Jeff Hohne, retired principal of El Diamante High School in the Visalia Unified School District, has witnessed firsthand the profound challenges and transformations in education caused by the COVID-19 pandemic. When schools abruptly closed and pivoted to online learning, it was an unprecedented adjustment for students, educators, and parents alike. Although the shift was essential to limit the spread of the virus, the effects of remote learning were deeply felt. Jeff Hohne, drawing from his decades of experience, reflects on the long-term impact of remote learning on student engagement and considers strategies for reintegrating students into a supportive, in-person school community. Jeff Hohne, former Principal of El Diamante High School, explores his perspective on the emerging gaps, the challenges of reconnecting with students, and actionable methods for fostering a renewed sense of belonging and motivation in education.
For Jeff Hohne, the experience of watching students return to classrooms underscored the lasting impacts of the pandemic on young learners. Remote learning created several new obstacles that many students and educators are still navigating:
1. Reduced Engagement: In a classroom, teachers have visual cues—facial expressions, body language—that help them assess whether students are actively engaged. Remote learning stripped away these tools. With students often turning off cameras, it was difficult for teachers to see if they were focused on lessons or distracted.
2. Learning Gaps: Hohne notes that studies reflect a noticeable decline in performance, particularly in areas like math and science, where students benefit from direct instruction and hands-on activities. While some students adapted to online learning with ease, others struggled with limited resources or home distractions, leading to disparities in educational outcomes.
3. Mental Health Challenges: The isolation of online learning disrupted the social connections that are so essential to students' well-being. Hohne emphasizes that schools provide a critical social structure for young people, and the lack of peer interactions during remote learning led to increased loneliness, anxiety, and depression. The absence of a traditional school day structure contributed to decreased motivation and left students feeling disconnected.
4. Loss of Soft Skills: Beyond academics, Hohne observes that students missed essential opportunities to develop social and teamwork skills that in-person school naturally fosters. Online platforms created barriers to collaboration and effective communication, which are crucial for both academic and life success.
These impacts highlight a need for intentional and compassionate reconnection efforts as schools reopen fully.
Jeff Hohne of Visalia Unified School District has seen that reconnecting with students post-pandemic is a nuanced and often complex process. Jeff Hohne outlines the key challenges faced by principals, teachers, and school staff:
1. Rebuilding Trust and Connection: After years in remote or hybrid settings, many students feel detached from the school environment. For Hohne, it’s crucial that students feel valued as members of the school community, with a warm and welcoming atmosphere to re-establish trust.
2. Addressing Academic and Emotional Gaps: The diverse experiences of remote learning mean that students have returned with varying levels of academic achievement and emotional resilience. Teachers are now challenged to address these gaps without making students feel singled out or left behind.
3. Creating a Sense of Belonging: Social milestones, such as sporting events and school dances, are fundamental to school life. Many students missed these experiences during the pandemic, making it vital to find new ways to foster a sense of belonging through activities, clubs, and events.
4. Adjusting to New Norms: Hohne has noted that for some students, adapting to the social norms of in-person schooling is a daunting task. With two years of studying from home, some students feel anxious about the expectations and routines of classroom behavior. Teachers need to show patience and understanding as students adjust.
5. Bridging the Digital Divide: While the pandemic expanded access to technology, it hasn’t always equipped students with digital literacy skills needed in a classroom setting. Hohne emphasizes the importance of guiding students to use technology as a tool for learning rather than distraction.
To Jeff Hohne, successfully reconnecting with students post-pandemic requires a thoughtful approach that addresses academic, social, and emotional needs. Jeff Hohne of El Diamante High School provides strategies he recommends for reintegration:
1. Prioritize Relationship-Building: Before focusing on academics, Hohne believes in rebuilding the personal connections between students and educators. Teachers and staff should make an extra effort to learn about students’ interests, concerns, and backgrounds, whether through small-group check-ins, morning meetings, or informal conversations.
2. Emphasize Social-Emotional Learning (SEL): Schools are incorporating SEL programs that equip students with tools to manage emotions, build empathy, and strengthen interpersonal skills. Hohne sees SEL as an essential foundation for creating a supportive, inclusive school culture that fosters emotional growth and resilience.
3. Differentiated Instruction: With students returning at different academic levels, teachers need to adjust their instruction to meet diverse needs. Hohne suggests regular formative assessments to help identify learning gaps and enable teachers to tailor lessons accordingly.
4. Promote Peer Connections: Rebuilding friendships and fostering new ones is critical for social development. Hohne encourages schools to facilitate peer interaction through group projects, buddy systems, and extracurricular activities, noting that peer mentoring programs where older students support younger ones can be particularly effective.
5. Expand Mental Health Resources: Hohne stresses the importance of accessible mental health resources, such as school counselors, psychologists, and social workers, to support students struggling with post-pandemic anxiety. He advocates for staff training to help identify signs of emotional distress, so students can be referred to appropriate support.
6. Encourage Parental Involvement: Hohne believes parents are essential partners in the post-pandemic transition. Schools can support parents with regular communication, workshops, and resources to help them provide support at home.
7. Celebrate Achievements: Recognizing students’ accomplishments—whether academic, social, or behavioral—can help foster motivation and a positive school culture. Hohne suggests celebrating milestones to show students that their efforts are noticed and appreciated.
8. Integrate Technology Thoughtfully: Rather than abandoning digital tools, Hohne advises leveraging technology to enhance learning. Schools should focus on using digital platforms for personalized learning, engaging content, and effective communication between teachers, students, and parents.
Reflecting on his career and the recent changes in education, Jeff Hohne believes that the post-pandemic landscape provides a unique opportunity to strengthen and reimagine education. Although the challenges of reconnection are significant, the pandemic has highlighted the importance of resilience, flexibility, and empathy in the school environment. Jeff Hohne, retired principal of El Diamante High School in the Visalia Unified School District, emphasizes that by emphasizing relationship-building, addressing diverse needs, and encouraging a renewed sense of community, Hohne sees an opportunity to create an education system that not only recovers from the pandemic but also emerges stronger and more inclusive. As educators and students move forward together, the focus should be on fostering a school environment where every student feels supported, inspired, and ready to learn.
