love for my mother: in all instances, I stay away. And in moments this month, I have loved strangers with an intensity that is new to me. On March 14th, the Saturday night after the end of life as we knew it, I went out with my dog and found the street silent: no lines for restaurants, no children on bicycles, no couples strolling with little cups of ice cream. It had taken the combined will of thousands of people to deliver such a sudden and complete emptiness. I felt so grateful, and so bereft.

And on his own website, musician and artist David Byrne writes about rediscovering the value of working for collective good , saying that “what is happening now is an opportunity to learn how to change our behavior”:

In emergencies, citizens can suddenly cooperate and collaborate. Change can happen. We’re going to need to work together as the effects of climate change ramp up. In order for capitalism to survive in any form, we will have to be a little more socialist. Here is an opportunity for us to see things differently — to see that we really are all connected — and adjust our behavior accordingly. Are we willing to do this? Is this moment an opportunity to see how truly interdependent we all are? To live in a world that is different and better than the one we live in now? We might be too far down the road to test every asymptomatic person, but a change in our mindsets, in how we view our neighbors, could lay the groundwork for the collective action we’ll need to deal with other global crises. The time to see how connected we all are is now.

The portrait these writers paint of a world under quarantine is multifaceted. Our worlds have contracted to the confines of our homes, and yet in some ways we’re more connected than ever to one another. We feel fear and boredom, anger and gratitude, frustration and strange peace. Uncertainty drives us to find metaphors and images that will let us wrap our minds around what is happening.

Yet there’s no single “what” that is happening. Everyone is contending with the pandemic and its effects from different places and in different ways. Reading others’ experiences — even the most frightening ones — can help alleviate the loneliness and dread, a little, and remind us that what we’re going through is both unique and shared by all.

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‘the full covid-19 experience’.

A science and medical reporter offers an intimate look at the pandemic’s personal impact

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Photos courtesy of Alvin Powell

Portraits of Loss

Alvin powell.

A collection of stories and essays that illustrate the indelible mark left on our community by a pandemic that touched all our lives.

I remember thinking, “I guess I’m having the full COVID-19 experience,” though I knew immediately it wasn’t true. Having the full experience would mean switching places with the frail woman before me. It would mean my eyes were the ones that were closed, my breath silent and shallow.

But I also knew she wouldn’t want it that way. My mother, Alynne Martelle, was protective like that.

It was April 2020, and I was sitting in a Connecticut nursing home across the bed from my sister Kelly San Martin. I wasn’t thinking about how outlandishly I was dressed, but each glance across the bed provided a reminder. We were both wearing thin, disposable yellow gowns and too-big rubber gloves, with surgical masks covering our noses and mouths. We were each hoping the protection would be enough, but at that point in the pandemic’s first spring surge, nothing seemed certain.

Earlier that day — a Friday — I had been working from home and heard from my sister that my mom, 80 and diagnosed with COVID-19, had taken a turn for the worse. I called the nursing home where she’d lived for nearly five years, and the nurse said to come right away. So I told my editors at the Gazette what was going on, got in the car, and headed down the Pike.

I had a couple of hours to think during the drive. As a science writer for the Gazette, I routinely monitor disease outbreaks around the world — SARS, H1N1, seasonal flu — and discuss them with experts at the University. My hope is to lend perspective for readers on news that can seem too distant to be threatening — yet to which they might want to pay attention— or things that seem threateningly close, but in fact are rare enough that the screaming headlines may not be warranted.

“I suspect that a nursing home isn’t part of anyone’s plan for their final years, and it certainly wasn’t for my mother.“ Alvin Powell

There were two times during my coverage of the pandemic that I felt an almost physical sensation — that pit-of-the-stomach feeling of shock or fear. The first was when Marc Lipsitch, an epidemiologist and head of the Harvard Chan School’s Center for Communicable Disease Dynamics, said early on that, unlike its recent predecessors SARS and MERS, which got people very sick, this virus also caused a lot of mild or asymptomatic cases. As that news sank in, I realized how difficult the future might become: How can you stop something before you know it’s there?

The second time I had that feeling was just a few weeks later. Through February 2020, the number of cases in the U.S. and globally had continued to grow, and it became clear that a major public health emergency was underway. Harvard’s experts, among many others, were offering a way forward, and I was writing regularly about the pandemic, about the new-to-me concept of “social distancing” and the importance of using masks to reduce spread — even as faculty members at our hospitals were also warning of shortages of personal protective equipment, or PPE — another term now embedded in our daily language. That was when President Donald Trump used the word “hoax” in discussing the pandemic. When I read that I thought, “This could get a lot worse.”

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By the third week in April, it had. Then, of course, the winter’s much larger surge was still just a vague threat and 100,000 deaths nationally from COVID-19 would soon warrant front-page treatment in The New York Times. Nursing homes — which concentrated society’s frail and elderly — had been hit hard early, as protective measures were being worked out and individual habits — life-saving ones — were still being ingrained.

I suspect that a nursing home isn’t part of anyone’s plan for their final years, and it certainly wasn’t for my mother. She was born in Hartford, poor and proudly Irish. She was artistic, eccentric, and joked later in life that if she hyphenated all her last names, she’d be Alynne Cummings-Powell-Martelle-Martelle-Herzberger-Harripersaud. Though she was tough on her husbands, she was easy on her kids. Despite the roiling of her married life, our home in the Hartford suburbs was mostly stable. That was largely due to the stick-to-it-iveness of my stepfather Sal — the two Martelles in there — and the fact that her four kids never doubted that she loved them.

She traveled even more than she married, preferring out-of-the-way places and bringing home images of the people who lived there. Among her destinations, she spent a summer in Calcutta volunteering at one of Mother Teresa’s orphanages and, on her return, she struck up a correspondence with the future saint.

Alynne Martell (center) surrounded by her children, Laura Lynne Powell (clockwise from left), Kelly San Martin, Alvin Powell, and Joseph Martelle. They are pictured at Hawks Nest Beach in Old Lyme, Conn., where they’ve gone for a week each summer for more than 45 years. Powell and his mother on a family kayak trip on the Black Hall River in Old Lyme.

Mom’s later years were difficult. Her mental decline had her moving from independent to assisted living and then to round-the-clock care. In the last year, her physical health and mobility had declined as well. When my mother spiked a fever in April, my siblings and I assumed it was COVID. It took the doctors some time to work through the possibilities, but they eventually got there, too. They and the nurses reminded us that it was not universally fatal, but nonetheless asked whether she had a living will. She did, and wanted no extraordinary measures taken.

Though many hospitals and nursing homes weren’t allowing visitors, the home where my mother stayed would let us in. Several family members had converged on the parking lot there, and we had a robust discussion of how safe it would be to go inside. My mother’s room was on the first floor, and some family members peered through its sliding glass door. My sister and I decided it was worth the risk to sit with Mom during her final hours, as she would have if indeed our places had been reversed.

On that Friday when Kelly and I entered the lobby, the facility appeared to be taking necessary precautions. In addition to providing PPE, they questioned us about our health and took our temperatures before letting us farther into the building. The main thing I was uneasy about was the use of surgical masks rather than N95 respirators. The N95s, I thought, would provide a level of protection commensurate with sitting in a place where we knew the virus was circulating.

On the second day, two friends teamed up to get us the N95s one had stockpiled during the 2009 H1N1 epidemic. We met in the parking lot for the handover — accomplished with profuse thanks and at a safe distance. The masks eased my mind. The key to weathering the pandemic came not from hiding away, but from a clear-eyed assessment of risks and having a plan to manage them. I had also learned during months of covering the pandemic that even measures inadequate on their own could be powerful when layered over one another. So, though it now seems like overkill, after doffing all the protective gear on the way out, we also changed into clean clothes in the chilly April parking lot, our modesty shielded by open car doors. We stowed the dirty clothes in plastic bags in the trunk and made liberal use of the giant bottle of hand sanitizer Kelly had brought.

“My mom had a metal sculpture of herself made by artist Karen Rossi. Her four kids are hanging off her feet in mobile-style,” writes Alvin Powell.

The result was that my sister and I were able to sit with my mom for several hours over the weekend. She was mostly asleep or unconscious but roused herself, seeming to rise from a place deep inside, to rasp out that she loved us. Then she retreated inward again.

Mom died the following Monday, and I went into home quarantine for two weeks, breaking it once to head back down the Pike to make arrangements with a completely overwhelmed funeral home. She had wanted to be cremated, but the crematorium was also backed up, so they refrigerated her body for several days until they could get to her. Afterward, my brother, Joe Martelle, picked up her remains and brought her home to await her burial.

But we delayed too. We put off her funeral until the family could gather for the bash she wanted as a farewell — she’d picked out the music and assigned tasks to different family members — Joe and I were to build the wooden box for interment. “August,” I initially thought. Then “October.” I was sure about October. My sister in Sacramento, Laura Lynne Powell, had suggested early on we might have to wait for the April anniversary of her death, which at the time seemed ridiculously distant since the pandemic surely would be controlled by then. Now, of course, April’s here and it is still too early for a big gathering.

In the year since my mother died, I’ve been back at work and have continued to learn as much as I can in order to convey our shifting — yet advancing — knowledge to readers. I’ve been repeatedly reminded how far I still am from “the full COVID experience” because the virus seems insatiable and just keeps on taking.

I don’t for a minute think my family is unique in its impacts, but many of those around me have experienced some ugly aspect of it. My son was laid off; my daughter’s 18th birthday, high school graduation, and freshman year in college have been canceled, delayed, or distorted beyond recognition. Two daughters and four grandchildren have been diagnosed with COVID and recovered. In February, four family friends in my Massachusetts town saw the contagion flare through their households, while my own family in Connecticut watched with concern as a loved one became severely ill, later rejoicing at her recovery after treatment with remdesivir.

The pandemic picture seems to have become even muddier lately, devolving into a foot race between vaccines and variants. Through much of March, vaccines seemed sure to win, but warnings from public health officials have become dire of late, warning of too-soon reopenings and the potential for a fourth surge. My stepfather Sal has gotten his second vaccine dose though, so hopefully he, at least, is out of harm’s way. I’m also hearing of friends and family whose first dose appointments are looming. That gives me hope and serves as a reminder that there is one part of “the full COVID experience” I’m looking forward to: its end.

Alvin Powell is the Harvard Gazette’s senior science writer.

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A Descriptive Study of COVID-19–Related Experiences and Perspectives of a National Sample of College Students in Spring 2020

Alison k. cohen.

a Department of Public and Nonprofit Administration, School of Management, University of San Francisco, San Francisco, California

Lindsay T. Hoyt

b Department of Psychology, Fordham University, New York, New York

Brandon Dull

Associated data.

This is one of the first surveys of a USA-wide sample of full-time college students about their COVID-19–related experiences in spring 2020.

We surveyed 725 full-time college students aged 18–22 years recruited via Instagram promotions on April 25–30, 2020. We inquired about their COVID-19–related experiences and perspectives, documented opportunities for transmission, and assessed COVID-19's perceived impacts to date.

Thirty-five percent of participants experienced any COVID-19–related symptoms from February to April 2020, but less than 5% of them got tested, and only 46% stayed home exclusively while experiencing symptoms. Almost all (95%) had sheltered in place/stayed primarily at home by late April 2020; 53% started sheltering in place before any state had an official stay-at-home order, and more than one-third started sheltering before any metropolitan area had an order. Participants were more stressed about COVID-19's health implications for their family and for American society than for themselves. Participants were open to continuing the restrictions in place in late April 2020 for an extended period of time to reduce pandemic spread.

Conclusions

There is substantial opportunity for improved public health responses to COVID-19 among college students, including for testing and contact tracing. In addition, because most participants restricted their behaviors before official stay-at-home orders went into effect, they may continue to restrict movement after stay-at-home orders are lifted, including when colleges reopen for in-person activities, if they decide it is not yet prudent to circulate freely. The public health, economic, and educational implications of COVID-19 are continuing to unfold; future studies must continue to monitor college student experiences and perspectives.

Implications and Contribution

Researchers surveyed a national sample (n = 725) of full-time college students in the USA about their coronavirus disease 2019–related experiences in spring 2020. College students are already restricting their behaviors to protect population health, but more must be done to reduce opportunities for coronavirus disease 2019 transmission by college students.

The novel COVID-19 pandemic's impact on college students is unprecedented. College students are a priority population for health promotion and disease prevention [ 1 ], and universities are unique settings that can affect the health of a larger segment of the population. College campuses are densely populated, with students living in close proximity to others; this means that college students can efficiently transmit communicable diseases (such as influenza, or COVID-19), creating hot zones for transmission [ 2 ].

To the best of our knowledge, we conducted one of the first national surveys to learn what full-time college students' COVID-19–related experiences in the United States of America (USA) were in spring 2020, during the USA's first peak of COVID-19 and when colleges and universities transitioned to remote learning [ 3 ]. This study offers insight into college students' health (e.g., COVID-19 symptoms), psychosocial, and economic experiences, as well as their perspectives on COVID-19, that can inform the COVID-19 approaches of public health officials, policy makers, and higher education leaders.

Study sample

We recruited via Instagram to create a sample of full-time college students aged 18–22 years (mean age: 20.0 years, standard deviation: 1.3) from across the USA. Although internet access disparities have historically been a concern when recruiting internet-based samples [ 4 ], being a full-time college student in April 2020 required some internet access, owing to remote learning. Recruitment and enrollment outcomes from previous research indicate that Instagram is an effective strategy to reach diverse youth, given the ability to target ads based on user data and the pervasiveness of social media [ 5 , 6 ]. In fall 2019, more than 80% of college students used Instagram, their most preferred social media platform [ 7 ]; as digital activity has increased during the pandemic [ 8 ], this proportion is now likely even higher.

Instagram promotions are regular posts (i.e., a photo or video with caption and hashtags) that are typically used to increase brand awareness (e.g., likes, views, shares) and/or sales (e.g., links to merchandise on a website) among a targeted audience. We used Instagram promotions to advertise this study using our Instagram Business Profile account (@3dyouthresearch), which operates via Facebook Ad Manager. We selected the number of days the promotion should run and the amount of money to spend per day. We could also select a more targeted audience, including by age, gender, and location, as well as by “interests” (e.g., hobbies, events). Prices were based on cost per click and determined according to Instagram's internal algorithms, incorporating factors such as the selected audience and ad feedback.

We used four Instagram promotions over 5 days. Each promotion included either (a) the CDC image of the coronavirus [ 9 ] or (b) a photo of an empty classroom. Promotions used similar text (i.e., “College Students: Complete an online survey about your experiences during the COVID-19 pandemic. Earn a $10 gift card!”) and a similar set of hashtags (e.g., #covid_19, #earnmoneyfromhome, #campusclosed). The first two promotions (age target: 18–22 years; gender: male or female; geographic location: USA) ran from April 24 to 27, 2020, and each reached (i.e., was seen by) more than 12,800 people. We then created two additional promotions that reached more than 6,000 young adults (aged 18–22 years) in the USA, targeting specific geographic locations (e.g., cities with high proportions of people of color, rural states) and diverse colleges (e.g., names of Hispanic-serving institutions and historically black colleges and universities as “Interests”); one of these two promotions specifically targeted men because women are more likely to participate in survey research [ 10 ]. We spent $150 on the first round of promotions (April 25–27, 2020) and an additional $119 on the second round of promotions (April 28–29, 2020, which was cut short given that we reached capacity).

The four promotions were viewed 41,101 times (because views were summed across ads, some people may have viewed more than one promotion), and 2,887 individuals clicked on the link to the screening questionnaire. Of those, 1,590 nonduplicated individuals started the screening questionnaire (which determined status as a full-time USA college student aged 18–22 years), which was 55.1% of those who viewed the screening questionnaire; and 1,331 nonduplicated individuals completed the screening questionnaire (83.7% of those who started the screening questionnaire). Most (n = 1,225, 92.0%) qualified for the study and provided informed consent. To further confirm current college student status, participants provided a .edu email address in the screening questionnaire, to which we sent a link to the full survey. Participants completed the survey via Qualtrics until we reached maximum capacity (n = 725); the median time to complete the survey was 34.5 minutes (interquartile range: 26.6–47.4 minutes). All participants received a $10 Amazon.com gift card within three business days of survey completion; we had a maximum capacity of 725 participants owing to the funds available for incentives. Data collection occurred from April 25, 2020, to April 30, 2020; we prioritized completing data collection before any reopening began (some locations in the USA began to reopen on May 1, 2020).

The study was approved by the Fordham University Institutional Review Board.

Survey measures

We designed most of the survey measures ( Appendix Table 1 ); we also used items from the Stop AAPI Hate Survey [ 11 ] to measure discrimination.

Data analyses

Descriptive statistics and chi-square tests were calculated in Stata (StataCorp, College Station, TX), version 16.1. Confidence intervals (95% CIs) were calculated using http://vassarstats.net/prop1.html .

Our study sample (n = 725) included a relatively even distribution of students by year in school and had racial/ethnic, gender, sexual orientation, political affiliation, and socioeconomic position diversity ( Table 1 ). Participants came from all 50 USA states and Washington DC. Our study was not as diverse as the national full-time college student population [ 12 , 13 ]; this may be because we restricted our sample to full-time college students aged 18–22 years.

Table 1

Study sample demographic characteristics (n = 725)

Race/ethnicity proportions add up to more than 100% because participants could select all categories with which they identified. For the national data, 3.7% of all full-time college students in the U.S. identified two or more races.

The family household income comparison data were only available for students who are dependents of their families, whereas our data include both students who were dependents and students who were financially independent.

National data on full-time college students came from multiple sources. College year, race/ethnicity, gender, immigration status, financial aid, family income, first-generation status, and financial independence data were from the U.S. Department of Education, National Center for Education Statistics, Higher Education General Information Survey and the 2015–16 National Postsecondary Student Aid Study. Sexual orientation data were from the National Survey of Student Engagement (2017). Political party data came from the 2018 Survey of America's College Students, Panetta Institute for Public Policy.

COVID-19 = coronavirus disease 2019.

In late April 2020, most participants were living with at least one parent (e.g., 73.4% (95% CI: 70.1%–76.5%), living with their mother(s) and/or step-mother(s)) ( Appendix Table 2 ). On average, participants lived with 2.9 other people. Seventeen percent (95% CI: 13.8%–20.7%) of those living with siblings and/or cousins were providing childcare and/or schooling assistance for any younger children in their household, but this varied by gender: 22.2% (95% CI: 9.0%–45.2%) of nonbinary, genderqueer, and transgender participants (n = 18), 19.6% (95% CI: 15.4%–24.6%) of female participants (n = 281), and only 11.7% (95% CI: 7.5%–17.7%) of male participants (n = 154) provided such care ( p -value for chi-square test of female and gender minority participants vs. males = .03).

For many, their current living arrangements differed from their typical college housing. Because the 2020 Census was also unfolding during spring 2020, we asked participants if they knew if they were counted in the 2020 Census; 67.7% (95% CI: 64.2%–71.0%) said yes, 26.3% (95% CI: 23.3%–29.7%) did not know, and 6% (95% CI: 4.4%–7.9%) said no. The 491 who said yes were counted a total of 534 times. The most common overlaps were being counted both at their college dorm and their family's household (n = 31) and at both an off-campus residence and family household (n = 10).

COVID-19 health experiences

Symptoms and testing.

More than one-third of participants (35.3%, 95% CI: 31.9%–38.9%) experienced COVID-19–related symptoms (as established by the CDC [ 14 ] and/or emerging research) since February 2020. Among those who experienced any symptoms (n = 256), 4.7% (95% CI: 2.7%–8.0%) got tested for COVID-19, 9.8% (95% CI: 6.7%–14.0%) attempted to get tested but were not successful and 85.6% (95% CI: 80.1%–89.3%) did not attempt to get tested. Of the 12 people who experienced symptoms and got tested, two tested positive, nine tested negative, and one did not yet have results. (Among those who did not experience any symptoms (n = 469), .9% (95% CI: .3%–2.2%) were tested for COVID-19, .6% (95% CI: .02%–1.9%) attempted to get tested but were not tested, and 98.5% (95% CI: 97.0%–99.3%) did not attempt to get tested. Of the four people who did not have symptoms but got tested for COVID-19, one tested positive, two tested negative, and one did not yet have results.)

Behaviors when symptomatic

Among those who had any symptoms (n = 256), 46.9% (95% CI: 40.9%–53.0%) stayed at home exclusively while they had symptoms ( Table 2 ). An additional 35.5% (95% CI: 29.9%–41.2%) stayed at home more than usual (but not exclusively). Nevertheless, many were still in public: 30.1% (95% CI: 24.8%–36.0%) reported attending class, 14.5% (95% CI: 10.7%–19.3%) went to work, and 13.7% (95% CI: 10.0%–18.4%) attended social gatherings. Only 16.4% (95% CI: 12.4%–21.4%) sought health care (remotely and/or in person).

Table 2

Activities of participants who had any COVID-19–related symptoms (n = 256) while experiencing symptoms

Opportunities for COVID-19 transmission

Social contact.

Participants attended a variety of in-person social gatherings of different sizes since March 1, 2020 ( Table 3 ). For most group categories (250+, 50–249, 10–49 people), academic programming was the most common type of gathering (e.g., 47.5% (95% CI: 40.4%–54.8%) of the 181 ≥ 250-person gatherings). For gatherings of 2–9 people (not including people from the participant's household), social events were the most common activity.

