Suddenly the San Diego middle schooler was sleeping all day and awake all night. When in-person classes resumed, she was so anxious at times that she begged to come home early, telling the nurse her stomach hurt.
"I feel like because she went through the pandemic and she didn't experience the normal junior high, the normal middle school experience, she developed the anxiety, the deep depression and she didn't learn. She didn't learn how to become a social kid," Whitney said."Everything got turned on its head."
"That's not what it was designed for," he said."It's really designed for kids who need specially designed instruction. It's a lifelong learning problem, not a dumping ground for kids that might have not got the greatest instruction during the pandemic or have major other issues." Even now, some children are still having evaluations pushed off because of staffing shortages, said Marcie Lipsitt, a special education advocate in Michigan. In one district, evaluations came to a complete halt in May because there was no school psychologist to do them, she said.
It can be challenging to tease out the differences between problems that stem directly from the pandemic and a true disability, said Brandi Tanner, an Atlanta-based psychologist who has been deluged with parents seeking evaluations for potential learning disabilities, ADHD and autism.
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