An Analytical Study of Post-COVID Challenges in Holistic Development Among Primary Learners in Chhattisgarh

Abstract

The COVID-19 pandemic caused unprecedented disruptions to education systems worldwide, profoundly affecting primary learners, particularly in rural and marginalized regions such as Chhattisgarh, India. This study explores the impact of the pandemic on the holistic development of primary learners, encompassing physical, emotional, social, vocational, and personal growth. Employing a mixed-methods approach, data was collected from 976 students across 21 primary schools in Durg and Mahasamund districts through surveys and focused group discussions. The findings reveal significant developmental gaps, including a decline in physical activity, emotional instability, reduced social interactions, and vocational skill regression. Additionally, students exhibited decreased motivation, poor academic discipline, and increased dependence on digital devices. The study highlights the compounded vulnerabilities faced by learners in rural areas, exacerbated by limited access to digital learning tools and educational resources. Based on the results, the study proposes targeted interventions, such as promoting outdoor activities, socio-emotional learning programs, vocational training, and structured academic routines, to address these gaps and foster the recovery of holistic development in the post-pandemic era. The findings emphasize the need for child-centric, inclusive educational strategies to ensure a resilient and well-rounded educational recovery.