Table 3

Attendance at in-person social gatherings since March 1, 2020

Almost two-thirds of participants (62.8%, 95% CI: 59.2%–66.2%) traveled ≥50 miles at least once in March 2020, for a total of 531 trips ( Appendix Table 3 ). In comparison, only 15.2% (95% CI: 12.7%–18.0%) of participants traveled ≥50 miles at least once in April 2020, for a total of 108 trips. In both March and April 2020, the majority of these trips were by car: 65.0% (95% CI: 60.8%–68.9%) of trips in March and 89.8% (95% CI: 82.7%–94.2%) of trips in April.

Approximately three-quarters (77.2%, 95% CI: 74.1%–80.1%) of participants reported behaviors in compliance with CDC-recommended social distancing (i.e., 6 feet away from anyone outside your household) over the last 4 weeks (effectively, April 2020) ( Table 4 ). Notably, 25.0% (95% CI: 22.0%–28.3%) reported being within 6 feet of family and friends for whom they were not providing care. Participants also estimated the number of people of whom they had been within 6 feet across different categories and had the most uncertainty for the number of essential workers to whom they were exposed. Only 4.3% (95% CI: 3.0%–6.0%) of participants were in close contact with people they knew to have COVID-19 symptoms.

Table 4

Physical distancing behaviors in April 2020

When calculating the number of contacts, if participants provided a range (e.g., 50–100), we took the midpoint (e.g., 75); if participants only offered a lower range (e.g., “20+”), we used the lower range number (e.g., 20). If participants did not offer a number (e.g., “unknown” or “a lot”), we did not include these responses, so these are underestimates.

We also asked about exposure to prepared food obtained, by themselves and/or members of their household, via pickup or delivery. In the last 4 weeks, more than half of participants (54.8%, 95% CI: 51.1%–58.4%) reported that neither they nor any household members had food delivered, 29.0% (95% CI: 25.8%–32.4%) had delivery 1–3 times, and 16.3% (95% CI: 13.8%–19.1%) had delivery at least once per week. Pickup was more common: in the last 4 weeks, 22.8% (95% CI: 19.9%–25.6%) never picked up food, 45.8% (95% CI: 42.2%–49.4%) collected pickup 1–3 times, and 31.4% (95% CI: 28.2%–34.9%) collected pickup at least once per week.

Hygiene behaviors

Participants generally followed public health guidance when the survey was conducted, but incompletely ( Appendix Table 4 ). For example, more than three-quarters of people reported never coughing or sneezing into their hands or without covering their mouth at all, and almost half reported never touching their eyes, nose, and/or mouth without first washing their hands when outside their home. Approximately half (50.8%, 95% CI: 47.1%–54.4%) always wore a face mask or covering in public. However, while 72.5% (95% CI: 69.2%–75.7%) reported always washing their hands for the recommended duration of ≥20 seconds and/or using hand sanitizer that is ≥60% alcohol after being in a public place, only 37.6% (95% CI: 34.2%–41.2%) always do so after blowing their nose, and only 31.3% (95% CI: 28.0%–34.8%) always do so after coughing or sneezing.

Sheltering in place

Almost all (94.8%, 95% CI: 92.9%–96.2%) participants had sheltered in place or stayed at home (leaving only for essential services, essential work, and/or exercise) in spring 2020. Among those who had sheltered in place at any time (n = 687), 98.3% (95% CI: 97.0%–99.0%) were currently doing so when they completed the survey. Of the 1.8% (95% CI: 1.0%–3.0%) who had stopped sheltering in place, approximately half had stopped in the first half of April and the rest had stopped in the second half of April.

More than half of participants (53.1%, 95% CI: 49.5%–56.7%) started sheltering in place before any state had an official stay-at-home order (California was the first, on March 19), and more than one-third started sheltering in place before any region had an official stay-at-home order (the San Francisco Bay Area was the first, on March 17) ( Table 5 ). Most participants (81.1%, 95% CI: 78.1%–83.8%) last ate at a dine-in setting before any municipality or state had an official stay-at-home order (before March 17).

Table 5

Timing of sheltering in place and eating in dine-in settings (n = 725)

Psychosocial and economic experiences

Perceived impact.

Participants who received financial aid for college were more concerned about COVID-19's economic (chi-square test p -value = .01) and emotional (chi-square test p -value = .01) impacts on their lives than those who did not receive financial aid, but the daily responsibility impacts were relatively similar (chi-square test p -value = .25) ( Appendix Table 5 ). Less than one-quarter of participants (24.2% [95% CI: 20.7%–28.2%] of those receiving financial aid [n = 495] and 21.7% [95% CI: 16.9%–27.5%] of those not receiving financial aid [n = 230]) reported that COVID-19 had changed their postcollege career plans.

Level of stress

More than one-third of the sample agreed (9.8%, 95% CI: 7.8%–12.2%) or somewhat agreed (29.2%, 95% CI: 26.1%–32.7%) with the statement, “I am so anxious about COVID-19 that I can't pay attention to anything else.” We also asked participants about their level of stress regarding COVID-19's health, educational, and economic implications, for themselves, their families, and American society ( Appendix Table 6 ). Participants were much more concerned about COVID-19's health implications for their families and for American society than themselves, but much more concerned about COVID-19's educational implications for themselves than for their families (and slightly more concerned about themselves than American society). They were most concerned about COVID-19's economic implications for American society, then their families, and then themselves.

Most participants (61.7%, 95% CI: 58.1%–65.1%) were employed in February 2020, but only 32.4% (95% CI: 29.1%–35.9%) were currently employed (i.e., in late April 2020). More than half (52.6%, 95% CI: 47.9%–57.2%) of those employed in February 2020 (n = 447) were no longer employed in late April 2020%; 8.3% (95% CI: 5.6%–12.1%) of those who were not employed in February 2020 (n = 278) were employed in late April 2020 (some participants mentioned, for example, taking on gig work as a food delivery driver). Among those who were employed in both February 2020 and late April 2020 (n = 212), 44.8% (95% CI: 38.3%–51.5%) had had their take-home pay decreased owing to the COVID-19 pandemic.

Discrimination

Relatively few (9.2%, 95% CI: 7.3%–11.6%) reported experiencing discrimination related to the coronavirus outbreak. Most of the people who reported experiencing discrimination (n = 67) were Asian or Asian-American (65.7%; 95% CI: 53.7%–75.9%). Of the people who experienced discrimination (n = 67), 62.7% (95% CI: 50.7%–73.3%) suspected it was because of their race/ethnicity, 16.4% (95% CI: 9.4%–27.1%) suspected it was because of their face mask or clothing, and the rest suspected it was because of gender, language, religion, food, or something else.

Perspectives about COVID-19

Participants were very open to continuing current restrictions (i.e., restrictions as of April 25–30, 2020) to reduce pandemic spread. Only 2.3% (95% CI: 1.5%–3.7%) wanted the current restrictions to be lifted immediately. Approximately one-third (36.5%, 95% CI: 33.0%–40.0%) thought the restrictions should be lifted in the next month, 23.6% (95% CI: 20.6%–26.8%) thought the restrictions should be lifted in 1–2 months, 9.9% (95% CI: 8.0%–12.3%) thought the restrictions should be lifted in >2 months, and 27.7% (95% CI: 24.6%–31.1%) thought the restrictions should be lifted only once a vaccine or treatment became available.

Participants had more trust in more local levels of government (i.e., state more than federal, local more than state) for doing everything possible to prevent the spread of COVID-19 and providing trustworthy information about COVID-19 ( Appendix Table 7 ). Nevertheless, for each level of government, a relatively small proportion of participants had complete trust.

Participants also expressed some optimism ( Appendix Figure 1 ). More than three-quarters (78.9%, 95% CI: 75.8%–81.7%) were inspired by seeing how other people are working hard to respond to this crisis, and almost half (49.5%, 95% CI: 45.9%–53.2%) agreed that we are all in this together and feel more connected to the rest of the country. They also noted the power of politicians, with 89.5% (95% CI: 87.1%–91.6%) noticing how consequential political leaders' decisions are for people's everyday life through this pandemic. They also saw the helpful things that young people like them could do for their communities in times like this (73.3% [95% CI: 70.0%–76.3%] agreed).

This is one of the first national studies of full-time college students in the COVID-19 era and provides an important first look at diverse young adult (aged 18–22 years) college students' COVID-19–related experiences and perspectives.

Public health implications

We found that a low proportion of college students with COVID-19 symptoms got tested and that less than half of those with symptoms stayed at home exclusively while symptomatic. Furthermore, students' hygiene behaviors in April 2020 suggest they are protecting themselves (e.g., washing their hands) but could do more to prevent transmission to others (e.g., wearing a mask). Returning to extensive in-person academic instruction will require widespread testing and contact tracing [ 15 ]. However, contact tracing among college students will be challenging and require creative solutions because students participate in a myriad of activities with many different people and participants struggled to recall the number of the people with whom they had close contact (within 6 feet).

Because many participants restricted their behaviors before official stay-at-home orders went into effect, they may continue to do so after stay-at-home orders are lifted per their own risk calculations. For example, more than one-quarter thought that the restrictions in place in late April 2020 (i.e., stay at home/shelter in place almost everywhere in the USA) should be maintained until a vaccine or treatment becomes available. This suggests that some students may not return to campus in person, if a vaccine or treatment is not yet available. In addition, because more than half of participants expressed high stress regarding their family's health, students may opt to stay on campus during some of the shorter breaks, rather than risk bringing COVID-19 home.

College students' behaviors changed rapidly this spring, leading to increased isolation from their established social and academic communities, and all domains of their lives were affected, including economically. We found that many participants were stressed owing to COVID-19. It will be essential to monitor the mental health sequelae of COVID-19.

Social implications

As unemployment skyrockets nationwide, college students are also affected: most of those employed in February 2020 were no longer employed in April 2020, and among those still employed, almost half were earning less. We anticipate that college student unemployment will increase further in the summer and also into the next academic year if fewer campus jobs exist. In addition, college students' educational and career plans may shift. Given the finding that students were largely inspired by others (including young people) who are working hard during the crisis, they may be inspired to join public service efforts for public health that others have recommended creating [ 16 ].

While relatively few participants reported experiencing discrimination related to COVID-19, most of the students who were discriminated against were Asian or Asian-American. As the COVID-19 pandemic continues, and as antiracism movements expand in response to George Floyd's death, it will be important to continue to monitor changes in racist attitudes, perceived discrimination, and who experiences discrimination.

We also note that the 2020 U.S. Census may overcount college students. We found that students who knew that they were counted reported being counted more than once, on average. This is likely because many college students had left campus by Census Day (April 1, 2020), but colleges still sent counts of students in dorms earlier that spring to the Census [ 17 ]. However, undercounts are also plausible, particularly for less privileged college students who may have been transient as they were determining a noncollege residence. This must be examined further to inform how 2020 U.S. Census data are used for resource allocation.

Limitations

We also note important limitations of this study. First, our survey population was more advantaged than all full-time college students. This may be because we used Instagram to recruit participants. It is possible that some of the most disadvantaged college students had very limited access to internet for their schoolwork and could not afford to use any of their internet bandwidth toward using Instagram or participating in our survey. Second, we restricted our sample to only full-time college students. Part-time college students may be even more negatively affected by COVID-19 because they are more likely to have had more COVID-19–related disruptions that increased financial and familial responsibilities; we encourage future researchers to specifically study this population. Third, owing to the breadth of topics covered, we did not measure all topics deeply. For example, we encourage future researchers to more comprehensively explore college students' employment patterns (including why students lost jobs), into summer 2020 (given emerging anecdotal reports of summer employment opportunities being lost) and the subsequent academic year.

In conclusion, the public health, economic, and educational implications of COVID-19 are continuing to unfold, in a rapidly changing world. COVID-19's impacts are occurring inequitably; we encourage future researchers to look at these outcomes by social factors. We encourage government leaders and leaders of institutions of higher education to use these findings to inform their planning for supporting college students in the COVID-19 era.

Conflicts of interest: The authors have no conflicts of interest to disclose.

Disclaimer: Study funders had no role in study design; data collection, interpretation, or analysis; writing the report; or the decision to submit this manuscript for publication. A.K.C. and L.T.H. wrote the first draft of the manuscript; no funding was provided to the authors or anyone else to produce the manuscript.

Supplementary data related to this article can be found at https://doi.org/10.1016/j.jadohealth.2020.06.009 .

Funding Sources

This research was supported by the University of San Francisco Jesuit Foundation, Fordham University's Office of Research, and University of San Francisco Faculty Development Funds. We would like to thank all of the students who participated in this study during an especially chaotic time. Finally, we thank Jane Hoffman Till for providing instrumental support to Hoyt's family so she could work on this study while daycare centers were closed owing to COVID-19.

Supplementary Data

ORIGINAL RESEARCH article

Positive and negative experiences of living in covid-19 pandemic: analysis of italian adolescents’ narratives.

$\r\nChiara Fioretti*$

Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Firenze, Italy

Introduction: Despite a growing interest in the field, scarce narrative studies have delved into adolescents’ psychological experiences related to global emergencies caused by infective diseases. The present study aims to investigate adolescents’ narratives on positive and negative experiences related to COVID-19.

Methods: Italian adolescents, 2,758 (females = 74.8%, mean age = 16.64, SD = 1.43), completed two narrative tasks on their most negative and positive experiences during the COVID-19 emergency. Data were analyzed by modeling an analysis of emergent themes.

Results: “Staying home as a limitation of autonomy,” “School as an educational, not relational environment,” the impact of a “new life routine,” and experiencing “anguish and loss” are the four emergent themes for negative experiences. As for positive experiences, the four themes were “Being part of an extraordinary experience,” “Discovering oneself,” “Re-discovering family,” and “Sharing life at a distance.”

Conclusion: Authors discuss the impact of COVID-19 on adolescents’ developmental tasks, such as identity processes and autonomy acquisition.

Introduction

After the first case of COVID-19 in Italy was discovered on the 21st of February, schools and universities were shut down on March 5. On the March 9, the government declared lockdown status in order to hinder the spread of the virus. In order to reduce contagion, citizens were required to stay home except for emergencies and primary needs. Over 8 million children and adolescents stopped their social and educational activities, which were reorganized online. On April 5, the last day of data collection for the present study, out of a global number of 1,133,758 ( Johns Hopkins Coronavirus Resource Center, 2020 ), 128,948 people had been infected by COVID-19 in Italy, of which 15,887 (about the 12.3%) had died ( Italian Ministry of Health, 2020 ).

The COVID-19 pandemic is a public health emergency that poses questions and dilemmas regarding the psychological well-being of people at varying levels.

Currently, several studies have been conducted on how the general population experiences emergencies related to pandemic infectious diseases. Some authors ( Yeung and Fung, 2007 ; Dodgson et al., 2010 ; Peng et al., 2010 ; Main et al., 2011 ; Van Bortel et al., 2016 ), in analyzing the impact of infectious diseases such as SARS or Ebola, report experiences such as fear and anxiety for themselves and their families, separation anxieties, impotence, depression, as well as anger and frustration. In the case of COVID-19, scholars have highlighted several psychological effects of the pandemic on adult samples in China ( Qiu et al., 2020 ; Wang et al., 2020a , b ) and in Italy ( Rossi et al., 2020 ), and found psychological symptoms related to posttraumatic stress disorder. In a recent review, anxiety, depression, psychological stress, and poor sleep have been reported to be the main psychological outcomes of living with the COVID-19 emergency ( Rajkumar, 2020 ).

Considering children and adolescents, several studies have specifically explored psychological experiences related to the global emergency and lockdown experience of COVID-19 ( Lee, 2020 ), but evidence from autobiographical narratives are lacking. Qiu et al. (2020) compared different Chinese aged populations and found lower levels of psychological distress in people under 18. Similarly, Xie et al. (2020) found symptoms of anxiety (18.9%) and depression (22.6%) in primary school children in China.

As for US adolescents, evidence suggests that social trust and greater attitudes toward the severity of COVID-19 are related with more adolescents’ monitoring risk behaviors, performing social distancing, and disinfecting properly. Motivation to perform social distancing is also associated with symptoms of anxiety and depression ( Oosterhoff et al., 2020 ).

A study on Canadian adolescents’ well-being and psychiatric symptoms highlighted that depression and feelings of loneliness are related with great time spent on social media, while family time, physical activity, and schoolwork play a protective role for depression ( Ellis et al., 2020 ). Similarly, in a recent review of adolescents’ experience of lockdown for COVID-19, Guessoum et al. (2020) discuss the relation between the current pandemic and adolescents’ posttraumatic stress, depressive, and anxiety disorders, as well as grief-related symptoms. Furthermore, they found that data on adolescent mental health are still scarce and need to be empowered.

Adolescence is connected to certain developmental tasks ( Havighurst, 1948 ) related, among others, to defining one’s own personal identity ( Kroger and Marcia, 2011 ) and developing one’s autonomy by redefining family ties and building bonds with peers ( Alonso-Stuyck et al., 2018 ).

Considering identity changes, adolescence is characterized by a developmental crisis between the definition of a personal identity and a status of confusion of roles ( Erikson, 1968 ). Adolescents’ ego growth is linked to the separation from childhood identifications in order to allow an individual identity status to emerge. This gradual process is connected with four different styles of identity definition concerning vocational, ideological, and sexual issues ( Kroger et al., 2010 ): identity achievements, moratorium, foreclosure, and diffusion. Overall, the identity process may develop from a period of diffusion, not connected to significant identifications, or with foreclosure, in which identifications are still related to significant childhood figures. The opportunity to explore new relationships with peers and other developmental environments often stresses a time of identity moratorium where individuals investigate themselves by making identity-defining commitments, which usually end by achieving a balance between personal interests and the vocational and ideological opportunities provided by surrounding context.

A turning point in identity development is the acquisition of personal autonomy. Scholars define autonomy as a multidimensional variable related to a set of phenomena involved in psychosocial development: the separation-individuation task as reported by Erikson (1968) , management of detachment, and independence from family in order to look for new developmental environments, psychosocial maturity, self-regulation, self-control, self-efficacy, self-determination, and decision making ( Noom et al., 2001 ).

The main theories on autonomy acquisition during adolescence stress the relation between the desire for autonomy and the development of beliefs about personal capabilities, the need to explore one’s own life goals and reflect on personal desires and preferences. As teenagers gain self-confidence and focus on personal goals and attitudes related to their individual interests and talents, the demand for autonomy in the household increases ( Van Petegem et al., 2013 ). At the same time, intimate relationships with peers in adolescence acquire a vital importance for the definition of autonomous and personal identity. Adolescent friendships represent the possibility of strengthening the completion of the process of identification through establishing relationships with significant others ( Jones et al., 2014 ).

As a privileged context of peer interaction and acquisition of knowledge and personal maturity, school greatly contributes to the development of adolescent identity and interpersonal relationships ( Lannegrand-Willems and Bosma, 2006 ). Both curricular and extracurricular activities at school promote interpersonal interactions, and adolescents’ participation in school activities may have a protective role for academic achievement, substance use, sexual activity, psychological adjustment, delinquency, and young adult outcomes ( Feldman and Matjasko, 2005 ).

During the COVID-19 emergency and the consequent lockdown in Italy, adolescents experienced a strong change in their personal and social environment, which could have affected the trajectory of their developmental tasks. Nevertheless, currently, there is a lack of knowledge of adolescents’ experience of living with COVID-19 and the main psychological issues related to it. Lockdown and the consequent closing of schools ushered in a new life routine for adolescents, centered on sharing time with family and temporarily interrupting face-to-face peer relationships. In this sense, similar to others, very impacting autobiographical events such as diseases or natural disasters, lockdown, and pandemic might have caused a biographical disruption ( Bury, 1982 ; Tuohy and Stephens, 2012 ) interrupting developmental tasks typical of adolescence or forcing a reorganization. To understand the subjective experience of Italian adolescents and the potential impact of the biographical disruption on developmental tasks, we asked them the most impacting experiences related to COVID-19 and the national lockdown. We therefore collected narratives of positive and negative autobiographical events. Our main hypothesis was that the imposed lockdown may have constituted a turning point of pivotal developmental processes of autonomy acquisition and identity development, forcing adolescents to re-organize their personal resources. Therefore, we aimed to explore how Italian adolescents dealt with this peculiar life experience in terms of managing their developmental tasks.

Considering the lack of knowledge in literature and the need to investigate an unexplored topic, we performed a qualitative study to explore adolescents’ feelings and thoughts by means of their narratives. Qualitative research design helps “to generate useful knowledge about health and illness, from individual perceptions to how global systems work” ( Green and Thorogood, 2018 , p. 6) allowing for deep knowledge. Furthermore, narrative is a recognized tool to explore autobiographical experiences in terms of thoughts, emotions, and feelings as well as an intervention to promote emotional elaboration and meaning making ( Pennebaker, 1997 ; Pennebaker et al., 2003 ). As a natural act to elaborate life episodes and generate meanings ( Bruner, 1990 ), narrative enriches the search for evidence on autobiographical experience especially in both normative and not normative life transitions, when the need for meaning making about the self is strong. For this reason, the research design was exploratory, and it was caused by the need to generate insights on adolescence and COVID-19 starting from the direct adolescents’ narrated experience.

Materials and Methods

Participants.

Participants of the present study were part of a broader study involving 5,295 Italian adolescents (mean age = 16.67, SD = 1.43; females = 75.2%; Min = 14, Max = 20) exploring emotional and cognitive patterns involved in COVID-19 experience. Since 14 is the Italian minimum age to give individual consent to having one’s online data processed, inclusion criteria for the present study were to be high school students and to be aged between 14 and 20. From the whole sample, we did not include data about adolescents with any missing data on either narrative task.

