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31 | O akville B eaver | T hursday,F ebruary 24,2022 insidehalton.com In March 2020, students across Ontario felt a sense of anticipation: they were told school was going to shut down for two weeks while we "flattened the curve." It was the same ex- citement they felt from get- ting a snow day -- having bonus time off from assign- ments, homework, gym class, bus rides, early morning practice, cold re- cesses and packed lunches. No one could have predict- ed the tremendous losses they were about to experi- ence, or how this would shape their identities as students. As we enter the third year of learning during a pandemic, we're still only realizing the full impact of these losses while also un- derstanding the call to rei- magine the roles schools play in the lives of our chil- dren. There are kindergarten students who have never sat for circle time, visited a public library or brought in a stuffed animal for show and share. There are primary students who don't know how to hold a pencil, what an office is or where to find the gym. There are high school stu- dents who relied on screen learning without a camera or microphone turned on and just two letters -- their initials -- displayed on screen to mark their pres- ence. And there's the en- gagement counsellors try- ing to reach children who have powered off and sim- ply not returned. Schools are the corner- stone of our communities. Each time they open their doors after a shutdown, teachers are greeting changed students. There are fights in playgrounds fueled by anger and anxi- ety, loss of social graces, nutrition and athletic abil- ity. There are children who are disengaged, frustrated and sad. COVID kids who have thrived have had strong pa- rental support and/or highly skilled teachers with a strong understand- ing of technology and how to use it to engage and in- spire. Many kids who weren't succeeding in a tra- ditional school environ- ment have done well, as have those who are self-mo- tivated, resilient, curious and have engaged in infor- mal learning communities, like online gaming and e- sports networks. The pandemic has dev- astated families and com- munities. It has also re- vealed longstanding ineq- uities and challenged us to reinvent learning. The big questions before us are, how must school trans- form to help the COVID kid? Support the COVID educator? Rebuild a sense of community? Serve ev- eryone more equitably and effectively? As we "build back bet- ter," we need to recognize, support and celebrate the role our schools, educa- tors, caretakers, librari- ans, office staff, bus driv- ers, cross walkers and coaches play in ensuring that our children are nur- tured, cared for, academi- cally challenged, engaged and happy. Without their efforts, none of this work is possible. Martha Jez is CEO of a Canadian-based educa- tion company, Fair Chance Learning, commit- ted to elevating opportu- nities and learning expe- riences for all. Jez, a mom to four young learners, is passionate about knowl- edge mobilization and creating networks and conversations between innovators and educators across Canada. EDUCATING THE COVID KID OPINION: OUR CHANGED WORLD PANDEMIC REVEALED LONG-STANDING INEQUITIES, CHALLENGED US TO REINVENT LEARNING: JEZ MARTHA JEZ Column There are kindergarten students who have never sat for circle time, visited a public library or brought in a stuffed animal for show and share.