Why did the attendance ratio become less after COVID?

As we all know, students are most entities of COVID-19. They become dull and less attentive in offline classes. Here is my research for finding out the reasons for their absence:--
Mental Health Issues
Increased anxiety, depression, and stress.
Comfort with remote options got used to work or classes and found it more convenient.
Economic hardships-- families have lost their sole owner , resisted their child's education aid, and avoided pursuing any education.
Changed priorities - During the period of COVID, a wave of skill learning arrived, which made them excited to learn skills instead of getting theoretical knowledge.
Now, we are moving ahead with the question of what the solution is.
Invest in the well-being of children's physical and mental health, and have some conversations with them daily. Colleges and schools can offer rewards and fee negotiation for those who will attend classes regularly. Teachers should make sure to establish verbal connection with students ,it will boost their confidence in interaction . It will also make them attend the classes on daily basis with more energy and excitement.
Conclusion- The drop in attendance post COVID is a multifaceted rooted in mental, psychological,and lifestyle changes. Through empathetic policies,flexible models,and community involvement, institutions can rebuild trust and encourage consistent attendance. A balanced approach between safety and accessibility is to key to long-term recovery.

 

[Priyani Gupta]

Your article offers a thoughtful overview of the post-COVID decline in student attendance and raises critical points worth exploring. As someone analyzing your perspective, I appreciate your sincerity and genuine concern for student well-being, but I also believe it’s important to both support and challenge elements of your argument, practically, logically, and even a little controversially.


Firstly, your emphasis on mental health is not only timely but necessary. The pandemic drastically disrupted the psychological rhythm of students, leading to anxiety, depression, and disengagement. However, attributing the "dullness" of students solely to these issues may risk oversimplification. While mental health is a key factor, the problem is more layered. Institutional gaps, uninspired pedagogy, and outdated curriculum models also play substantial roles in students' lack of enthusiasm for offline classes.


Moreover, your mention of students becoming comfortable with remote learning highlights a powerful transformation. Indeed, many discovered autonomy and productivity while studying from home. Should we really be pushing them back into rigid classroom models without evolving those models to incorporate the best aspects of online learning? Perhaps the dullness stems from being forced back into a system that feels regressive after experiencing a more flexible and self-directed approach.


The point on economic hardships is deeply valid. Students from disadvantaged backgrounds have suffered the most during and after the pandemic. But suggesting that fee negotiation or classroom rewards can bridge this gap may unintentionally diminish the systemic challenges involved. Instead, institutions should advocate for substantial policy reform—like subsidized education, mental health coverage, and hybrid learning incentives—rather than merely offering discounts or participation trophies.


Your observation about the “wave of skill learning” is especially striking. It reflects a crucial shift in student priorities from rote academics to practical competencies. But this shouldn’t be viewed as a distraction from formal education; rather, it’s a wake-up call for educational institutions to rethink what they’re offering. Shouldn't schools and colleges be integrating skill-based modules into their core curriculum instead of clinging to purely theoretical teaching?


I do agree with your proposed solutions—daily conversations, verbal connection, and encouraging environments are essential. But let’s not fall into the trap of believing these are quick fixes. True change requires a cultural shift where education becomes more collaborative, interest-driven, and aligned with real-world needs. Teachers need training, not just to connect better with students, but to design more interactive and relevant content.


In conclusion, while your article effectively captures the challenges faced by students post-COVID, I urge a broader lens. The issue is not just about mental fatigue or economic hardship, but about the failure of our educational ecosystem to adapt and innovate. Rebuilding trust and engagement will demand not just empathy and incentives, but courage to challenge outdated norms. The pandemic may have disrupted education, but it also gave us a chance to reimagine it. Let’s not waste that opportunity by trying to return to “normal.”