The final sample of 2,758 adolescents (females = 74.8%; mean age = 16.64, SD = 1.43; min = 14, max = 20; 14 years old = 7%, 15 years old = 17%, 16 years old = 22.4%, 17 years old = 22.2%, 18 years old = 23.2%, 19 years old = 6.3%, 20 years old = 1.9%) was composed by students attending lyceums (76.9%), technical high schools (16.9%), and vocational high schools (5.5%). Participants came from all regions of Italy: considering the impact of COVID-19 spread in Italy during data collection, the 16.8% of participants came from Lombardy (the most impacted region), the 20.7% came from medium impacted regions (Emilia Romagna, Liguria, Marche, Piedmont, Trentino Alto-Adige, Valle d’Aosta, Veneto), and the 62.5% came from other Italian region less impacted. Overall, 2,464 of them reported and narrated their most negative experiences and 2,110 reported their most positive experiences.

We also collected data about personal experiences involving COVID-19. Of the sample, 7.8% experienced a COVID-19 infection within the family circle (e.g., parents, brothers/sisters, grandparents, etc.). Of the sample, 38.6% experienced COVID-19 infections within friendship, scholastic, or broader social circles (e.g., neighbors, acquaintances). Ten participants (0.4%) reported to be infected themselves.

Procedures and Data Analyses

After the approval of the ethical committee of the University of Florence, data collection took place from April 1 to April 5, 2020, during the peak of the COVID-19 outbreak in Italy, through a popular student website for sharing notes and receiving help with homework 1 , via a pop-up window asking the users to take part in the study. All respondents provided explicit informed consent at the beginning of the survey. It was possible to leave the survey at any point by simply closing the pop-up window. All data collected were anonymous. The contacts of a national helpline (i.e., telephone number and website chat) were provided at the end of the survey, inviting participants to get in touch if they need psychological support.

We invited participants to fill in two narrative tasks: the first on their most negative experience (“ Please, think about your memories surrounding COVID-19 and the “quarantine”. Would you please tell us your most negative experience during the last two weeks? Take your time and narrate what happened and how you experienced it. There are no limits of time and space for your narrative” ) and a second about their most positive experience of life during COVID-19 pandemic (“ Referring again to your memories surrounding COVID-19 and the “quarantine”, would you please tell us your most positive experience of the last two weeks? Please, narrate what happened and how you experienced that episode. There are no limits of time and space for your narrative” ).

The time frame of 2 weeks was referred to time approximately spent between the beginning of lockdown (March 9) and data collection.

All narratives were joined in two different full texts, one for the positive experience narratives and one for the negative ones. Then, a modeling emergent themes analysis was run by the T-Lab Software ( Lancia, 2004 ). Modeling of Emergent Themes discovers, examines, and extrapolates the main themes (or topics) emerging from the text by means of co-occurrence patterns of key-term analysis by a probabilistic model, which uses the Latent Dirichlet Allocation ( Blei et al., 2003 ). The results of the data analysis are several themes describing the main contents of a textual corpus. Researchers discussed in groups emergent themes and selected from elementary contexts derived from analysis those better explaining each theme.

This kind of textual analysis is therefore suggested in studies aiming to deepen unexplored topics in order to identify variables related to a specific kind of experience to be further investigated upon ( Cortini and Tria, 2014 ).

First, the total word count of both narratives by the participants were analyzed. Adolescents’ negative experience narratives were composed of 76,007 words, with a mean number of 30.84 words per narrative, while 38,452 was the number of words used to narrate the most positive experiences (with a mean of 18.22 words per narrative collected). Table 1 shows the words mostly reported in the two texts.

Table 1. The occurrence of the most reported 20 words both for positive and negative experience narratives.

Looking at word occurrence in the two texts (positive and negative experience), many communalities emerged. Among the 20 most cited words in both texts there are: “Home,” “To See,” “Experience,” “Friend,” “To feel,” “Moment,” “Person,” “School,” “Day,” “Boyfriend,” and “Family.” Overall, 11 words out of 20 are shared between the vocabulary of the two collected narratives.

Looking at the modeling emergent themes analysis, The T-Lab software revealed four themes for each text. Tables 2 , 3 summarize the emergent themes and the main words associated with each of them.

Table 2. Themes of negative experience narratives and main words for each of them.

Table 3. Themes of positive experience narratives and specific words for each of them.

Negative Experiences Narratives

For negative experiences narratives, the first and most representative theme concerned feelings of “Anguish and Loss” and was explained by 34% of lemmas. Adolescents shared their anguish for having lost physical and emotional contact with relatives due to quarantine: “I went to my grandmother’s house because she lives next door. I went to hug her and she pushed me away as if I stank, it was so ugly, I felt like a stranger” (Participant n. 1070, male 17 years old) . In this narrative, social distancing acquired the meaning of loss of intimacy in close relationships; other adolescents narrated their anguish for their parents’ and relatives’ health due to the spread of COVID-19. One participant wrote: “When I heard that both my parents were going to have to go back to work, I got very scared, and I’m still scared for their health. We have a lot of friends who are sick, some are dead and we couldn’t even say goodbye to them” (Participant n. 1234, male 16 years old).

The inability to say goodbye to relatives and friends and to experience contact with their deaths is a frequent issue in collected narratives. As shared by a female participant, grief is a process hindered by the inability to experience loss directly: “The most negative experience I had was the death of my grandfather, who died after contracting COVID-19. You will think that I’m only talking about the loss itself, but actually difficulties came later. Not because there were people crying at the funeral and I had to show myself strong in front of my parents; not because when I went to his house I couldn’t find him; not because I won’t get to be spoiled by him just like every other granddaughter is by her grandfather; but because I had to undergo this process with just my mind. I had to imagine a funeral, I had to imagine him, pale and cold, in the coffin and try to feel the dampness of the tears on my cheeks at the moment of burial. There was nothing to help me metabolize the death, to make it happen in my mind. I’m usually a crybaby, but when they told me that my grandfather died I cried only once. When I think about it I feel guilty for how insensitive I’ve been, but he’s still there for me, when I think of him I see him alive. I tried to kill him with my thoughts because that’s the reality, but how hard is it to understand someone’s death when you don’t face it? When you don’t live it?” (Participant n. 23, female 16 years old) .

The second theme explained 24% of lemmas and it was labeled “Home as a limitation to autonomy.” Participants narrated their experience of feeling a limitation to their personal autonomy in daily life activities.

A female participant narrated: “Staying at home brings me moments of nervousness and I’m easily irritable. I often have panic attacks, precisely because staying at home for so long is not good for me. One feels alone, like in a cage and suffocated feelings give rise to nervousness that causes tension” (Participant n. 645, female 16 years old). Similarly, the following narrative introduces the difficulty of finding a personal space to give voice to individual needs at home: “It’s very hard for me to concentrate and I can’t stand spending 24 hours a day with my parents arguing. I don’t even have my own bedroom, because the door is missing so I have to be with them all the time. Personally, I’m not afraid of the virus, there have always been cases in history and of course we have always come out of it unscathed; the point is that I just want to go back to having the chance to be away from home, for example at school and possibly soon at university” (Participant n. 2185, female 18 years old) . The two negative experiences suggested adolescents’ perception of living with COVID-19 as a time to forcibly lose their personal autonomy.

Another male adolescent shared the sensation of being in prison as the result of having lost an individual identity related to a state of suspension of personal desires and identity: “It’s bad to wake up in the morning knowing you can’t accomplish anything with your life, you can’t do anything. I look out the window and it’s all deserted, no more sounds of cars, buses or people talking. It’s like a changed world, it’s like being in prison for something that’s not your fault. All I can do is wait and stay at home.” (Participant n. 1460, 16 years old).

The third theme, saturating by 24% of lemmas, concerned the impact of “A new life routine.” Adolescents narrated their contact with life in quarantine as well as social distancing. Participant n. 488, a 17-year-old male, narrated his most negative experience of not recognizing his best friend because of the mask: “The worst experience I had was when I went out for the first time to go shopping, wearing a mask and gloves. It was horrible to see used masks and gloves in the street that someone threw on the ground. Across the street someone said goodbye to me. He was my best friend with his dog, but I didn’t recognize him because he was covered by the mask. My best friend!” Narratives reported the adolescents’ difficult impact with a new daily routine in which their closest relationships (best friend) and daily activities (shopping) acquire the meaning of something unusual and perturbing. Similarly, the following extract focused on the feeling of being aware of taking part in a new life routine, which is completely different from one’s wishes about adolescent life: “There is not one episode in particular, but perhaps there is the most negative ‘feeling’ of this period, and it is certainly awareness. It’s being aware that you can’t live your senior year in high school as you would have liked. It’s the awareness of not being able to kiss your mom who just came back from the supermarket with your favorite dessert. It’s the awareness that you can’t go dancing or simply talk with friends about something that isn’t the ‘war bulletin’ or the press conference that resounds in the homes of Italians every night at 6 p.m.” (Participant n. 359, female 16 years old).

The fourth emergent theme was saturated by 18% of lemmas and was labeled “School as educational but not relational environment.” Participants reported the difficulty of being engaged in educational activities, which are perceived as lacking in social opportunities. A male adolescent (n. 60, 17 years old) reported: “since there have been positive cases I’ve stayed at home, but with the online lessons and lots of homework I am getting sad and especially stressed. I wanted to talk about Bergamo with the teachers and my classmates, but there is no time and in the online lessons we only talk about school and homework.”

A participant expressed his feeling of being unwelcome and misunderstood by teachers due to the relational distance: “In my opinion this is the saddest thing that this virus has brought: we young people no longer believe in dreams, but above all in hope for a better future. The professors, instead of understanding this situation, blame us, saying that we are ‘slackers’ and that we think we are on holiday, punishing us with millions of tasks, depriving us of everything. […] So, these are the reasons why we young people are exhausted and full of repressed hatred, because we see our peers die before our eyes and teachers often don’t understand us” (Participant n. 2545, female 17 years old).

Moreover, homework and online classes work as stressors and increase the lack of relations: “I felt agitated because homework and video tutorials have stressed me so much. It’s not the same online. I understand the gravity of the situation, the images we see are terrible, all those coffins. I miss my class, the teacher coming in, everything” (Participant n. 260, male 17 years old).

Positive Experiences Narratives

Concerning positive experiences, four themes emerged from the modeling analysis.

The first theme, the most representative for positive experiences collected, covered 33% of the lemmas and dealt with “Discovering oneself.” Adolescents reported to have discovered the pleasure of spending time with themselves and dedicating time to reading, listening to music, painting, and working out on their own. In this sense, lockdown became an opportunity for self-disclosure and personal growth: “I read, studied, I’ve cooked various stuff, experimented, relaxed taking time for myself, watched TV series, movies, played chess. Everything that made me feel good. I felt accepted by myself, because I had time to think about myself much more and to reflect, making me feel like a better and acceptable person” (Participant n. 2069, male 15 years old).

Similarly, a girl narrated: “Like never before, I have time to look inside and talk to myself in my bedroom, having more doubts, being able to resolve them, or simply leaving them unresolved, discovering what confuses me and understanding who I am” (Participant n. 1369, female 18 years old) .

The second emergent theme was labeled “Sharing life at a distance” (31% of lemmas) and dealt with the opportunity to be in a close relationship even at a distance. A participant narrated his relief in feeling his best friend’s support via video-call: “I Hear my friend tell me on the video-call that everything’s going to be okay and we’re going to come out of this even stronger. She said, ‘We’ll come back and watch the sunset on the beach, we’ll come back and eat ice cream together, we’ll come back and hug everybody, have faith’. I felt safe and full of hope” (Participant n. 2721, male 14 years old).

Friendship as an anchor is a frequent issue in adolescents’ narratives: “I felt a big panic inside and I had a video-call with all my friends at 1 am in a tense moment, it helped me a lot!” (Participant n. 1970, female 17 years old).

The third emerged theme, named “Re-discovering family,” was saturated by 22% of the lemmas and focused on the positive impact of spending time with family members and discovering the joy of doing things together: “I’m realizing how precious time is, every moment must be enjoyed because we could be deprived of it at any moment. I spend more time with my parents, before they were always at work and I used to see them for a few hours” (Participant n. 881, female, 16 years old). Similarly, a boy narrated the positive value of spending time with his grandparents: “I’m spending a lot of time with my grandparents and I’m growing up because they teach me so many things I didn’t know! We’ve rediscovered board games and we often play them all together” (Participant n. 2648, 17 years old).

The last theme, “To be part of an extraordinary experience”, was saturated by 14% of the lemmas and concerned participants’ feeling of being part of an unusual experience, which will have an impact on the culture they are living in. A participant narrated: “When I’m in class and I see my classmates, even if we do a test or an inquiry, it’s still a unique experience that I will tell my kids about!” (Participant n. 2044, male 18 years old). Most of the participants reported their satisfaction in their perception of having an active role in society by following the rules of social distancing and protecting others from contagion: “For once I really felt like a fundamental part of society” (Participant 1841, female 15 years old) .

The present study aimed to explore adolescents’ experience of living during the COVID-19 emergency and national lockdown in terms of narratives on positive and negative experiences. In light of a lack of scientific evidence on adolescents’ experience of living with infectious diseases and under national lockdown, the present study brings knowledge on negative and positive issues of such an impactful experience in this peculiar developmental age of adolescence.

At first, results show that adolescents were more forthcoming about their negative experiences than about positive ones. This datum is not a surprise: scientific literature defines one’s need to “create coherence out of chaos” ( Fivush et al., 2003 , p. 1). Scientific literature highlights that negative narratives are usually longer and more coherent than positive ones, and this is due to the narrator’s need to elaborate autobiographical past by means of language ( Fioretti and Smorti, 2015 , 2017 ).

Looking at word occurrence in both texts, results show similarities between terms used to describe the most negative and positive experiences. Nevertheless, emergent themes put in light different issues related to the same words. Overall, results highlight indeed a complex experience of adolescents characterized by a developmental challenge that may entail risk factors, as in the case of loss and anguish related to illness and contagion, or protective factors, such as the possibility of transforming the COVID-19 experience into an opportunity for personal growth.

In the case of impacting experiences such as diseases or traumatic events, scholars introduced the construct of biographical disruption ( Bury, 1982 ; Fioretti and Smorti, 2014 ), which determines a strong breakdown in one’s life trajectory forcing the individual to restore it finding a continuity between past, present, and future. Concerning COVID-19, our results point out that such a biographical disruption may be associated with the interruption of important developmental tasks such as personal autonomy ( Alonso-Stuyck et al., 2018 ). Of the adolescents’ lemmas, 24% narrated lockdown as a stressor in their process of constructing an individual physical and mental environment separate from the family one.

As shown by narratives on positive experiences of living with COVID-19, home acquires a duplex meaning in adolescents’ lives: loss of autonomy, but also the place where re-discovering family as a protective factor thanks to the opportunity to share activities and to spend time together. As argued by Guessoum et al. (2020) , family time is related with less depression symptoms in adolescents. Moreover, our results suggest that family can play an active role in the co-construction of what it means to live during a pandemic and can provide support during experiences of loss, which, as results show, appear to be the most represented issue in adolescents’ narratives.

As reported by participants, the impossibility of experiencing a direct contact with loss and death may play a traumatic role in adolescents’ lives. In their narratives, grief is forcibly an intimate and individual process in which, as in the case of traumatic events, the disruption is sudden and unexpected. Starting from these results, further investigation on potential posttraumatic disorders and long-term symptoms in adolescents related to COVID-19 is needed.

If family plays a protective role in collected narratives, adolescents denounce the absence of school as a place for relationships and emotional sharing. Participants narrate how they feel like receptors of educational contents without being able to play an active role within the educational process. Passivity and the inability to find a space to share concerns and emotions about the impact of the COVID-19 disease on their lives are the base of a feeling of disconnection from the educational environment. In this sense, the current “absence” of school may constitute a risk factor in adolescents’ development, as described in scientific literature ( Feldman and Matjasko, 2005 ).

School closing is part of a broader spectrum of the breakdown of the daily routine that participants described as a negative experience. In developmental psychology, routines acquire a pivotal role in fostering the security necessary for the process of autonomy and self-definition, in childhood and adolescence ( Crocetti, 2018 ). In this sense, the new life routine of wearing masks and gloves, and performing social distancing strongly impacts the process of creating one’s own identity.

On the other hand, narratives on positive experiences also see COVID-19 as an opportunity to make contact and define certain aspects of one’s identity that have not yet been considered. As shown, the discovery of oneself plays a pivotal role in positive experiences narratives saturating 33% of lemmas in analysis.

Identity, as described by Marcia et al. (2012) , undergoes a strong process of moratorium which, as results suggest, during the quarantine also becomes a path of deeper research into one’s sense of self, without the pressure of external agents. The discovery of the self-emergent theme suggests the hypothesis of a posttraumatic growth (PTG) related to life during the COVID-19 emergency. Participants narrated their individual research of themselves and the discovery of the importance of intimate reflexivity. In literature, over time, several terms have been used to describe the positive changes experienced by a person as a result of stress: “perceived benefits” ( Calhoun and Tedeschi, 1991 ), “raising existential awareness” ( Yalom and Lieberman, 1991 ), “stress-related growth” ( Park et al., 1996 ), and “growth through adversity” ( Joseph and Linley, 2006 ). Posttraumatic growth has been defined as an individual transformation entailing both positive intrapersonal and interpersonal changes caused by the impact of facing life challenges ( Tedeschi and Calhoun, 1995 ). Our results suggest that, together with the importance of sharing experiences with peers as reported in 31% of lemmas about positive experiences, an intimate developmental process of self-moratorium was facilitated by living in lockdown due to the COVID-19 emergency. Adolescents narrate their discovery of alone-time as a personal process of growth. Studies on PTG during adolescence are still poor ( Milam et al., 2004 ) and suggest the importance of investigating potential specificities of growth in this peculiar developmental age and its correlations. Future studies could explore the construct of PTG in adolescents exposed to the COVID-19 pandemic in order to further assess a positive impact of living with the current emergency in their lives.

Limitations and Conclusion

Although it provides evidence on a topic which is unknown, the present study has some limitations. First, we did not control for narrative task administration order. All participants completed first the narrative on negative memories and, second, the one on positive experiences. For this reason, the present study did not aim to compare negative and positive experience, rather it considers them as separate narratives on autobiographical experience of living with COVID-19 pandemic.

Moreover, the sample is composed of a large percentage of females and of high school students and does not consider the portions of adolescents of the Italian population who are not currently involved in education. Further studies should consider adolescents’ varying economic and cultural backgrounds. A second limitation is related to the varying impact of the COVID-19 emergency in the different regions of Italy. Adolescents’ experiences might be related to having or not having personal contacts with the disease in their family or social environment. Future studies should focus on specific developmental challenges due to direct or indirect contact with COVID-19.

A third limitation is related to the lack of consideration of the interindividual differences. The study describes a process related to the COVID-19 in the global population without considering possible differential impacts related to personal characteristics and vulnerabilities.

To conclude, the results suggest the need to take into account the impact of lockdown in the developmental tasks of adolescence. As for the negative experiences, loss of autonomy and anguish related to death and loss are the most representative topics. Further studies could better investigate the autonomy issue related to COVID-19 emergency considering the role family and different parenting models can play. For instance, very few studies have investigated the role of pre-pandemic maltreatment experience ( Guo et al., 2020 ) or other experience related to family environment. Our results suggest the duplex role of family and invite scholars and professionals to design specific intervention programs for adolescents with family vulnerability.

Conversely, school, a pivotal developmental environment according to scientific literature, represented a smaller percentage of words in the narratives we collected for our sample, suggesting the need to debate on the lack of relation adolescents perceive in online didactic activities. Home and family may play a double role, both limiting adolescents’ acquisition of autonomy and providing an enriching setting for their personal growth. The latter, discovering oneself, is the most representative in positive experience narratives. In this sense, the starting hypothesis of the present study was left partially unconfirmed. Lockdown and life during the COVID-19 emergency may activate both a disruption and an empowering process in adolescents’ developmental tasks. Further studies are needed on psychological and social variables promoting or contrasting both processes.

In the light of scarce studies exploring narratives on COVID-19 experience, the present research supports the importance of giving language to the autobiographical past by means of methods exploring qualitatively participants’ experience. Results show that a narrative is a tool to collect information on personal experience and to generate insight starting from it. Additionally, a narrative allows narrators emotional disclosure and to give meaning to their life story ( Bruner, 1990 ; McAdams et al., 2006 ). This meaning-making process is even more important in developmental ages, as adolescence is, characterized by self and identity definition and growth of autobiographical process skills ( Habermas and Bluck, 2000 ). We support the need to further investigate adolescents’ narratives in this pandemic transition both as a tool to collect data and as an intervention to promote well-being through emotional and intrapsychic disclosure.

Data Availability Statement

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation, to any qualified researcher.

Ethics Statement

The studies involving human participants were reviewed and approved by the Commissione per l’Etica della Ricerca, Università degli Studi di Firenze. Written informed consent to participate in this study was provided by the participants’ legal guardian/next of kin.

Author Contributions

CF, BP, AN, and EM conceived and performed the study design, data collection, and mastered the data. CF ran the data analysis. BP, AN, and EM discussed the results. CF wrote the manuscript with the support of BP and AN. EM and AN supervised the project and manuscript preparation. All authors contributed to the article and approved the submitted version.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

We are thankful to Skuola.net and especially its CEO, Daniele Grassucci and Carla Ardizzone and Marcello Gelardini, for the support with data collection. This research would have not been possible without their help during the hard time of the COVID-19 pandemic.

^ www.skuola.net

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Keywords : adolescence, COVID-19, narratives, identity, qualitative research

Citation: Fioretti C, Palladino BE, Nocentini A and Menesini E (2020) Positive and Negative Experiences of Living in COVID-19 Pandemic: Analysis of Italian Adolescents’ Narratives. Front. Psychol. 11:599531. doi: 10.3389/fpsyg.2020.599531

Received: 27 August 2020; Accepted: 12 October 2020; Published: 19 November 2020.

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Copyright © 2020 Fioretti, Palladino, Nocentini and Menesini. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Chiara Fioretti, [email protected]

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Coronavirus

Writing about COVID-19 in a college admission essay

by: Venkates Swaminathan | Updated: September 14, 2020

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Writing about COVID-19 in your college admission essay

For students applying to college using the CommonApp, there are several different places where students and counselors can address the pandemic’s impact. The different sections have differing goals. You must understand how to use each section for its appropriate use.

The CommonApp COVID-19 question

First, the CommonApp this year has an additional question specifically about COVID-19 :

Community disruptions such as COVID-19 and natural disasters can have deep and long-lasting impacts. If you need it, this space is yours to describe those impacts. Colleges care about the effects on your health and well-being, safety, family circumstances, future plans, and education, including access to reliable technology and quiet study spaces. Please use this space to describe how these events have impacted you.

This question seeks to understand the adversity that students may have had to face due to the pandemic, the move to online education, or the shelter-in-place rules. You don’t have to answer this question if the impact on you wasn’t particularly severe. Some examples of things students should discuss include:

The student or a family member had COVID-19 or suffered other illnesses due to confinement during the pandemic.
The candidate had to deal with personal or family issues, such as abusive living situations or other safety concerns
The student suffered from a lack of internet access and other online learning challenges.
Students who dealt with problems registering for or taking standardized tests and AP exams.

Jeff Schiffman of the Tulane University admissions office has a blog about this section. He recommends students ask themselves several questions as they go about answering this section:

Are my experiences different from others’?
Are there noticeable changes on my transcript?
Am I aware of my privilege?
Am I specific? Am I explaining rather than complaining?
Is this information being included elsewhere on my application?

If you do answer this section, be brief and to-the-point.

Counselor recommendations and school profiles

Second, counselors will, in their counselor forms and school profiles on the CommonApp, address how the school handled the pandemic and how it might have affected students, specifically as it relates to:

Grading scales and policies
Graduation requirements
Instructional methods
Schedules and course offerings
Testing requirements
Your academic calendar
Other extenuating circumstances

Students don’t have to mention these matters in their application unless something unusual happened.

Writing about COVID-19 in your main essay

Write about your experiences during the pandemic in your main college essay if your experience is personal, relevant, and the most important thing to discuss in your college admission essay. That you had to stay home and study online isn’t sufficient, as millions of other students faced the same situation. But sometimes, it can be appropriate and helpful to write about something related to the pandemic in your essay. For example:

One student developed a website for a local comic book store. The store might not have survived without the ability for people to order comic books online. The student had a long-standing relationship with the store, and it was an institution that created a community for students who otherwise felt left out.
One student started a YouTube channel to help other students with academic subjects he was very familiar with and began tutoring others.
Some students used their extra time that was the result of the stay-at-home orders to take online courses pursuing topics they are genuinely interested in or developing new interests, like a foreign language or music.

Experiences like this can be good topics for the CommonApp essay as long as they reflect something genuinely important about the student. For many students whose lives have been shaped by this pandemic, it can be a critical part of their college application.

Want more? Read 6 ways to improve a college essay , What the &%$! should I write about in my college essay , and Just how important is a college admissions essay? .

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Essays reveal experiences during pandemic, unrest.

Field study students share their thoughts

Members of Advanced Field Study, a select group of Social Ecology students who are chosen from a pool of applicants to participate in a year-long field study experience and course, had their internships and traditional college experience cut short this year. During our final quarter of the year together, during which we met weekly for two hours via Zoom, we discussed their reactions as the world fell apart around them. First came the pandemic and social distancing, then came the death of George Floyd and the response of the Black Lives Matter movement, both of which were imprinted on the lives of these students. This year was anything but dull, instead full of raw emotion and painful realizations of the fragility of the human condition and the extent to which we need one another. This seemed like the perfect opportunity for our students to chronicle their experiences — the good and the bad, the lessons learned, and ways in which they were forever changed by the events of the past four months. I invited all of my students to write an essay describing the ways in which these times had impacted their learning and their lives during or after their time at UCI. These are their voices. — Jessica Borelli , associate professor of psychological science

Becoming Socially Distant Through Technology: The Tech Contagion

The current state of affairs put the world on pause, but this pause gave me time to reflect on troubling matters. Time that so many others like me probably also desperately needed to heal without even knowing it. Sometimes it takes one’s world falling apart for the most beautiful mosaic to be built up from the broken pieces of wreckage.

As the school year was coming to a close and summer was edging around the corner, I began reflecting on how people will spend their summer breaks if the country remains in its current state throughout the sunny season. Aside from living in the sunny beach state of California where people love their vitamin D and social festivities, I think some of the most damaging effects Covid-19 will have on us all has more to do with social distancing policies than with any inconveniences we now face due to the added precautions, despite how devastating it may feel that Disneyland is closed to all the local annual passholders or that the beaches may not be filled with sun-kissed California girls this summer. During this unprecedented time, I don’t think we should allow the rare opportunity we now have to be able to watch in real time how the effects of social distancing can impact our mental health. Before the pandemic, many of us were already engaging in a form of social distancing. Perhaps not the exact same way we are now practicing, but the technology that we have developed over recent years has led to a dramatic decline in our social contact and skills in general.

The debate over whether we should remain quarantined during this time is not an argument I am trying to pursue. Instead, I am trying to encourage us to view this event as a unique time to study how social distancing can affect people’s mental health over a long period of time and with dramatic results due to the magnitude of the current issue. Although Covid-19 is new and unfamiliar to everyone, the isolation and separation we now face is not. For many, this type of behavior has already been a lifestyle choice for a long time. However, the current situation we all now face has allowed us to gain a more personal insight on how that experience feels due to the current circumstances. Mental illness continues to remain a prevalent problem throughout the world and for that reason could be considered a pandemic of a sort in and of itself long before the Covid-19 outbreak.

One parallel that can be made between our current restrictions and mental illness reminds me in particular of hikikomori culture. Hikikomori is a phenomenon that originated in Japan but that has since spread internationally, now prevalent in many parts of the world, including the United States. Hikikomori is not a mental disorder but rather can appear as a symptom of a disorder. People engaging in hikikomori remain confined in their houses and often their rooms for an extended period of time, often over the course of many years. This action of voluntary confinement is an extreme form of withdrawal from society and self-isolation. Hikikomori affects a large percent of people in Japan yearly and the problem continues to become more widespread with increasing occurrences being reported around the world each year. While we know this problem has continued to increase, the exact number of people practicing hikikomori is unknown because there is a large amount of stigma surrounding the phenomenon that inhibits people from seeking help. This phenomenon cannot be written off as culturally defined because it is spreading to many parts of the world. With the technology we now have, and mental health issues on the rise and expected to increase even more so after feeling the effects of the current pandemic, I think we will definitely see a rise in the number of people engaging in this social isolation, especially with the increase in legitimate fears we now face that appear to justify the previously considered irrational fears many have associated with social gatherings. We now have the perfect sample of people to provide answers about how this form of isolation can affect people over time.

Likewise, with the advancements we have made to technology not only is it now possible to survive without ever leaving the confines of your own home, but it also makes it possible for us to “fulfill” many of our social interaction needs. It’s very unfortunate, but in addition to the success we have gained through our advancements we have also experienced a great loss. With new technology, I am afraid that we no longer engage with others the way we once did. Although some may say the advancements are for the best, I wonder, at what cost? It is now commonplace to see a phone on the table during a business meeting or first date. Even worse is how many will feel inclined to check their phone during important or meaningful interactions they are having with people face to face. While our technology has become smarter, we have become dumber when it comes to social etiquette. As we all now constantly carry a mini computer with us everywhere we go, we have in essence replaced our best friends. We push others away subconsciously as we reach for our phones during conversations. We no longer remember phone numbers because we have them all saved in our phones. We find comfort in looking down at our phones during those moments of free time we have in public places before our meetings begin. These same moments were once the perfect time to make friends, filled with interactive banter. We now prefer to stare at other people on our phones for hours on end, and often live a sedentary lifestyle instead of going out and interacting with others ourselves.

These are just a few among many issues the advances to technology led to long ago. We have forgotten how to practice proper tech-etiquette and we have been inadvertently practicing social distancing long before it was ever required. Now is a perfect time for us to look at the society we have become and how we incurred a different kind of pandemic long before the one we currently face. With time, as the social distancing regulations begin to lift, people may possibly begin to appreciate life and connecting with others more than they did before as a result of the unique experience we have shared in together while apart.

Maybe the world needed a time-out to remember how to appreciate what it had but forgot to experience. Life is to be lived through experience, not to be used as a pastime to observe and compare oneself with others. I’ll leave you with a simple reminder: never forget to take care and love more because in a world where life is often unpredictable and ever changing, one cannot risk taking time or loved ones for granted. With that, I bid you farewell, fellow comrades, like all else, this too shall pass, now go live your best life!

Privilege in a Pandemic

Covid-19 has impacted millions of Americans who have been out of work for weeks, thus creating a financial burden. Without a job and the certainty of knowing when one will return to work, paying rent and utilities has been a problem for many. With unemployment on the rise, relying on unemployment benefits has become a necessity for millions of people. According to the Washington Post , unemployment rose to 14.7% in April which is considered to be the worst since the Great Depression.

Those who are not worried about the financial aspect or the thought never crossed their minds have privilege. Merriam Webster defines privilege as “a right or immunity granted as a peculiar benefit, advantage, or favor.” Privilege can have a negative connotation. What you choose to do with your privilege is what matters. Talking about privilege can bring discomfort, but the discomfort it brings can also carry the benefit of drawing awareness to one’s privilege, which can lead the person to take steps to help others.

I am a first-generation college student who recently transferred to a four-year university. When schools began to close, and students had to leave their on-campus housing, many lost their jobs.I was able to stay on campus because I live in an apartment. I am fortunate to still have a job, although the hours are minimal. My parents help pay for school expenses, including housing, tuition, and food. I do not have to worry about paying rent or how to pay for food because my parents are financially stable to help me. However, there are millions of college students who are not financially stable or do not have the support system I have. Here, I have the privilege and, thus, I am the one who can offer help to others. I may not have millions in funding, but volunteering for centers who need help is where I am able to help. Those who live in California can volunteer through Californians For All or at food banks, shelter facilities, making calls to seniors, etc.

I was not aware of my privilege during these times until I started reading more articles about how millions of people cannot afford to pay their rent, and landlords are starting to send notices of violations. Rather than feel guilty and be passive about it, I chose to put my privilege into a sense of purpose: Donating to nonprofits helping those affected by COVID-19, continuing to support local businesses, and supporting businesses who are donating profits to those affected by COVID-19.

My World is Burning

As I write this, my friends are double checking our medical supplies and making plans to buy water and snacks to pass out at the next protest we are attending. We write down the number for the local bailout fund on our arms and pray that we’re lucky enough not to have to use it should things get ugly. We are part of a pivotal event, the kind of movement that will forever have a place in history. Yet, during this revolution, I have papers to write and grades to worry about, as I’m in the midst of finals.

My professors have offered empty platitudes. They condemn the violence and acknowledge the stress and pain that so many of us are feeling, especially the additional weight that this carries for students of color. I appreciate their show of solidarity, but it feels meaningless when it is accompanied by requests to complete research reports and finalize presentations. Our world is on fire. Literally. On my social media feeds, I scroll through image after image of burning buildings and police cars in flames. How can I be asked to focus on school when my community is under siege? When police are continuing to murder black people, adding additional names to the ever growing list of their victims. Breonna Taylor. Ahmaud Arbery. George Floyd. David Mcatee. And, now, Rayshard Brooks.

It already felt like the world was being asked of us when the pandemic started and classes continued. High academic expectations were maintained even when students now faced the challenges of being locked down, often trapped in small spaces with family or roommates. Now we are faced with another public health crisis in the form of police violence and once again it seems like educational faculty are turning a blind eye to the impact that this has on the students. I cannot study for exams when I am busy brushing up on my basic first-aid training, taking notes on the best techniques to stop heavy bleeding and treat chemical burns because at the end of the day, if these protests turn south, I will be entering a warzone. Even when things remain peaceful, there is an ugliness that bubbles just below the surface. When beginning the trek home, I have had armed members of the National Guard follow me and my friends. While kneeling in silence, I have watched police officers cock their weapons and laugh, pointing out targets in the crowd. I have been emailing my professors asking for extensions, trying to explain that if something is turned in late, it could be the result of me being detained or injured. I don’t want to be penalized for trying to do what I wholeheartedly believe is right.

I have spent my life studying and will continue to study these institutions that have been so instrumental in the oppression and marginalization of black and indigenous communities. Yet, now that I have the opportunity to be on the frontlines actively fighting for the change our country so desperately needs, I feel that this study is more of a hindrance than a help to the cause. Writing papers and reading books can only take me so far and I implore that professors everywhere recognize that requesting their students split their time and energy between finals and justice is an impossible ask.

Opportunity to Serve

Since the start of the most drastic change of our lives, I have had the privilege of helping feed more than 200 different families in the Santa Ana area and even some neighboring cities. It has been an immense pleasure seeing the sheer joy and happiness of families as they come to pick up their box of food from our site, as well as a $50 gift card to Northgate, a grocery store in Santa Ana. Along with donating food and helping feed families, the team at the office, including myself, have dedicated this time to offering psychosocial and mental health check-ups for the families we serve.

Every day I go into the office I start my day by gathering files of our families we served between the months of January, February, and March and calling them to check on how they are doing financially, mentally, and how they have been affected by COVID-19. As a side project, I have been putting together Excel spreadsheets of all these families’ struggles and finding a way to turn their situation into a success story to share with our board at PY-OCBF and to the community partners who make all of our efforts possible. One of the things that has really touched me while working with these families is how much of an impact this nonprofit organization truly has on family’s lives. I have spoken with many families who I just call to check up on and it turns into an hour call sharing about how much of a change they have seen in their child who went through our program. Further, they go on to discuss that because of our program, their children have a different perspective on the drugs they were using before and the group of friends they were hanging out with. Of course, the situation is different right now as everyone is being told to stay at home; however, there are those handful of kids who still go out without asking for permission, increasing the likelihood they might contract this disease and pass it to the rest of the family. We are working diligently to provide support for these parents and offering advice to talk to their kids in order to have a serious conversation with their kids so that they feel heard and validated.

Although the novel Coronavirus has impacted the lives of millions of people not just on a national level, but on a global level, I feel that in my current position, it has opened doors for me that would have otherwise not presented themselves. Fortunately, I have been offered a full-time position at the Project Youth Orange County Bar Foundation post-graduation that I have committed to already. This invitation came to me because the organization received a huge grant for COVID-19 relief to offer to their staff and since I was already part-time, they thought I would be a good fit to join the team once mid-June comes around. I was very excited and pleased to be recognized for the work I have done at the office in front of all staff. I am immensely grateful for this opportunity. I will work even harder to provide for the community and to continue changing the lives of adolescents, who have steered off the path of success. I will use my time as a full-time employee to polish my resume, not forgetting that the main purpose of my moving to Irvine was to become a scholar and continue the education that my parents couldn’t attain. I will still be looking for ways to get internships with other fields within criminology. One specific interest that I have had since being an intern and a part-time employee in this organization is the work of the Orange County Coroner’s Office. I don’t exactly know what enticed me to find it appealing as many would say that it is an awful job in nature since it relates to death and seeing people in their worst state possible. However, I feel that the only way for me to truly know if I want to pursue such a career in forensic science will be to just dive into it and see where it takes me.

I can, without a doubt, say that the Coronavirus has impacted me in a way unlike many others, and for that I am extremely grateful. As I continue working, I can also state that many people are becoming more and more hopeful as time progresses. With people now beginning to say Stage Two of this stay-at-home order is about to allow retailers and other companies to begin doing curbside delivery, many families can now see some light at the end of the tunnel.

Let’s Do Better

This time of the year is meant to be a time of celebration; however, it has been difficult to feel proud or excited for many of us when it has become a time of collective mourning and sorrow, especially for the Black community. There has been an endless amount of pain, rage, and helplessness that has been felt throughout our nation because of the growing list of Black lives we have lost to violence and brutality.

To honor the lives that we have lost, George Floyd, Tony McDade, Breonna Taylor, Ahmaud Arbery, Eric Garner, Oscar Grant, Michael Brown, Trayon Martin, and all of the other Black lives that have been taken away, may they Rest in Power.

Throughout my college experience, I have become more exposed to the various identities and the upbringings of others, which led to my own self-reflection on my own privileged and marginalized identities. I identify as Colombian, German, and Mexican; however navigating life as a mixed race, I have never been able to identify or have one culture more salient than the other. I am visibly white-passing and do not hold any strong ties with any of my ethnic identities, which used to bring me feelings of guilt and frustration, for I would question whether or not I could be an advocate for certain communities, and whether or not I could claim the identity of a woman of color. In the process of understanding my positionality, I began to wonder what space I belonged in, where I could speak up, and where I should take a step back for others to speak. I found myself in a constant theme of questioning what is my narrative and slowly began to realize that I could not base it off lone identities and that I have had the privilege to move through life without my identities defining who I am. Those initial feelings of guilt and confusion transformed into growth, acceptance, and empowerment.

This journey has driven me to educate myself more about the social inequalities and injustices that people face and to focus on what I can do for those around me. It has motivated me to be more culturally responsive and competent, so that I am able to best advocate for those around me. Through the various roles I have worked in, I have been able to listen to a variety of communities’ narratives and experiences, which has allowed me to extend my empathy to these communities while also pushing me to continue educating myself on how I can best serve and empower them. By immersing myself amongst different communities, I have been given the honor of hearing others’ stories and experiences, which has inspired me to commit myself to support and empower others.

I share my story of navigating through my privileged and marginalized identities in hopes that it encourages others to explore their own identities. This journey is not an easy one, and it is an ongoing learning process that will come with various mistakes. I have learned that with facing our privileges comes feelings of guilt, discomfort, and at times, complacency. It is very easy to become ignorant when we are not affected by different issues, but I challenge those who read this to embrace the discomfort. With these emotions, I have found it important to reflect on the source of discomfort and guilt, for although they are a part of the process, in taking the steps to become more aware of the systemic inequalities around us, understanding the source of discomfort can better inform us on how we perpetuate these systemic inequalities. If we choose to embrace ignorance, we refuse to acknowledge the systems that impact marginalized communities and refuse to honestly and openly hear cries for help. If we choose our own comfort over the lives of those being affected every day, we can never truly honor, serve, or support these communities.

I challenge any non-Black person, including myself, to stop remaining complacent when injustices are committed. We need to consistently recognize and acknowledge how the Black community is disproportionately affected in every injustice experienced and call out anti-Blackness in every role, community, and space we share. We need to keep ourselves and others accountable when we make mistakes or fall back into patterns of complacency or ignorance. We need to continue educating ourselves instead of relying on the emotional labor of the Black community to continuously educate us on the history of their oppressions. We need to collectively uplift and empower one another to heal and rise against injustice. We need to remember that allyship ends when action ends.

To the Black community, you are strong. You deserve to be here. The recent events are emotionally, mentally, and physically exhausting, and the need for rest to take care of your mental, physical, and emotional well-being are at an all time high. If you are able, take the time to regain your energy, feel every emotion, and remind yourself of the power you have inside of you. You are not alone.

The Virus That Makes You Forget

Following Jan. 1 of 2020 many of my classmates and I continued to like, share, and forward the same meme. The meme included any image but held the same phrase: I can see 2020. For many of us, 2020 was a beacon of hope. For the Class of 2020, this meant walking on stage in front of our families. Graduation meant becoming an adult, finding a job, or going to graduate school. No matter what we were doing in our post-grad life, we were the new rising stars ready to take on the world with a positive outlook no matter what the future held. We felt that we had a deal with the universe that we were about to be noticed for our hard work, our hardships, and our perseverance.

Then March 17 of 2020 came to pass with California Gov. Newman ordering us to stay at home, which we all did. However, little did we all know that the world we once had open to us would only be forgotten when we closed our front doors.

Life became immediately uncertain and for many of us, that meant graduation and our post-graduation plans including housing, careers, education, food, and basic standards of living were revoked! We became the forgotten — a place from which many of us had attempted to rise by attending university. The goals that we were told we could set and the plans that we were allowed to make — these were crushed before our eyes.

Eighty days before graduation, in the first several weeks of quarantine, I fell extremely ill; both unfortunately and luckily, I was isolated. All of my roommates had moved out of the student apartments leaving me with limited resources, unable to go to the stores to pick up medicine or food, and with insufficient health coverage to afford a doctor until my throat was too swollen to drink water. For nearly three weeks, I was stuck in bed, I was unable to apply to job deadlines, reach out to family, and have contact with the outside world. I was forgotten.

Forty-five days before graduation, I had clawed my way out of illness and was catching up on an honors thesis about media depictions of sexual exploitation within the American political system, when I was relayed the news that democratic presidential candidate Joe Biden was accused of sexual assault. However, when reporting this news to close friends who had been devastated and upset by similar claims against past politicians, they all were too tired and numb from the quarantine to care. Just as I had written hours before reading the initial story, history was repeating, and it was not only I who COVID-19 had forgotten, but now survivors of violence.

After this revelation, I realize the silencing factor that COVID-19 has. Not only does it have the power to terminate the voices of our older generations, but it has the power to silence and make us forget the voices of every generation. Maybe this is why social media usage has gone up, why we see people creating new social media accounts, posting more, attempting to reach out to long lost friends. We do not want to be silenced, moreover, we cannot be silenced. Silence means that we have been forgotten and being forgotten is where injustice and uncertainty occurs. By using social media, pressing like on a post, or even sending a hate message, means that someone cares and is watching what you are doing. If there is no interaction, I am stuck in the land of indifference.

This is a place that I, and many others, now reside, captured and uncertain. In 2020, my plan was to graduate Cum Laude, dean's honor list, with three honors programs, three majors, and with research and job experience that stretched over six years. I would then go into my first year of graduate school, attempting a dual Juris Doctorate. I would be spending my time experimenting with new concepts, new experiences, and new relationships. My life would then be spent giving a microphone to survivors of domestic violence and sex crimes. However, now the plan is wiped clean, instead I sit still bound to graduate in 30 days with no home to stay, no place to work, and no future education to come back to. I would say I am overly qualified, but pandemic makes me lost in a series of names and masked faces.

Welcome to My Cage: The Pandemic and PTSD

When I read the campuswide email notifying students of the World Health Organization’s declaration of the coronavirus pandemic, I was sitting on my couch practicing a research presentation I was going to give a few hours later. For a few minutes, I sat there motionless, trying to digest the meaning of the words as though they were from a language other than my own, familiar sounds strung together in way that was wholly unintelligible to me. I tried but failed to make sense of how this could affect my life. After the initial shock had worn off, I mobilized quickly, snapping into an autopilot mode of being I knew all too well. I began making mental checklists, sharing the email with my friends and family, half of my brain wondering if I should make a trip to the grocery store to stockpile supplies and the other half wondering how I was supposed take final exams in the midst of so much uncertainty. The most chilling realization was knowing I had to wait powerlessly as the fate of the world unfolded, frozen with anxiety as I figured out my place in it all.

These feelings of powerlessness and isolation are familiar bedfellows for me. Early October of 2015, shortly after beginning my first year at UCI, I was diagnosed with Post-traumatic Stress Disorder. Despite having had years of psychological treatment for my condition, including Cognitive Behavior Therapy and Eye Movement Desensitization and Retraining, the flashbacks, paranoia, and nightmares still emerge unwarranted. People have referred to the pandemic as a collective trauma. For me, the pandemic has not only been a collective trauma, it has also been the reemergence of a personal trauma. The news of the pandemic and the implications it has for daily life triggered a reemergence of symptoms that were ultimately ignited by the overwhelming sense of helplessness that lies in waiting, as I suddenly find myself navigating yet another situation beyond my control. Food security, safety, and my sense of self have all been shaken by COVID-19.

The first few weeks after UCI transitioned into remote learning and the governor issued the stay-at-home order, I hardly got any sleep. My body was cycling through hypervigilance and derealization, and my sleep was interrupted by intrusive nightmares oscillating between flashbacks and frightening snippets from current events. Any coping methods I had developed through hard-won efforts over the past few years — leaving my apartment for a change of scenery, hanging out with friends, going to the gym — were suddenly made inaccessible to me due to the stay-at-home orders, closures of non-essential businesses, and many of my friends breaking their campus leases to move back to their family homes. So for me, learning to cope during COVID-19 quarantine means learning to function with my re-emerging PTSD symptoms and without my go-to tools. I must navigate my illness in a rapidly evolving world, one where some of my internalized fears, such as running out of food and living in an unsafe world, are made progressively more external by the minute and broadcasted on every news platform; fears that I could no longer escape, being confined in the tight constraints of my studio apartment’s walls. I cannot shake the devastating effects of sacrifice that I experience as all sense of control has been stripped away from me.

However, amidst my mental anguish, I have realized something important—experiencing these same PTSD symptoms during a global pandemic feels markedly different than it did years ago. Part of it might be the passage of time and the growth in my mindset, but there is something else that feels very different. Currently, there is widespread solidarity and support for all of us facing the chaos of COVID-19, whether they are on the frontlines of the fight against the illness or they are self-isolating due to new rules, restrictions, and risks. This was in stark contrast to what it was like to have a mental disorder. The unity we all experience as a result of COVID-19 is one I could not have predicted. I am not the only student heartbroken over a cancelled graduation, I am not the only student who is struggling to adapt to remote learning, and I am not the only person in this world who has to make sacrifices.

Between observations I’ve made on social media and conversations with my friends and classmates, this time we are all enduring great pain and stress as we attempt to adapt to life’s challenges. As a Peer Assistant for an Education class, I have heard from many students of their heartache over the remote learning model, how difficult it is to study in a non-academic environment, and how unmotivated they have become this quarter. This is definitely something I can relate to; as of late, it has been exceptionally difficult to find motivation and put forth the effort for even simple activities as a lack of energy compounds the issue and hinders basic needs. However, the willingness of people to open up about their distress during the pandemic is unlike the self-imposed social isolation of many people who experience mental illness regularly. Something this pandemic has taught me is that I want to live in a world where mental illness receives more support and isn’t so taboo and controversial. Why is it that we are able to talk about our pain, stress, and mental illness now, but aren’t able to talk about it outside of a global pandemic? People should be able to talk about these hardships and ask for help, much like during these circumstances.

It has been nearly three months since the coronavirus crisis was declared a pandemic. I still have many bad days that I endure where my symptoms can be overwhelming. But somehow, during my good days — and some days, merely good moments — I can appreciate the resilience I have acquired over the years and the common ground I share with others who live through similar circumstances. For veterans of trauma and mental illness, this isn’t the first time we are experiencing pain in an extreme and disastrous way. This is, however, the first time we are experiencing it with the rest of the world. This strange new feeling of solidarity as I read and hear about the experiences of other people provides some small comfort as I fight my way out of bed each day. As we fight to survive this pandemic, I hope to hold onto this feeling of togetherness and acceptance of pain, so that it will always be okay for people to share their struggles. We don’t know what the world will look like days, months, or years from now, but I hope that we can cultivate such a culture to make life much easier for people coping with mental illness.

A Somatic Pandemonium in Quarantine

I remember hearing that our brains create the color magenta all on their own.

When I was younger I used to run out of my third-grade class because my teacher was allergic to the mold and sometimes would vomit in the trash can. My dad used to tell me that I used to always have to have something in my hands, later translating itself into the form of a hair tie around my wrist.

Sometimes, I think about the girl who used to walk on her tippy toes. medial and lateral nerves never planted, never grounded. We were the same in this way. My ability to be firmly planted anywhere was also withered.

Was it from all the times I panicked? Or from the time I ran away and I blistered the soles of my feet 'til they were black from the summer pavement? Emetophobia.

I felt it in the shower, dressing itself from the crown of my head down to the soles of my feet, noting the feeling onto my white board in an attempt to solidify it’s permanence.

As I breathed in the chemical blue transpiring from the Expo marker, everything was more defined. I laid down and when I looked up at the starlet lamp I had finally felt centered. Still. No longer fleeting. The grooves in the lamps glass forming a spiral of what felt to me like an artificial landscape of transcendental sparks.

She’s back now, magenta, though I never knew she left or even ever was. Somehow still subconsciously always known. I had been searching for her in the tremors.

I can see her now in the daphnes, the golden rays from the sun reflecting off of the bark on the trees and the red light that glowed brighter, suddenly the town around me was warmer. A melting of hues and sharpened saturation that was apparent and reminded of the smell of oranges.

I threw up all of the carrots I ate just before. The trauma that my body kept as a memory of things that may or may not go wrong and the times that I couldn't keep my legs from running. Revelations bring memories bringing anxieties from fear and panic released from my body as if to say “NO LONGER!”

I close my eyes now and my mind's eye is, too, more vivid than ever before. My inner eyelids lit up with orange undertones no longer a solid black, neurons firing, fire. Not the kind that burns you but the kind that can light up a dull space. Like the wick of a tea-lit candle. Magenta doesn’t exist. It is perception. A construct made of light waves, blue and red.

Demolition. Reconstruction. I walk down the street into this new world wearing my new mask, somatic senses tingling and I think to myself “Houston, I think we’ve just hit equilibrium.”

How COVID-19 Changed My Senior Year

During the last two weeks of Winter quarter, I watched the emails pour in. Spring quarter would be online, facilities were closing, and everyone was recommended to return home to their families, if possible. I resolved to myself that I would not move back home; I wanted to stay in my apartment, near my boyfriend, near my friends, and in the one place I had my own space. However, as the COVID-19 pandemic worsened, things continued to change quickly. Soon I learned my roommate/best friend would be cancelling her lease and moving back up to Northern California. We had made plans for my final quarter at UCI, as I would be graduating in June while she had another year, but all of the sudden, that dream was gone. In one whirlwind of a day, we tried to cram in as much of our plans as we could before she left the next day for good. There are still so many things – like hiking, going to museums, and showing her around my hometown – we never got to cross off our list.

Then, my boyfriend decided he would also be moving home, three hours away. Most of my sorority sisters were moving home, too. I realized if I stayed at school, I would be completely alone. My mom had been encouraging me to move home anyway, but I was reluctant to return to a house I wasn’t completely comfortable in. As the pandemic became more serious, gentle encouragement quickly turned into demands. I had to cancel my lease and move home.

I moved back in with my parents at the end of Spring Break; I never got to say goodbye to most of my friends, many of whom I’ll likely never see again – as long as the virus doesn’t change things, I’m supposed to move to New York over the summer to begin a PhD program in Criminal Justice. Just like that, my time at UCI had come to a close. No lasts to savor; instead I had piles of things to regret. In place of a final quarter filled with memorable lasts, such as the senior banquet or my sorority’s senior preference night, I’m left with a laundry list of things I missed out on. I didn’t get to look around the campus one last time like I had planned; I never got to take my graduation pictures in front of the UC Irvine sign. Commencement had already been cancelled. The lights had turned off in the theatre before the movie was over. I never got to find out how the movie ended.

Transitioning to a remote learning system wasn’t too bad, but I found that some professors weren’t adjusting their courses to the difficulties many students were facing. It turned out to be difficult to stay motivated, especially for classes that are pre-recorded and don’t have any face-to-face interaction. It’s hard to make myself care; I’m in my last few weeks ever at UCI, but it feels like I’m already in summer. School isn’t real, my classes aren’t real. I still put in the effort, but I feel like I’m not getting much out of my classes.

The things I had been looking forward to this quarter are gone; there will be no Undergraduate Research Symposium, where I was supposed to present two projects. My amazing internship with the US Postal Inspection Service is over prematurely and I never got to properly say goodbye to anyone I met there. I won’t receive recognition for the various awards and honors I worked so hard to achieve.

And I’m one of the lucky ones! I feel guilty for feeling bad about my situation, when I know there are others who have it much, much worse. I am like that quintessential spoiled child, complaining while there are essential workers working tirelessly, people with health concerns constantly fearing for their safety, and people dying every day. Yet knowing that doesn't help me from feeling I was robbed of my senior experience, something I worked very hard to achieve. I know it’s not nearly as important as what many others are going through. But nevertheless, this is my situation. I was supposed to be enjoying this final quarter with my friends and preparing to move on, not be stuck at home, grappling with my mental health and hiding out in my room to get some alone time from a family I don’t always get along with. And while I know it’s more difficult out there for many others, it’s still difficult for me.

The thing that stresses me out most is the uncertainty. Uncertainty for the future – how long will this pandemic last? How many more people have to suffer before things go back to “normal” – whatever that is? How long until I can see my friends and family again? And what does this mean for my academic future? Who knows what will happen between now and then? All that’s left to do is wait and hope that everything will work out for the best.

Looking back over my last few months at UCI, I wish I knew at the time that I was experiencing my lasts; it feels like I took so much for granted. If there is one thing this has all made me realize, it’s that nothing is certain. Everything we expect, everything we take for granted – none of it is a given. Hold on to what you have while you have it, and take the time to appreciate the wonderful things in life, because you never know when it will be gone.

Physical Distancing

Thirty days have never felt so long. April has been the longest month of the year. I have been through more in these past three months than in the past three years. The COVID-19 outbreak has had a huge impact on both physical and social well-being of a lot of Americans, including me. Stress has been governing the lives of so many civilians, in particular students and workers. In addition to causing a lack of motivation in my life, quarantine has also brought a wave of anxiety.

My life changed the moment the Centers of Disease Control and Prevention and the government announced social distancing. My busy daily schedule, running from class to class and meeting to meeting, morphed into identical days, consisting of hour after hour behind a cold computer monitor. Human interaction and touch improve trust, reduce fear and increases physical well-being. Imagine the effects of removing the human touch and interaction from midst of society. Humans are profoundly social creatures. I cannot function without interacting and connecting with other people. Even daily acquaintances have an impact on me that is only noticeable once removed. As a result, the COVID-19 outbreak has had an extreme impact on me beyond direct symptoms and consequences of contracting the virus itself.

It was not until later that month, when out of sheer boredom I was scrolling through my call logs and I realized that I had called my grandmother more than ever. This made me realize that quarantine had created some positive impacts on my social interactions as well. This period of time has created an opportunity to check up on and connect with family and peers more often than we were able to. Even though we might be connecting solely through a screen, we are not missing out on being socially connected. Quarantine has taught me to value and prioritize social connection, and to recognize that we can find this type of connection not only through in-person gatherings, but also through deep heart to heart connections. Right now, my weekly Zoom meetings with my long-time friends are the most important events in my week. In fact, I have taken advantage of the opportunity to reconnect with many of my old friends and have actually had more meaningful conversations with them than before the isolation.

This situation is far from ideal. From my perspective, touch and in-person interaction is essential; however, we must overcome all difficulties that life throws at us with the best we are provided with. Therefore, perhaps we should take this time to re-align our motives by engaging in things that are of importance to us. I learned how to dig deep and find appreciation for all the small talks, gatherings, and face-to-face interactions. I have also realized that friendships are not only built on the foundation of physical presence but rather on meaningful conversations you get to have, even if they are through a cold computer monitor. My realization came from having more time on my hands and noticing the shift in conversations I was having with those around me. After all, maybe this isolation isn’t “social distancing”, but rather “physical distancing” until we meet again.

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I am not invincible: My COVID-19 story

David J. Vega Mar 26, 2020

Yes, I tested positive for COVID-19. I fell victim to this virus: a nasty, lingering virus that gave me the worst symptoms I’ve experienced to this day that I wouldn’t wish upon anyone. My story is to warn you that this is not the common cold or a regular flu. This virus is serious.

My name is David, and I am an otherwise healthy 27-year-old male with no past medical history. I am a fourth-year medical student, who will soon be a doctor starting residency in June. I am a health freak, I work out five to six times a week, I have a six-pack on a good day, and I completely took my health for granted.

I thought I was INVINCIBLE—I thought I was immune to this coronavirus because I am healthy and young. But I was wrong.

In early March, reports of novel transmission of the coronavirus were just starting to appear in the United States. I had heard about the nursing home in Seattle, the synagogue in New Rochelle, New York. It was a precarious situation, but community transmission of the virus was not quite so widespread.

‘Sure, I’ll wash my hands,’ ‘I’ll social distance after that party,’ I thought. Looking back, there were too many opportunities for me to have caught this virus. I did not take my health seriously. I figured I could avoid the virus, but in the off-chance I were to get it, it would be like a mild flu or a bad cold. I flew home from a two-month global medicine elective in Africa, ventured on long flights home and around lots of people at Nairobi and JFK airport. I went to a beach party during my week stay in Florida and saw lots of friends before heading back to Indiana to finish up my last semester of medical school. I was not careful. I did not take the necessary precautions. I did not think it could happen to me.

The fact of the matter is – you NEVER know.

A day after arriving in Indiana, symptoms started to kick in. On Thursday, March 12, I woke up with fever, chills, fatigue, generalized muscle aches, and joint pain. Probably just a bad case of the flu, right? No cough, no shortness of breath, no difficulty breathing, no respiratory problems whatsoever. No nausea, no diarrhea. JUST Fever and chills.

Thinking ‘I’ll get over it soon,’ I took some Ibuprofen and Tylenol and stayed in bed most of the day. The next day, I had a routine doctor’s appointment. I was almost turned away because of my symptoms, but I fought to be seen. My oral temperature was 101 degrees Fahrenheit, and I was put in an isolation room for my appointment. My provider, thankfully wearing complete PPE, performed a quick flu test (Influenza A, B, and RSV), which resulted negative that same day. It would later reflex to COVID-19 because of the negative result and I then began the seven-day wait for results.

My symptoms, however, only continued to worsen. The fever was unrelenting. I had no appetite. I had lost about 10 pounds. I loaded up on my daily multivitamins and Emergen-C; I continued to use Ibuprofen and Tylenol every six hours because my body was asking for ANYTHING to take away the misery.

It was not until Day 6 that I decided to drop the Ibuprofen after reading some expert opinions that NSAIDs may actually alter the immune response against the virus. Admittedly, I did feel WAY better the next day after dropping Ibuprofen. My fever and chills—although still present—felt improved. I continued to use only Tylenol spaced out now in the morning and before bedtime. By Day 7, still feeling chills in the morning, I opted out of using any Tylenol and tried to help my body fight this virus on its own. I attempted a little home bodyweight workout and instantly got lightheaded and felt very nauseous. My body was still desperately fighting this thing.

Day 8: I woke up in the usual sweats from the night before, but felt no fever or chills during the day—I felt much improved. I told myself I would take it easy that day. I was begging and pleading to God for an end to all of this.

After waiting SEVEN ENTIRE DAYS in self-quarantine, I finally received my results: positive for COVID-19, continue self-quarantine for another seven days. Ironically, this arrived an hour before receiving my Match Day residency assignment for emergency medicine at the University of Miami. March 20th was certainly a big day of “results” for me.

By Day 13, I had not used any fever-reducing medicine in six days. For the last few days, my symptoms were mostly confined to nighttime-fatigue, sweats, chills, but by Day 13, all of my symptoms had completely gone away. I reintroduced exercise little by little and can now get through a whole hour workout without getting totally winded.

Why am I telling this story?

Because I encourage you to learn from my mistakes. Because I didn’t listen when numbers started climbing. And now they continue to climb. 55,000-plus patients diagnosed in our country, more than 1,000 people deceased.

Because this virus is REAL. And it SUCKS. To say it was almost two weeks before I was feeling like my normal self. Because I am a “healthy young adult,” but “mild” COVID-19 made my life a living hell.

Because people around the world are DYING from this virus—and doctors must make resource allocation decisions (e.g. in Italy) as to who should get that last ICU bed or that last ventilator because hospitals are at FULL CAPACITY. After returning from a two-month global medicine trip in Africa, I witnessed patients dying on a daily basis due to resource-allocation purposes. And now we are starting to see the same issues in New York City and other densely populated communities in the United States.

We NEED you to STAY HOME, because our health professionals are RUNNING out of masks for themselves and ventilators for patients. The CDC is so desperate that they recently issued new guidelines for health professionals to use bandanas and scarves as substitutes for N95 masks. We NEED you to STAY HOME because these health professionals are sacrificing their lives at the frontline to make sure those affected can stay alive.

I had the two biggest celebrations of my life canceled (Match Day and graduation) for the good of those around me and the rest of the country. Now is NOT the time to go to that party. Now is NOT the time to meet up friends at the bar, to go out to eat, to celebrate your spring break, to go to the beach or the park. I promise you, the celebration can wait.

So please, as a medical professional, as a young adult, I implore for all of you to STAY HOME. I firsthand can now see how this VIRUS takes LIVES. 1 out of 5 people hospitalized from COVID-19 are young adults aged 20-44; I was LUCKY to not be one of them.

As many as 10-20 percent of people show no symptoms, so you may be spreading this virus and injuring those you love without realizing it. We DON’T know who has it and who does not, and we do not have the resources to test everyone, so please STAY HOME. Social-distancing and self-quarantine is just as important for the ELDERLY as for the YOUTH.

We NEED you to do your part to FLATTEN the curve and prevent the growing spread to more and more people every day. If we all do our part, then this self-quarantine can eventually come to an end and we can soon resume what our lives used to be.

My name is David and I am NOT Invincible. And neither are you.

Editor’s note: David Vega is a fourth-year medical student at IU School of Medicine. After traveling overseas and in Florida earlier this month, Vega returned to the IU School of Medicine—Indianapolis campus on March 11, and soon developed symptoms of COVID-19 the following day, March 12. He was tested for the virus on March 13, and received his positive test result on March 20. He informed all individuals with whom he had contact since his return to Indianapolis of his positive test.

"Staying home truly saves lives."

David Vega shares his advice after being diagnosed with COVID-19.

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My experience with covid-19, fighting infection, coping with quarantine and why vaccines matter.

Maher Ghafari, WASH officer with UNICEF in Aleppo receives his second dose of COVID-19 vaccine in Aleppo, Syria.

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I believe that getting vaccinated will improve my chances of not getting infected again and will help protect my beloved family Maher Ghafari

Aleppo, Syria, 22 August 2021 - Today I got my second dose of the COVID-19 vaccine because we are all responsible for fighting this pandemic. I believe that getting vaccinated will improve my chances of not getting infected again and will help protect my beloved family, colleagues at the office and friends.

Last year, both my wife and I got infected with COVID-19. Although we did not panic, we felt rather alert and had consciously been prepared for such a scenario. On the first few days, symptoms included the loss of taste and smell as well as muscle pain, which we used pain relief medications to reduce. Thankfully we did not have any respiratory symptoms.

We were taken aback when we first got the test results. Being unable to predict potential deterioration to our health was also worrisome. There was an incessant flow of information about the virus, and the more we saw what came on the media outlets and digital platforms, the more confused we became. Thus, we decided only to go to reliable sources for information. We did not feel alone during the whole time because of the support we received from our family and colleagues daily via video calls, chat applications and mobile phone messages.

We feared developing respiratory symptoms that could complicate our medical situation and that we might not be able to protect Laura, our four-year-old daughter. As the pain and fatigue started to subside after the first few days, we were reassured that it was unlikely that we develop respiratory symptoms. The challenge now became how to cope with self-isolation and quarantine for at least 15 days while we focus on getting better.

Maher’s daughter Laura, 4, dressed up as a doctor at home during her parents’ quarantine following their infection with COVID-19 last year.

It was important to explain to our little Laura that there will be no more hugging or kissing. She cried at first and wondered whether that meant we had stopped loving her. Laura, 4

It was important to explain to our little Laura that there will be no more hugging or kissing. She cried at first and wondered whether that meant we had stopped loving her. But as we explained that it was something temporary, which we had to do because we loved her so much, she was okay.

Being quarantined at home for about 20 days affected our daily routine and forced us to find new ways of doing things. When I felt ready to work, I had to attend all my meetings remotely, via the internet or phone. It was difficult to explain to Laura that I was working and that being home did not mean I can spend all my time with her. For her, it felt like we were on a constant weekend but none of us could go out. I let her join during some of my video meetings to help her grasp the idea of working from home.

We learnt how to take advantage of our time in quarantine to strengthen the relationship among our small family, away from the internet and mobile phones. We came up with new games for Laura. Her favourite was dressing up as a doctor to treat us. She would even excitedly deliver awareness messages about COVID-19 and its preventive measures to us. A while after, we learned that she explains to her friends at the nursery what she had memorized about the pandemic, its prevention and our time in quarantine.

As a water, sanitation and hygiene (WASH) officer with UNICEF in Aleppo field office, I work on ensuring that people in need are provided with life-saving assistance as well as longer-term durable WASH support. The COVID-19 pandemic came posing a major risk to the health and hygiene of whole communities in such a short time. In Aleppo, since June last year, we had to focus on supporting the most vulnerable people, especially those displaced in camps, by increasing the daily water delivery and thus enabling the promotion of handwashing and hygiene practices. In addition, UNICEF provided remote awareness sessions about the pandemic and its preventive measures, using speakerphones on mobile vehicles to avoid the crowding of people in the camps.

Also, preparing for the reopening of schools, last year, following a period of interruption caused by the first wave of COVID-19 spread and restrictions, was a real challenge. We needed to launch a huge campaign among WASH sector partners to rehabilitate water, sanitation and hygiene facilities in schools, ensuring the functionality of handwashing facilities. We also provided infection prevention control and sanitization supplies to students alongside a hygiene awareness campaign.

*Maher Ghafari is a water, sanitation and hygiene officer working with UNICEF in Aleppo, Syria.

Routine vaccines are saving children lives

in the Gaza Strip

COVID-19 Lockdown: My Experience

When the lockdown started, I was ecstatic. My final year of school had finished early, exams were cancelled, the sun was shining. I was happy, and confident I would be OK. After all, how hard could staying at home possibly be? After a while, the reality of the situation started to sink in.

The novelty of being at home wore off and I started to struggle. I suffered from regular panic attacks, frozen on the floor in my room, unable to move or speak. I had nightmares most nights, and struggled to sleep. It was as if I was stuck, trapped in my house and in my own head. I didn't know how to cope.

However, over time, I found ways to deal with the pressure. I realised that lockdown gave me more time to the things I loved, hobbies that had been previously swamped by schoolwork. I started baking, drawing and writing again, and felt free for the first time in months. I had forgotten how good it felt to be creative. I started spending more time with my family. I hadn't realised how much I had missed them.

Almost a month later, I feel so much better. I understand how difficult this must be, but it's important to remember that none of us is alone. No matter how scared, or trapped, or alone you feel, things can only get better. Take time to revisit the things you love, and remember that all of this will eventually pass. All we can do right now is stay at home, look after ourselves and our loved ones, and look forward to a better future.

View the discussion thread.

Looking back on lockdown days

A painting on a canvas with supplies around it.

Art class and self care during the pandemic

A beautiful sky, with splashes of cyan blue and light orange, accompanied by soft, scattered clouds. A silhouette of buildings marries into the scene.

We'll Walk Together

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Covid 19 Essay in English

Essay on Covid -19: In a very short amount of time, coronavirus has spread globally. It has had an enormous impact on people's lives, economy, and societies all around the world, affecting every country. Governments have had to take severe measures to try and contain the pandemic. The virus has altered our way of life in many ways, including its effects on our health and our economy. Here are a few sample essays on ‘CoronaVirus’.

100 Words Essay on Covid 19

200 words essay on covid 19, 500 words essay on covid 19.

COVID-19 or Corona Virus is a novel coronavirus that was first identified in 2019. It is similar to other coronaviruses, such as SARS-CoV and MERS-CoV, but it is more contagious and has caused more severe respiratory illness in people who have been infected. The novel coronavirus became a global pandemic in a very short period of time. It has affected lives, economies and societies across the world, leaving no country untouched. The virus has caused governments to take drastic measures to try and contain it. From health implications to economic and social ramifications, COVID-19 impacted every part of our lives. It has been more than 2 years since the pandemic hit and the world is still recovering from its effects.

Since the outbreak of COVID-19, the world has been impacted in a number of ways. For one, the global economy has taken a hit as businesses have been forced to close their doors. This has led to widespread job losses and an increase in poverty levels around the world. Additionally, countries have had to impose strict travel restrictions in an attempt to contain the virus, which has resulted in a decrease in tourism and international trade. Furthermore, the pandemic has put immense pressure on healthcare systems globally, as hospitals have been overwhelmed with patients suffering from the virus. Lastly, the outbreak has led to a general feeling of anxiety and uncertainty, as people are fearful of contracting the disease.

My Experience of COVID-19

I still remember how abruptly colleges and schools shut down in March 2020. I was a college student at that time and I was under the impression that everything would go back to normal in a few weeks. I could not have been more wrong. The situation only got worse every week and the government had to impose a lockdown. There were so many restrictions in place. For example, we had to wear face masks whenever we left the house, and we could only go out for essential errands. Restaurants and shops were only allowed to operate at take-out capacity, and many businesses were shut down.

In the current scenario, coronavirus is dominating all aspects of our lives. The coronavirus pandemic has wreaked havoc upon people’s lives, altering the way we live and work in a very short amount of time. It has revolutionised how we think about health care, education, and even social interaction. This virus has had long-term implications on our society, including its impact on mental health, economic stability, and global politics. But we as individuals can help to mitigate these effects by taking personal responsibility to protect themselves and those around them from infection.

Effects of CoronaVirus on Education

The outbreak of coronavirus has had a significant impact on education systems around the world. In China, where the virus originated, all schools and universities were closed for several weeks in an effort to contain the spread of the disease. Many other countries have followed suit, either closing schools altogether or suspending classes for a period of time.

This has resulted in a major disruption to the education of millions of students. Some have been able to continue their studies online, but many have not had access to the internet or have not been able to afford the costs associated with it. This has led to a widening of the digital divide between those who can afford to continue their education online and those who cannot.

The closure of schools has also had a negative impact on the mental health of many students. With no face-to-face contact with friends and teachers, some students have felt isolated and anxious. This has been compounded by the worry and uncertainty surrounding the virus itself.

The situation with coronavirus has improved and schools have been reopened but students are still catching up with the gap of 2 years that the pandemic created. In the meantime, governments and educational institutions are working together to find ways to support students and ensure that they are able to continue their education despite these difficult circumstances.

Effects of CoronaVirus on Economy

The outbreak of the coronavirus has had a significant impact on the global economy. The virus, which originated in China, has spread to over two hundred countries, resulting in widespread panic and a decrease in global trade. As a result of the outbreak, many businesses have been forced to close their doors, leading to a rise in unemployment. In addition, the stock market has taken a severe hit.

Effects of CoronaVirus on Health

The effects that coronavirus has on one's health are still being studied and researched as the virus continues to spread throughout the world. However, some of the potential effects on health that have been observed thus far include respiratory problems, fever, and coughing. In severe cases, pneumonia, kidney failure, and death can occur. It is important for people who think they may have been exposed to the virus to seek medical attention immediately so that they can be treated properly and avoid any serious complications. There is no specific cure or treatment for coronavirus at this time, but there are ways to help ease symptoms and prevent the virus from spreading.

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Information Technology

Data Administrator

Database professionals use software to store and organise data such as financial information, and customer shipping records. Individuals who opt for a career as data administrators ensure that data is available for users and secured from unauthorised sales. DB administrators may work in various types of industries. It may involve computer systems design, service firms, insurance companies, banks and hospitals.

Bio Medical Engineer

The field of biomedical engineering opens up a universe of expert chances. An Individual in the biomedical engineering career path work in the field of engineering as well as medicine, in order to find out solutions to common problems of the two fields. The biomedical engineering job opportunities are to collaborate with doctors and researchers to develop medical systems, equipment, or devices that can solve clinical problems. Here we will be discussing jobs after biomedical engineering, how to get a job in biomedical engineering, biomedical engineering scope, and salary.

Ethical Hacker

A career as ethical hacker involves various challenges and provides lucrative opportunities in the digital era where every giant business and startup owns its cyberspace on the world wide web. Individuals in the ethical hacker career path try to find the vulnerabilities in the cyber system to get its authority. If he or she succeeds in it then he or she gets its illegal authority. Individuals in the ethical hacker career path then steal information or delete the file that could affect the business, functioning, or services of the organization.

GIS officer work on various GIS software to conduct a study and gather spatial and non-spatial information. GIS experts update the GIS data and maintain it. The databases include aerial or satellite imagery, latitudinal and longitudinal coordinates, and manually digitized images of maps. In a career as GIS expert, one is responsible for creating online and mobile maps.

Data Analyst

The invention of the database has given fresh breath to the people involved in the data analytics career path. Analysis refers to splitting up a whole into its individual components for individual analysis. Data analysis is a method through which raw data are processed and transformed into information that would be beneficial for user strategic thinking.

Data are collected and examined to respond to questions, evaluate hypotheses or contradict theories. It is a tool for analyzing, transforming, modeling, and arranging data with useful knowledge, to assist in decision-making and methods, encompassing various strategies, and is used in different fields of business, research, and social science.

Geothermal Engineer

Individuals who opt for a career as geothermal engineers are the professionals involved in the processing of geothermal energy. The responsibilities of geothermal engineers may vary depending on the workplace location. Those who work in fields design facilities to process and distribute geothermal energy. They oversee the functioning of machinery used in the field.

Database Architect

If you are intrigued by the programming world and are interested in developing communications networks then a career as database architect may be a good option for you. Data architect roles and responsibilities include building design models for data communication networks. Wide Area Networks (WANs), local area networks (LANs), and intranets are included in the database networks. It is expected that database architects will have in-depth knowledge of a company's business to develop a network to fulfil the requirements of the organisation. Stay tuned as we look at the larger picture and give you more information on what is db architecture, why you should pursue database architecture, what to expect from such a degree and what your job opportunities will be after graduation. Here, we will be discussing how to become a data architect. Students can visit NIT Trichy , IIT Kharagpur , JMI New Delhi .

Remote Sensing Technician

Individuals who opt for a career as a remote sensing technician possess unique personalities. Remote sensing analysts seem to be rational human beings, they are strong, independent, persistent, sincere, realistic and resourceful. Some of them are analytical as well, which means they are intelligent, introspective and inquisitive.

Remote sensing scientists use remote sensing technology to support scientists in fields such as community planning, flight planning or the management of natural resources. Analysing data collected from aircraft, satellites or ground-based platforms using statistical analysis software, image analysis software or Geographic Information Systems (GIS) is a significant part of their work. Do you want to learn how to become remote sensing technician? There's no need to be concerned; we've devised a simple remote sensing technician career path for you. Scroll through the pages and read.

Budget Analyst

Budget analysis, in a nutshell, entails thoroughly analyzing the details of a financial budget. The budget analysis aims to better understand and manage revenue. Budget analysts assist in the achievement of financial targets, the preservation of profitability, and the pursuit of long-term growth for a business. Budget analysts generally have a bachelor's degree in accounting, finance, economics, or a closely related field. Knowledge of Financial Management is of prime importance in this career.

Underwriter

An underwriter is a person who assesses and evaluates the risk of insurance in his or her field like mortgage, loan, health policy, investment, and so on and so forth. The underwriter career path does involve risks as analysing the risks means finding out if there is a way for the insurance underwriter jobs to recover the money from its clients. If the risk turns out to be too much for the company then in the future it is an underwriter who will be held accountable for it. Therefore, one must carry out his or her job with a lot of attention and diligence.

Finance Executive

Product manager.

A Product Manager is a professional responsible for product planning and marketing. He or she manages the product throughout the Product Life Cycle, gathering and prioritising the product. A product manager job description includes defining the product vision and working closely with team members of other departments to deliver winning products.

Operations Manager

Individuals in the operations manager jobs are responsible for ensuring the efficiency of each department to acquire its optimal goal. They plan the use of resources and distribution of materials. The operations manager's job description includes managing budgets, negotiating contracts, and performing administrative tasks.

Stock Analyst

Individuals who opt for a career as a stock analyst examine the company's investments makes decisions and keep track of financial securities. The nature of such investments will differ from one business to the next. Individuals in the stock analyst career use data mining to forecast a company's profits and revenues, advise clients on whether to buy or sell, participate in seminars, and discussing financial matters with executives and evaluate annual reports.

A Researcher is a professional who is responsible for collecting data and information by reviewing the literature and conducting experiments and surveys. He or she uses various methodological processes to provide accurate data and information that is utilised by academicians and other industry professionals. Here, we will discuss what is a researcher, the researcher's salary, types of researchers.

Welding Engineer

Welding Engineer Job Description: A Welding Engineer work involves managing welding projects and supervising welding teams. He or she is responsible for reviewing welding procedures, processes and documentation. A career as Welding Engineer involves conducting failure analyses and causes on welding issues.

Transportation Planner

A career as Transportation Planner requires technical application of science and technology in engineering, particularly the concepts, equipment and technologies involved in the production of products and services. In fields like land use, infrastructure review, ecological standards and street design, he or she considers issues of health, environment and performance. A Transportation Planner assigns resources for implementing and designing programmes. He or she is responsible for assessing needs, preparing plans and forecasts and compliance with regulations.

Environmental Engineer

Individuals who opt for a career as an environmental engineer are construction professionals who utilise the skills and knowledge of biology, soil science, chemistry and the concept of engineering to design and develop projects that serve as solutions to various environmental problems.

Safety Manager

A Safety Manager is a professional responsible for employee’s safety at work. He or she plans, implements and oversees the company’s employee safety. A Safety Manager ensures compliance and adherence to Occupational Health and Safety (OHS) guidelines.

Conservation Architect

A Conservation Architect is a professional responsible for conserving and restoring buildings or monuments having a historic value. He or she applies techniques to document and stabilise the object’s state without any further damage. A Conservation Architect restores the monuments and heritage buildings to bring them back to their original state.

Structural Engineer

A Structural Engineer designs buildings, bridges, and other related structures. He or she analyzes the structures and makes sure the structures are strong enough to be used by the people. A career as a Structural Engineer requires working in the construction process. It comes under the civil engineering discipline. A Structure Engineer creates structural models with the help of computer-aided design software.

Highway Engineer

Highway Engineer Job Description: A Highway Engineer is a civil engineer who specialises in planning and building thousands of miles of roads that support connectivity and allow transportation across the country. He or she ensures that traffic management schemes are effectively planned concerning economic sustainability and successful implementation.

Field Surveyor

Are you searching for a Field Surveyor Job Description? A Field Surveyor is a professional responsible for conducting field surveys for various places or geographical conditions. He or she collects the required data and information as per the instructions given by senior officials.

Orthotist and Prosthetist

Orthotists and Prosthetists are professionals who provide aid to patients with disabilities. They fix them to artificial limbs (prosthetics) and help them to regain stability. There are times when people lose their limbs in an accident. In some other occasions, they are born without a limb or orthopaedic impairment. Orthotists and prosthetists play a crucial role in their lives with fixing them to assistive devices and provide mobility.

Pathologist

A career in pathology in India is filled with several responsibilities as it is a medical branch and affects human lives. The demand for pathologists has been increasing over the past few years as people are getting more aware of different diseases. Not only that, but an increase in population and lifestyle changes have also contributed to the increase in a pathologist’s demand. The pathology careers provide an extremely huge number of opportunities and if you want to be a part of the medical field you can consider being a pathologist. If you want to know more about a career in pathology in India then continue reading this article.

Veterinary Doctor

Speech therapist, gynaecologist.

Gynaecology can be defined as the study of the female body. The job outlook for gynaecology is excellent since there is evergreen demand for one because of their responsibility of dealing with not only women’s health but also fertility and pregnancy issues. Although most women prefer to have a women obstetrician gynaecologist as their doctor, men also explore a career as a gynaecologist and there are ample amounts of male doctors in the field who are gynaecologists and aid women during delivery and childbirth.

Audiologist

The audiologist career involves audiology professionals who are responsible to treat hearing loss and proactively preventing the relevant damage. Individuals who opt for a career as an audiologist use various testing strategies with the aim to determine if someone has a normal sensitivity to sounds or not. After the identification of hearing loss, a hearing doctor is required to determine which sections of the hearing are affected, to what extent they are affected, and where the wound causing the hearing loss is found. As soon as the hearing loss is identified, the patients are provided with recommendations for interventions and rehabilitation such as hearing aids, cochlear implants, and appropriate medical referrals. While audiology is a branch of science that studies and researches hearing, balance, and related disorders.

An oncologist is a specialised doctor responsible for providing medical care to patients diagnosed with cancer. He or she uses several therapies to control the cancer and its effect on the human body such as chemotherapy, immunotherapy, radiation therapy and biopsy. An oncologist designs a treatment plan based on a pathology report after diagnosing the type of cancer and where it is spreading inside the body.

Are you searching for an ‘Anatomist job description’? An Anatomist is a research professional who applies the laws of biological science to determine the ability of bodies of various living organisms including animals and humans to regenerate the damaged or destroyed organs. If you want to know what does an anatomist do, then read the entire article, where we will answer all your questions.

For an individual who opts for a career as an actor, the primary responsibility is to completely speak to the character he or she is playing and to persuade the crowd that the character is genuine by connecting with them and bringing them into the story. This applies to significant roles and littler parts, as all roles join to make an effective creation. Here in this article, we will discuss how to become an actor in India, actor exams, actor salary in India, and actor jobs.

Individuals who opt for a career as acrobats create and direct original routines for themselves, in addition to developing interpretations of existing routines. The work of circus acrobats can be seen in a variety of performance settings, including circus, reality shows, sports events like the Olympics, movies and commercials. Individuals who opt for a career as acrobats must be prepared to face rejections and intermittent periods of work. The creativity of acrobats may extend to other aspects of the performance. For example, acrobats in the circus may work with gym trainers, celebrities or collaborate with other professionals to enhance such performance elements as costume and or maybe at the teaching end of the career.

Video Game Designer

Career as a video game designer is filled with excitement as well as responsibilities. A video game designer is someone who is involved in the process of creating a game from day one. He or she is responsible for fulfilling duties like designing the character of the game, the several levels involved, plot, art and similar other elements. Individuals who opt for a career as a video game designer may also write the codes for the game using different programming languages.

Depending on the video game designer job description and experience they may also have to lead a team and do the early testing of the game in order to suggest changes and find loopholes.

Radio Jockey

Radio Jockey is an exciting, promising career and a great challenge for music lovers. If you are really interested in a career as radio jockey, then it is very important for an RJ to have an automatic, fun, and friendly personality. If you want to get a job done in this field, a strong command of the language and a good voice are always good things. Apart from this, in order to be a good radio jockey, you will also listen to good radio jockeys so that you can understand their style and later make your own by practicing.

A career as radio jockey has a lot to offer to deserving candidates. If you want to know more about a career as radio jockey, and how to become a radio jockey then continue reading the article.

Choreographer

The word “choreography" actually comes from Greek words that mean “dance writing." Individuals who opt for a career as a choreographer create and direct original dances, in addition to developing interpretations of existing dances. A Choreographer dances and utilises his or her creativity in other aspects of dance performance. For example, he or she may work with the music director to select music or collaborate with other famous choreographers to enhance such performance elements as lighting, costume and set design.

Social Media Manager

A career as social media manager involves implementing the company’s or brand’s marketing plan across all social media channels. Social media managers help in building or improving a brand’s or a company’s website traffic, build brand awareness, create and implement marketing and brand strategy. Social media managers are key to important social communication as well.

Photographer

Photography is considered both a science and an art, an artistic means of expression in which the camera replaces the pen. In a career as a photographer, an individual is hired to capture the moments of public and private events, such as press conferences or weddings, or may also work inside a studio, where people go to get their picture clicked. Photography is divided into many streams each generating numerous career opportunities in photography. With the boom in advertising, media, and the fashion industry, photography has emerged as a lucrative and thrilling career option for many Indian youths.

An individual who is pursuing a career as a producer is responsible for managing the business aspects of production. They are involved in each aspect of production from its inception to deception. Famous movie producers review the script, recommend changes and visualise the story.

They are responsible for overseeing the finance involved in the project and distributing the film for broadcasting on various platforms. A career as a producer is quite fulfilling as well as exhaustive in terms of playing different roles in order for a production to be successful. Famous movie producers are responsible for hiring creative and technical personnel on contract basis.

Copy Writer

In a career as a copywriter, one has to consult with the client and understand the brief well. A career as a copywriter has a lot to offer to deserving candidates. Several new mediums of advertising are opening therefore making it a lucrative career choice. Students can pursue various copywriter courses such as Journalism , Advertising , Marketing Management . Here, we have discussed how to become a freelance copywriter, copywriter career path, how to become a copywriter in India, and copywriting career outlook.

In a career as a vlogger, one generally works for himself or herself. However, once an individual has gained viewership there are several brands and companies that approach them for paid collaboration. It is one of those fields where an individual can earn well while following his or her passion.

Ever since internet costs got reduced the viewership for these types of content has increased on a large scale. Therefore, a career as a vlogger has a lot to offer. If you want to know more about the Vlogger eligibility, roles and responsibilities then continue reading the article.

For publishing books, newspapers, magazines and digital material, editorial and commercial strategies are set by publishers. Individuals in publishing career paths make choices about the markets their businesses will reach and the type of content that their audience will be served. Individuals in book publisher careers collaborate with editorial staff, designers, authors, and freelance contributors who develop and manage the creation of content.

Careers in journalism are filled with excitement as well as responsibilities. One cannot afford to miss out on the details. As it is the small details that provide insights into a story. Depending on those insights a journalist goes about writing a news article. A journalism career can be stressful at times but if you are someone who is passionate about it then it is the right choice for you. If you want to know more about the media field and journalist career then continue reading this article.

Individuals in the editor career path is an unsung hero of the news industry who polishes the language of the news stories provided by stringers, reporters, copywriters and content writers and also news agencies. Individuals who opt for a career as an editor make it more persuasive, concise and clear for readers. In this article, we will discuss the details of the editor's career path such as how to become an editor in India, editor salary in India and editor skills and qualities.

Individuals who opt for a career as a reporter may often be at work on national holidays and festivities. He or she pitches various story ideas and covers news stories in risky situations. Students can pursue a BMC (Bachelor of Mass Communication) , B.M.M. (Bachelor of Mass Media) , or MAJMC (MA in Journalism and Mass Communication) to become a reporter. While we sit at home reporters travel to locations to collect information that carries a news value.

Corporate Executive

Are you searching for a Corporate Executive job description? A Corporate Executive role comes with administrative duties. He or she provides support to the leadership of the organisation. A Corporate Executive fulfils the business purpose and ensures its financial stability. In this article, we are going to discuss how to become corporate executive.

Multimedia Specialist

A multimedia specialist is a media professional who creates, audio, videos, graphic image files, computer animations for multimedia applications. He or she is responsible for planning, producing, and maintaining websites and applications.

Quality Controller

A quality controller plays a crucial role in an organisation. He or she is responsible for performing quality checks on manufactured products. He or she identifies the defects in a product and rejects the product.

A quality controller records detailed information about products with defects and sends it to the supervisor or plant manager to take necessary actions to improve the production process.

Production Manager

A QA Lead is in charge of the QA Team. The role of QA Lead comes with the responsibility of assessing services and products in order to determine that he or she meets the quality standards. He or she develops, implements and manages test plans.

Process Development Engineer

The Process Development Engineers design, implement, manufacture, mine, and other production systems using technical knowledge and expertise in the industry. They use computer modeling software to test technologies and machinery. An individual who is opting career as Process Development Engineer is responsible for developing cost-effective and efficient processes. They also monitor the production process and ensure it functions smoothly and efficiently.

AWS Solution Architect

An AWS Solution Architect is someone who specializes in developing and implementing cloud computing systems. He or she has a good understanding of the various aspects of cloud computing and can confidently deploy and manage their systems. He or she troubleshoots the issues and evaluates the risk from the third party.

Azure Administrator

An Azure Administrator is a professional responsible for implementing, monitoring, and maintaining Azure Solutions. He or she manages cloud infrastructure service instances and various cloud servers as well as sets up public and private cloud systems.

Computer Programmer

Careers in computer programming primarily refer to the systematic act of writing code and moreover include wider computer science areas. The word 'programmer' or 'coder' has entered into practice with the growing number of newly self-taught tech enthusiasts. Computer programming careers involve the use of designs created by software developers and engineers and transforming them into commands that can be implemented by computers. These commands result in regular usage of social media sites, word-processing applications and browsers.

Information Security Manager

Individuals in the information security manager career path involves in overseeing and controlling all aspects of computer security. The IT security manager job description includes planning and carrying out security measures to protect the business data and information from corruption, theft, unauthorised access, and deliberate attack

ITSM Manager

Automation test engineer.

An Automation Test Engineer job involves executing automated test scripts. He or she identifies the project’s problems and troubleshoots them. The role involves documenting the defect using management tools. He or she works with the application team in order to resolve any issues arising during the testing process.

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COVID-19 Was a Turning Point for Health

Our new book focuses on the lessons of the pandemic..

Posted February 15, 2024 | Reviewed by Michelle Quirk

To think comprehensively about COVID-19 is to think not just about the past but also about the future.
The narratives we accept about the pandemic will do much to shape our ability to create a healthier world.
Understanding the pandemic, and learning from it, means coming to terms with the emotions of that time.

In 2021, the United States was at a turning point. We had just lived through the acute phase of a global pandemic. During that time, the country had experienced an economic crisis, civil unrest, a deeply divisive federal election, and a technological revolution in how we live, work, and congregate. The emergence of COVID-19 vaccines allowed us, finally, to look ahead to a post-pandemic world, but what would that world be like? Would it be a return to the pre-COVID-19 status quo, or would it be something radically new?

It was with these questions in mind that, in 2021, I partnered with my colleague Michael Stein to write a series of essays reflecting on the COVID-19 pandemic. Our aim was to engage with the COVID moment through the lens of cutting -edge public health science. By exploring the pandemic’s intersection with topics like digital surveillance, vaccine distribution, big data, and the link between science and political decision-making , we tried to sketch what the moment meant while it unfolded and what its implications might be for the future. If journalism is “the first rough draft of history,” these essays were, in a way, our effort to produce just such a draft, from the perspective of a forward-looking public health. I am delighted to announce that a book based on this series of essays has just been published by Oxford University Press: The Turning Point: Reflections on a Pandemic .

The book includes a series of short chapters, structured in five sections that address the following themes:

This section looks at the COVID-19 moment through the lens of what we might learn from it, toward better addressing future pandemics. It tackles challenges we faced in our approach to testing, our successes and shortcomings in implementing contact tracing, the intersection of the pandemic and mass incarceration, and more. Many of these lessons emerged organically from the day-to-day experience of the pandemic, reflecting “unknown unknowns”—areas where we encountered unexpected deficits in our knowledge, which were revealed by the circumstances of the pandemic. Chapter 8, for example, explores the necessity of public health officials speaking with care, mindful that our words may be used to justify authoritarian approaches in the name of health, a challenge we saw in the actions of the Chinese government during the pandemic.

Our understanding of large-scale health challenges like pandemics depends on more than collections of data and a timeline of events. It depends on our stories. The narratives we accept about the pandemic will do much to shape our ability to create a healthier world before the next contagion strikes. This section explores the stories we told during COVID-19 about what was happening to us and looks ahead to the narratives that will likely define our recollections of the pandemic moment. It addresses narratives around the virtues and limits of expertise, the role of the media as both a shaper of stories and a character in them, the hotly contested narrative around vaccines, and the role scientists, physicians, and epidemiologists played in shaping the story of the pandemic as it unfolded.

This section explores how our values informed what we did during COVID-19 through the ethical considerations that shaped our engagement with the moment. These include the ethical tradeoffs involved in questions of digital surveillance, scientific bias, vaccine mandates, balancing individual autonomy and collective responsibility, and the role of the profit motive in creating critical treatments. At times, these reflections reach back into history, grappling with past moments when we failed in our ethical obligations to support the health of all, as in a chapter discussing how the legacy of medical racism shaped our engagement with communities of color during the pandemic. Such soul-searching is core to our ability to evaluate our performance during COVID-19 and face the future grounded in the values that support effective, ethical public health action.

As human beings, we do not process events through reason alone. We are deeply swayed by emotion . This is particularly true in times of tragedy like COVID-19. Understanding the pandemic, and learning from it, means coming to terms with the emotions of that time, the feelings that attended all we did. Grief and loss, humility and hope, trust and mistrust , compassion and fear —both individual and collective—were all core to the experience of the pandemic. The simple act of recognizing our collective grief, as several chapters in this section try to do, can help us move forward, acknowledging the emotions that attend tragedy as we work toward a better world.

To think comprehensively about COVID-19 is to think not just about the past but about the future. We seek to understand the pandemic to prevent something like it from ever happening again. This means creating a world that is fundamentally healthier than the one that existed in 2019. This final section looks to the future from the perspective of the COVID-19 moment, with an eye toward using the lessons of that time to create a healthier world, as in Chapter 50, which addresses the challenge of rebuilding trust in public health institutions after it was tested during the pandemic. The section also touches on leadership and decision-making, shaping a better health system, shoring up our investment in health, the future of remote work, and next steps in our efforts to support health in the years to come.

I end with a note of gratitude to Michael Stein, who led on the development of this book. It is, as always, a privilege to work with him and learn from him. I look forward to continued collaborations in the months and years to come, and to hearing from readers of The Turning Point as we engage in our collective task of building a healthier world, informed by what we have lived through and looking to the future.

A version of this essay appeared on Substack.

Sandro Galea, M.D., is the Robert A. Knox professor and dean of the Boston University School of Public Health

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Essay on COVID-19 Pandemic

As a result of the COVID-19 (Coronavirus) outbreak, daily life has been negatively affected, impacting the worldwide economy. Thousands of individuals have been sickened or died as a result of the outbreak of this disease. When you have the flu or a viral infection, the most common symptoms include fever, cold, coughing up bone fragments, and difficulty breathing, which may progress to pneumonia. It’s important to take major steps like keeping a strict cleaning routine, keeping social distance, and wearing masks, among other things. This virus’s geographic spread is accelerating (Daniel Pg 93). Governments restricted public meetings during the start of the pandemic to prevent the disease from spreading and breaking the exponential distribution curve. In order to avoid the damage caused by this extremely contagious disease, several countries quarantined their citizens. However, this scenario had drastically altered with the discovery of the vaccinations. The research aims to investigate the effect of the Covid-19 epidemic and its impact on the population’s well-being.

There is growing interest in the relationship between social determinants of health and health outcomes. Still, many health care providers and academics have been hesitant to recognize racism as a contributing factor to racial health disparities. Only a few research have examined the health effects of institutional racism, with the majority focusing on interpersonal racial and ethnic prejudice Ciotti et al., Pg 370. The latter comprises historically and culturally connected institutions that are interconnected. Prejudice is being practiced in a variety of contexts as a result of the COVID-19 outbreak. In some ways, the outbreak has exposed pre-existing bias and inequity.

Thousands of businesses are in danger of failure. Around 2.3 billion of the world’s 3.3 billion employees are out of work. These workers are especially susceptible since they lack access to social security and adequate health care, and they’ve also given up ownership of productive assets, which makes them highly vulnerable. Many individuals lose their employment as a result of lockdowns, leaving them unable to support their families. People strapped for cash are often forced to reduce their caloric intake while also eating less nutritiously (Fraser et al, Pg 3). The epidemic has had an impact on the whole food chain, revealing vulnerabilities that were previously hidden. Border closures, trade restrictions, and confinement measures have limited farmer access to markets, while agricultural workers have not gathered crops. As a result, the local and global food supply chain has been disrupted, and people now have less access to healthy foods. As a consequence of the epidemic, many individuals have lost their employment, and millions more are now in danger. When breadwinners lose their jobs, become sick, or die, the food and nutrition of millions of people are endangered. Particularly severely hit are the world’s poorest small farmers and indigenous peoples.

Infectious illness outbreaks and epidemics have become worldwide threats due to globalization, urbanization, and environmental change. In developed countries like Europe and North America, surveillance and health systems monitor and manage the spread of infectious illnesses in real-time. Both low- and high-income countries need to improve their public health capacities (Omer et al., Pg 1767). These improvements should be financed using a mix of national and foreign donor money. In order to speed up research and reaction for new illnesses with pandemic potential, a global collaborative effort including governments and commercial companies has been proposed. When working on a vaccine-like COVID-19, cooperation is critical.

The epidemic has had an impact on the whole food chain, revealing vulnerabilities that were previously hidden. Border closures, trade restrictions, and confinement measures have limited farmer access to markets, while agricultural workers have been unable to gather crops. As a result, the local and global food supply chain has been disrupted, and people now have less access to healthy foods (Daniel et al.,Pg 95) . As a consequence of the epidemic, many individuals have lost their employment, and millions more are now in danger. When breadwinners lose their jobs, the food and nutrition of millions of people are endangered. Particularly severely hit are the world’s poorest small farmers and indigenous peoples.

While helping to feed the world’s population, millions of paid and unpaid agricultural laborers suffer from high levels of poverty, hunger, and bad health, as well as a lack of safety and labor safeguards, as well as other kinds of abuse at work. Poor people, who have no recourse to social assistance, must work longer and harder, sometimes in hazardous occupations, endangering their families in the process (Daniel Pg 96). When faced with a lack of income, people may turn to hazardous financial activities, including asset liquidation, predatory lending, or child labor, to make ends meet. Because of the dangers they encounter while traveling, working, and living abroad; migrant agricultural laborers are especially vulnerable. They also have a difficult time taking advantage of government assistance programs.

The pandemic also has a significant impact on education. Although many educational institutions across the globe have already made the switch to online learning, the extent to which technology is utilized to improve the quality of distance or online learning varies. This level is dependent on several variables, including the different parties engaged in the execution of this learning format and the incorporation of technology into educational institutions before the time of school closure caused by the COVID-19 pandemic. For many years, researchers from all around the globe have worked to determine what variables contribute to effective technology integration in the classroom Ciotti et al., Pg 371. The amount of technology usage and the quality of learning when moving from a classroom to a distant or online format are presumed to be influenced by the same set of variables. Findings from previous research, which sought to determine what affects educational systems ability to integrate technology into teaching, suggest understanding how teachers, students, and technology interact positively in order to achieve positive results in the integration of teaching technology (Honey et al., 2000). Teachers’ views on teaching may affect the chances of successfully incorporating technology into the classroom and making it a part of the learning process.

In conclusion, indeed, Covid 19 pandemic have affected the well being of the people in a significant manner. The economy operation across the globe have been destabilized as most of the people have been rendered jobless while the job operation has been stopped. As most of the people have been rendered jobless the living conditions of the people have also been significantly affected. Besides, the education sector has also been affected as most of the learning institutions prefer the use of online learning which is not effective as compared to the traditional method. With the invention of the vaccines, most of the developed countries have been noted to stabilize slowly, while the developing countries have not been able to vaccinate most of its citizens. However, despite the challenge caused by the pandemic, organizations have been able to adapt the new mode of online trading to be promoted.

Ciotti, Marco, et al. “The COVID-19 pandemic.” Critical reviews in clinical laboratory sciences 57.6 (2020): 365-388.

Daniel, John. “Education and the COVID-19 pandemic.” Prospects 49.1 (2020): 91-96.

Fraser, Nicholas, et al. “Preprinting the COVID-19 pandemic.” BioRxiv (2021): 2020-05.

Omer, Saad B., Preeti Malani, and Carlos Del Rio. “The COVID-19 pandemic in the US: a clinical update.” Jama 323.18 (2020): 1767-1768.

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Preparing for the next health crisis: COVID-19 showed the importance of community-engaged research

Research Associate, Health Sciences, Simon Fraser University

Assistant Professor, Faculty of Health Sciences, Simon Fraser University

Disclosure statement

Julia Smith receives funding from the Canadian Institutes of Health Research and Health Research BC.

Simran Purewal does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

Simon Fraser University provides funding as a member of The Conversation CA.

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Community-engaged research involves the active and meaningful involvement of people directly affected by a research problem. Like most activities that require personal interaction, this type of research was disrupted by the restrictions of the COVID-19 pandemic.

This research approach is intended to build trustworthy relationships and yield mutual benefits. Community-engaged projects have garnered attention over the past two decades as they focus on tackling inequities , which often arise during public health crises.

Conducting community-engaged research has several benefits, like increasing the relevancy of studies , incorporating lived experience , and supporting the sharing of findings back to affected communities. Community engagement also plays an important role in emergency responses. Community-engaged emergency responses can promote the uptake of public health interventions and bolster advocacy efforts.

Community-engaged research during the pandemic

Researchers’ ability to engage with communities was impacted by the COVID-19 pandemic. Public health measures focused on preventing the spread of COVID-19 (such as limits on in-person gatherings) halted traditional forms of fieldwork. For example, researchers could not safely host in-person interviews. They were forced to quickly adapt to unfamiliar virtual teaching and learning platforms.

At the same time, civil society organizations (CSOs), non-profit agencies operating separately from government and business, were stretched thin as their demand soared. These organizations are sought after as community research partners since they are embedded in the communities they serve and provide crucial services to community members. Examples include the United Way BC and Sources Community Resource Centre , which provide direct services, support and relief to communities across B.C.

In 2023, the Pacific Institute on Pathogens, Pandemics, and Society ( PIPPS ) hosted a roundtable with community-engaged researchers at Simon Fraser University to learn about their experiences engaging with communities amid the pandemic. Findings from our roundtable, supplementing this article, have also been included in our Community-Engaged Research during Health Crises: Engaging with Civil Society Organizations handbook published by PIPPS and SFU Community Engaged Research Initiative .

Barriers to conducting community-engaged research

Roundtable attendees first discussed the challenges of conducting research remotely, with one noting how their research plans were put on pause for more than three months because of pandemic-related restrictions. Attendees also highlighted how managing multiple forms of online communication disrupted their work-life balance.

Several attendees found it difficult to recruit research participants; they discussed the challenges of the digital divide , referring to the gap between communities’ access to information and communication technologies.

Researchers faced challenges with ethics review boards, which did not consider the risks and unique considerations of engaging communities in a public health crisis. While ethics applications were expedited, researchers felt they lacked guidance for community-engaged research during the pandemic.

Researchers also found it hard to maintain relationships with communities amidst the pandemic. Some key ways researchers connect with communities are through sharing findings and hosting food-sharing events, such as lunch and learns. These opportunities were not available during the pandemic. In addition, many of their long-standing relationships with CSOs were strained as they experienced layoffs and increased demand. Researchers did not want to impede on CSOs’ frontline pandemic-related efforts.

Opportunities emerging from the pandemic

A man seen from behind waving at participants on a screen in front of him

Despite the challenges they faced, researchers identified a range of opportunities that emerged as a result of the pandemic. They noted how they could increase the scope of their projects since virtual tools, like Zoom, allowed them to reach rural and remote communities. These platforms also provided low-barrier forms of participation for participants with accommodation needs.

Researchers also discussed how the pandemic forced the “professional veneers to slip away.” Over time, researchers connected on a more vulnerable level with their community partners, as they all attempted to get through the pandemic. Collectively, they showed up in their most authentic way and practised humility in their partnerships. Moreover, research teams emphasized the importance of building community, which reinforced their commitment to mutual benefit .

Through their community-engaged work, some researchers hired people with lived experience of the research problem of interest. This opportunity emerged during the pandemic. Compensating members of the research team for their knowledge strengthened the relevancy of their findings as they directly learned how the pandemic was impacting distinct groups.

Lessons learned: Conducting community-engaged research in future crises

Participants were asked what they would do differently in future health crises. Some discussed the significance of holding informal check-ins with their teams to openly discuss professional and personal challenges. Others pointed to the need for knowledge and resource sharing with other community-engaged researchers, to break down silos.

Additionally, attendees underscored the benefits of interdisciplinary research teams , bringing together diverse skills and expertise. In health crises, they aim to work collaboratively with academics and service providers from CSOs.

Two women in face masks sitting at a table talking

Based on the key themes of the roundtable, three recommendations emerged to support community-engaged research in future public health crises:

1) Post-secondary institutions should develop guidance for community-engaged research in health emergencies

Since post-secondary institutions increasingly recognize the importance of community-university partnerships , institutions should create protocols to support community-engaged research in public health crises. Attention should be paid to crisis-related considerations, including funding sources, resource challenges and ethics.

2) Develop targeted funding opportunities for community-engaged research partnerships

During the pandemic, research unrelated to COVID-19 faced funding drawbacks and resource constraints . This may have secondary effects in the “ post-pandemic era ,” especially for projects addressing health inequities. To avoid these unintended consequences, partnerships should be proactively supported by post-secondary institutions and funding agencies, to provide research partners with honoraria for their time and insights shared, and to help academic researchers build networks for engagement.

3) Prioritize capacity-building in partnerships

Mutual benefit is a guiding principle of community-engaged research . In partnerships, academic researchers often benefit through career advancement and a sense of fulfillment . Yet, community partners are not always assured the same benefits. To ensure mutual benefit, capacity building , referring to the process of building skills, abilities and resources, should guide community-engaged research partnerships. Both academic researchers and community partners bring significant assets to projects; these assets and training gaps should be uncovered at the outset of projects and considered throughout the partnership.

In addition to these recommendations, a repeated theme for participants was how community-engaged research should be viewed as a fundamental component of their work, as opposed to an afterthought. Rather than treating community-engaged research as a “ peripheral activity ,” the principles of community engagement should be embedded in research, teaching and learning.

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COVID-19 in babies and children

Children of all ages can get the coronavirus disease 2019 (COVID-19) and experience its complications.

Know the possible symptoms of COVID-19 in children and what you can do to protect your child.

How likely is it for a child to become sick with coronavirus disease 2019 (COVID-19)?

Children represent about 18% of all reported COVID-19 cases in the U.S. since the pandemic began.

While children are as likely to get COVID-19 as adults, kids are less likely to become severely ill. Up to 50% of children and adolescents might have COVID-19 with no symptoms. However, some children with COVID-19 need to be hospitalized, treated in the intensive care unit or placed on a ventilator to help them breathe.

Certain medical conditions might increase a child's risk of serious illness with COVID-19, including:

Congenital heart disease
Genetic conditions
Conditions affecting the nervous system or metabolism

Research also suggests disproportionately higher rates of COVID-19 in Hispanic and non-Hispanic Black children than in non-Hispanic white children.

How are babies affected by COVID-19?

Babies under age 1 might be at higher risk of severe illness with COVID-19 than older children.

Newborns can get COVID-19 during childbirth or by exposure to sick caregivers after delivery. If you have COVID-19 or are waiting for test results due to symptoms during your stay in the hospital after childbirth, wear a well-fitting face mask and have clean hands when caring for your newborn. Keeping your newborn's crib by your bed while you are in the hospital is OK, but maintain a reasonable distance from your baby when possible. When these steps are taken, the risk of a newborn getting COVID-19 is low. However, if you are severely ill with COVID-19, you might need to be temporarily separated from your newborn.

Infants who have COVID-19 but no symptoms might be sent home from the hospital, depending on the circumstances. It's recommended that the baby's caregivers wear face masks and wash their hands to protect themselves. Frequent follow-up with the baby's health care professional is needed -- by phone, virtual visits or in-office visits -- for 14 days. Infants who test negative for COVID-19 can be sent home from the hospital.

What are the symptoms of COVID-19 in children?

Children with COVID-19 might have many symptoms, only a few symptoms or no symptoms. The most common symptoms of COVID-19 in children are cough and fever. Possible symptoms include:

Cough that becomes productive
New loss of taste or smell
Changes in the skin, such as discolored areas on the feet and hands
Sore throat
Nausea, vomiting, belly pain or diarrhea
Muscle aches and pain
Extreme fatigue
New severe headache
New nasal congestion

COVID-19 symptoms appear on average about 6 days after a COVID-19 exposure. It can be hard to tell if your child has COVID-19 or another illness with similar symptoms, such as the flu or hay fever.

If you think your child might have COVID-19:

Talk to your child's health care professional.
Keep your child at home and away from others, except to get medical care. If possible, have your child use a separate bedroom and bathroom.
Follow recommendations from the Centers for Disease Control and Prevention (CDC) and your government regarding quarantine and isolation measures, as needed.
Focus on symptom relief. This might include rest, plenty of fluids and use of pain relievers.
Call the health care professional if your child keeps getting sicker. Emergency warning signs include trouble breathing, persistent pain or pressure in the chest, new confusion, inability to wake or stay awake, or pale, gray, or blue-colored skin, lips or nail beds -- depending on your child's skin color.

Factors used to decide whether to test your child for COVID-19 may differ depending on where you live. In the U.S., a health care professional will determine whether to conduct diagnostic tests for COVID-19 based on your child's symptoms, as well as whether your child has had close contact with someone diagnosed with COVID-19. A health care professional may also consider testing if your child is at higher risk of serious illness.

To test for COVID-19, a health care professional uses a long swab to take a sample from the back of the nose (nasopharyngeal swab). The sample is then sent to a lab for testing. If your child is coughing up phlegm (sputum), that may be sent for testing.

What is multisystem inflammatory syndrome in children (MIS-C)?

Multisystem inflammatory syndrome in children (MIS-C) is a serious condition in which some parts of the body -- such as the heart, lungs, blood vessels, kidneys, digestive system, brain, skin or eyes -- become severely inflamed. Evidence indicates that many of these children were infected with the COVID-19 virus in the past, as shown by positive antibody test results, suggesting that MIS-C is caused by an excessive immune response related to COVID-19.

Possible signs and symptoms of MIS-C include:

Fever that lasts 24 hours or longer
Pain in the stomach
Fast heartbeat
Rapid breathing
Redness or swelling of the lips and tongue
Feeling unusually tired
Redness or swelling of the hands or feet
Headache, dizziness or lightheadedness
Enlarged lymph nodes

Emergency warning signs of MIS-C include:

Inability to wake up or stay awake
Difficulty breathing
New confusion
Pale, gray or blue-colored skin, lips or nail beds -- depending on skin color
Severe stomach pain

If your child shows any emergency warning signs or is severely sick with other signs and symptoms, take your child to the nearest emergency department or call 911 or your local emergency number. If your child isn't severely ill but shows other signs or symptoms of MIS-C, contact your child's health care professional right away for advice.

Can children who get COVID-19 experience long-term effects?

Anyone who has had COVID-19 can develop a post-COVID-19 condition. Research suggests that children with both mild and severe COVID-19 have experienced long-term symptoms. The most common symptoms in children include:

Tiredness or fatigue
Trouble sleeping
Trouble concentrating
Muscle and joint pain

These symptoms could affect your child's ability to attend school or do his or her usual activities. If your child is experiencing long-term symptoms, consider talking to your child's teachers about his or her needs.

If children don't frequently experience severe illness with COVID-19, why do they need a COVID-19 vaccine?

While rare, some children can become seriously ill with COVID-19 after getting the virus that causes COVID-19.

A COVID-19 vaccine might prevent your child from getting the virus that causes COVID-19. It also may prevent your child from becoming seriously ill or having to stay in the hospital due to the COVID-19 virus.

What COVID-19 vaccines are available to kids in the U.S.?

The COVID-19 vaccines available in the United States are:

2023-2024 Pfizer-BioNTech COVID-19 vaccine, available for people age 6 months and older.
2023-2024 Moderna COVID-19 vaccine, available for people age 6 months and older.
2023-2024 Novavax COVID-19 vaccine, available for people age 12 years and older.

In general, people older than age 4 with typical immune systems can get any vaccine that is approved or authorized for their age. They usually don't need to get the same vaccine each time.

Some people should get all their vaccine doses from the same vaccine maker, including:

Children age 6 months to 4 years.
People age 5 years and older with weakened immune systems.
People age 12 and older who have had one shot of the Novavax vaccine should get the second Novavax shot in the two-dose series.

Talk to your healthcare professional if you have any questions about the vaccines for you or your child. Your healthcare team can help you if:

The vaccine you or your child got earlier isn't available.
You don't know which vaccine you or your child received.
You or your child started a vaccine series but couldn't finish it due to side effects.

What can I do to prevent my child from getting COVID-19?

There are many steps you can take to prevent your child from getting the COVID-19 virus and spreading it to others. The CDC recommends:

Getting vaccinated. COVID-19 vaccines reduce the risk of getting and spreading COVID-19. A COVID-19 vaccine can be given to eligible children on the same day as other vaccines.
Wearing face masks. If you are in an area with a high number of people with COVID-19 in the hospital, the CDC recommends wearing a well-fitted mask indoors in public. Don't place a face mask on a child younger than age 2 or a child with a disability who can't safely wear a mask.
Keeping hands clean. Encourage frequent handwashing with soap and water for at least 20 seconds, or using an alcohol-based hand sanitizer that contains at least 60% alcohol. Have your child cover his or her mouth and nose with an elbow or a tissue when coughing or sneezing. Remind your child to avoid touching his or her eyes, nose and mouth. Teach your kids to keep washing their hands until they have sung the entire "Happy Birthday" song twice (about 20 seconds).
Cleaning and disinfecting your home. Clean high-touch surfaces and objects regularly and after you have visitors in your home. Also, regularly clean areas that easily get dirty, such as a baby's changing table, and surfaces and items that your child often touches.

In addition, keep up with well-child visits and your child's other vaccines -- especially if your child is under age 2. If your child is due for a checkup and you're concerned about exposure to COVID-19, talk to your child's doctor about safety steps being taken. Don't let fear of getting COVID-19 prevent your child from getting vaccines to prevent other serious illnesses.

Following guidelines to protect against the COVID-19 virus can be difficult for kids. Stay patient. Be a good role model and your child will be more likely to follow your lead.

Canada's Nick Taylor gets Masters Mulligan after COVID-19 tainted 1st experience

B.c. native looking forward to competing in 1st 'quote unquote normal masters'.

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Nick Taylor is happy to be getting a Mulligan on his first Masters appearance.

The Abbotsford, B.C., native made his one and only appearance at Augusta National Golf Club in 2020. Because of the COVID-19 pandemic, the Masters was held in November that year, there were no fans and players could only have one person in the bubble with them at the course.

Taylor will tee it up at the first major of the men's golf season on Thursday, but this time, his whole family will be there and he'll be able to soak in the "true" Augusta experience.

"A lot of my early experiences of watching golf, like Mike Weir winning the Masters in 2003, I watched that with my dad and my brother in the basement," said Taylor from his home in Arizona. "The Masters always felt like the start of the golf year back home in Canada.

As golf's civil war rages, top PGA Tour and LIV players are all at the Masters
Tiger Woods arrives in Augusta intent on playing in his 26th Masters

Taylor was particularly excited to have his children participate in the Par 3 contest, a Masters tradition where the golfers play the short course with their families and their get kids decked out in Augusta's distinctive all-white caddie coveralls. His four-year-old son Charlie and 11-month-old daughter Harper had already been fitted for theirs.

"I think just the whole experience of the week, to be there and have it be a quote-unquote normal Masters will be something I've obviously looked forward to ever since I began playing golf," said Taylor.

"After 2020 was one of those where I hoped it wasn't my only experience but, obviously, you never know, so being able to say that I've had two very distinctly different Masters experiences will be pretty cool."

Canadian match

Another highlight of the Masters experience is getting to play alongside Weir, from Brights Grove, Ont., the only Canadian to win the Masters or any men's major.

They were grouped together in 2020 and played a practice round together with Corey Conners of Listowel, Ont., and Adam Hadwin, also from Abbotsford. Canada's PGA Tour players often practice together before events and, as usual, it became an East vs. West event on Tuesday.

Weir reported that the Ontarian pairing of he and Conners beat out the Abbotsford boys.

"We had a great time. Always fun for me to catch up with the guys. I only get to see them a couple times a year," said Weir, who is the International Team's captain for this year's Presidents Cup. "I'll see them a little bit more now because I'm travelling out to a few more events, but yeah, always fun."

Golfers and their caddies walk on a course.

Another thing that has changed since Taylor's last Masters appearance is Taylor's FedEx Cup ranking. He qualified in 2020 after winning the AT&T Pebble Beach Pro-Am in February of that year, but has moved way up the standings thanks to winning the RBC Canadian Open in June and the WM Phoenix Open in February.

He's now the top-ranked Canadian on the PGA Tour, sitting 13th in the FedEx Cup standings.

"I would say early in 2020, my game was rounding into really nice form, after winning Pebble and getting some confidence going," said Taylor. "It's easy to see years later, but you know, the COVID stretch where I was quarantined a bit back in Canada, bouncing back and forth, my game kind of deteriorated over that time and took some time to claw my way back.

"I do feel like now I'm better than ever. I feel like I'm a different player than I was three and a half years ago when I was there."

The physical sensations of watching a total solar eclipse

Regina Barber, photographed for NPR, 6 June 2022, in Washington DC. Photo by Farrah Skeiky for NPR.

Regina G. Barber

Science writer David Baron witnesses his first total solar eclipse in Aruba, 1998. He says seeing one is "like you've left the solar system and are looking back from some other world." Paul Myers hide caption

Science writer David Baron witnesses his first total solar eclipse in Aruba, 1998. He says seeing one is "like you've left the solar system and are looking back from some other world."

David Baron can pinpoint the first time he got addicted to chasing total solar eclipses, when the moon completely covers up the sun. It was 1998 and he was on the Caribbean island of Aruba. "It changed my life. It was the most spectacular thing I'd ever seen," he says.

Baron, author of the 2017 book American Eclipse: A Nation's Epic Race to Catch the Shadow of the Moon and Win the Glory of the World , wants others to witness its majesty too. On April 8, millions of people across North America will get that chance — a total solar eclipse will appear in the sky. Baron promises it will be a surreal, otherworldly experience. "It's like you've left the solar system and are looking back from some other world."

Baron, who is a former NPR science reporter, talks to Life Kit about what to expect when viewing a total solar eclipse, including the sensations you may feel and the strange lighting effects in the sky. This interview has been edited for length and clarity.

Baron views the beginning of a solar eclipse with friends in Western Australia in 2023. Baron says getting to see the solar corona during a total eclipse is "the most dazzling sight in the heavens." Photographs by David Baron; Bronson Arcuri, Kara Frame, CJ Riculan/NPR; Collage by Becky Harlan/NPR hide caption

Baron views the beginning of a solar eclipse with friends in Western Australia in 2023. Baron says getting to see the solar corona during a total eclipse is "the most dazzling sight in the heavens."

What does it feel like to experience a total solar eclipse — those few precious minutes when the moon completely covers up the sun?

It is beautiful and absolutely magnificent. It comes on all of a sudden. As soon as the moon blocks the last rays of the sun, you're plunged into this weird twilight in the middle of the day. You look up and the blue sky has been torn away. On any given day, the blue sky overhead acts as a screen that keeps us from seeing what's in space. And suddenly that's gone. So you can look into the middle of the solar system and see the sun and the planets together.

Can you tell me about the sounds and the emotions you're feeling?

A total solar eclipse is so much more than something you just see with your eyes. It's something you experience with your whole body. [With the drop in sunlight], birds will be going crazy. Crickets may be chirping. If you're around other people, they're going to be screaming and crying [with all their emotions from seeing the eclipse]. The air temperature drops because the sunlight suddenly turns off. And you're immersed in the moon's shadow. It doesn't feel real.

Everything you need to know about solar eclipse glasses before April 8

In your 2017 Ted Talk , you said you felt like your eyesight was failing in the moments before totality. Can you go into that a little more?

The lighting effects are very weird. Before you get to the total eclipse, you have a progressive partial eclipse as the moon slowly covers the sun. So over the course of an hour [or so], the sunlight will be very slowly dimming. It's as if you're in a room in a house and someone is very slowly turning down the dimmer switch. For most of that time your eyes are adjusting and you don't notice it. But then there's a point at which the light's getting so dim that your eyes can't adjust, and weird things happen. Your eyes are less able to see color. It's as if the landscape is losing its color. Also there's an effect where the shadows get very strange.

Crescent-shaped shadows cast by the solar eclipse before it reaches totality appear on a board at an eclipse-viewing event in Antelope, Ore., 2017. Kara Frame and CJ Riculan/NPR hide caption

You see these crescents on the ground.

There are two things that happen. One is if you look under a tree, the spaces between leaves or branches will act as pinhole projectors. So you'll see tiny little crescents everywhere. But there's another effect. As the sun goes from this big orb in the sky to something much smaller, shadows grow sharper. As you're nearing the total eclipse, if you have the sun behind you and you look at your shadow on the ground, you might see individual hairs on your head. It's just very odd.

Some people might say that seeing the partial eclipse is just as good. They don't need to go to the path of totality.

A partial solar eclipse is a very interesting experience. If you're in an area where you see a deep partial eclipse, the sun will become a crescent like the moon. You can only look at it with eye protection. Don't look at it with the naked eye . The light can get eerie. It's fun, but it is not a thousandth as good as a total eclipse.

A total eclipse is a fundamentally different experience, because it's only when the moon completely blocks the sun that you can actually take off the eclipse glasses and look with the naked eye at the sun.

And you will see a sun you've never seen before. That bright surface is gone. What you're actually looking at is the sun's outer atmosphere, the solar corona. It's the most dazzling sight in the heavens. It's this beautiful textured thing. It looks sort of like a wreath or a crown made out of tinsel or strands of silk. It shimmers in space. The shape is constantly changing. And you will only see that if you're in the path of the total eclipse.

Shots - Health News

Watching a solar eclipse without the right filters can cause eye damage. here's why.

So looking at a partial eclipse is not the same?

It is not at all the same. Drive those few miles. Get into the path of totality.

This is really your chance to see a total eclipse. The next one isn't happening across the U.S. for another 20 years.

The next significant total solar eclipse in the United States won't be until 2045. That one will go from California to Florida and will cross my home state of Colorado. I've got it on my calendar.

The digital story was written by Malaka Gharib and edited by Sylvie Douglis and Meghan Keane. The visual editor is Beck Harlan. We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at [email protected].

Listen to Life Kit on Apple Podcasts and Spotify , and sign up for our newsletter .

NPR will be sharing highlights here from across the NPR Network throughout the day Monday if you're unable to get out and see it in real time.

Correction April 3, 2024

In a previous audio version of this story, we made reference to an upcoming 2025 total solar eclipse. The solar eclipse in question will take place in 2045.

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NBA legend John Stockton details reasons for his medical 'beliefs' in court filing

Court filing from former utah jazz star cites faulty data, misconceptions and unconfirmed anecdotes.

NBA legend John Stockton has submitted a declaration in federal court that details the reasons for his recent rebellion against vaccines and COVID-19 restrictions – reasons that are at odds with science and instead rooted in personal experiences or misconceptions.

Stockton, 62, said in the declaration filed Tuesday that he noticed a “pattern” after he contracted the flu decades ago despite getting the flu vaccine. He said one of his children was harmed by vaccines, though he didn’t say how. He also said he listened to the advice of a chiropractor who told him to consider “not vaccinating my children.”

It should be noted that chiropractors aren’t epidemiologists trained in investigating patterns and causes of illnesses such as the flu and COVID. Also, flu vaccines aren’t 100% effective because there are different strains of the flu, a virus that changes over time. Vaccines instead can reduce the risk and severity of the illness, according to the Mayo Clinic and other scientific sources .

“A pattern was emerging,” Stockton said in the declaration filed in U.S. District Court in Spokane, Wash. “I contracted the flu despite the vaccine. My child was hurt because of the vaccine. Maybe there was some truth in our Chiropractor’s words. I spent a lot of time over the next 30 years reading books, paying attention, and asking questions. To find the truth, I used a mosaic approach seeking data, anecdotal information, personal experience, common-sense and contrary indicators.”

Why is John Stockton doing this?

Stockton submitted the declaration in support of his lawsuit against Washington state officials who cracked down on COVID-19 misinformation from doctors. The lawsuit claims that some doctors’ free-speech rights were violated because they spoke “against the mainstream Covid narrative.” He and other plaintiffs also filed a motion Tuesday that seeks a preliminary injunction to stop the defendants from investigating or sanctioning physicians for “speaking out in any public forum against the government endorsed Covid narrative.”

Stockton, a basketball Hall of Famer, has a street named after him in Salt Lake City and a statute of his likeness outside his former NBA arena there. He noted his mother and sister were nurses and that he grew up in an environment "where we trusted our doctors, took medications as prescribed and followed thevaccine schedule at the time."

He then apparently changed his mind, citing his NBA career and all the medical professionals he worked with, including the chiropractor who worked with his team, the Utah Jazz. Stockton recalled how he didn’t miss a game in 17 seasons but missed 18 games one season because of surgery (1997) and four more games another season (1989-90).

“Two of those games were because I got the flu and spent a night or two in a Charlotte NC hospital,” he said in the declaration. “That season, I had received the flu vaccine.”

John Stockton’s post-NBA cause

Stockton has been in the news before for his unscientific beliefs against vaccines and COVID restrictions. He played college basketball at Gonzaga in Spokane and had his season tickets there suspended for his refusal to wear a mask during games during the pandemic.

In the new filing he said he agreed to be a plaintiff in this lawsuit based on his “deeply held beliefs.”

In a separate recent interview with the Deseret News , he identified the chiropractor who influenced him as Craig Buhler, who worked with the Jazz. In 2022, Stockton wrote a letter to a federal judge in support of Buhler’s wife before she was sentenced to 30 days in prison in relation to her role in the riot at the U.S. Capitol on Jan. 6, 2021 .

How John Stockton arrived at his beliefs

The new filing details how Stockton arrived at his beliefs, which includes anecdotes he heard but apparently didn’t verify and other personal experiences that haven’t been verified independently. For example, he said his father went into sepsis within four days of receiving the flu shot and that this happened three years in a row. However, it’s not clear whether other factors could have caused any sepsis.

Referring to his bout with the flu in the 1989-90 season, Stockton said in his declaration that “I had just recently began learning about alternative medicine, like chiropractic, naturopathy, acupuncture, etc. as it was employed by our team trainer at the time.”

“My initial reluctance wavered over time as I saw the healing power of the human body,” the declaration said. “I saw remarkable results, healing from ankle and back sprains and tendonitis in hours instead of weeks. Family members healed overnight from health issues that medicines were unable to resolve. So, when our Chiropractor suggested that `maybe I should consider not vaccinating my children,’ I reluctantly listened. We still followed the prescribed schedule until one of our children was harmed noticeably by vaccines.”

Stockton didn’t say how his child was harmed or cite any evidence about how he arrived at this conclusion.

Stockton cites misinterpreted data

He also cited data that has been widely misinterpreted or has been used to intentionally mislead. Stockton claims drug company “Pfizer’s own report… acknowledges more than 42,000 adverse events for the Covid 19 shots and 1,200 deaths.”

This claim previously spread on social media but is false and not based on causal relationships between the vaccine and adverse events. In an interview with the Spokesman-Review in 2022 , Stockton also made unfounded claims that “more than 100 professional athletes have died of vaccination.”

Follow reporter Brent Schrotenboer @Schrotenboer . Email: [email protected]

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A Descriptive Study of COVID-19–Related Experiences and Perspectives of a National Sample of College Students in Spring 2020

Lindsay T. Hoyt

Brandon Dull

Conclusions

Implications and Contribution

Study sample

Survey measures

Data analyses

Table 1

COVID-19 health experiences

Behaviors when symptomatic

Table 2

Opportunities for COVID-19 transmission

Table 3

Table 4

Hygiene behaviors

Sheltering in place

Table 5

Psychosocial and economic experiences

Level of stress

Discrimination

Perspectives about COVID-19

Public health implications

Social implications

Limitations