A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Students in Adult Education Programs in the United States

Abstract

The COVID-19 pandemic has had a profound impact on adult education programs throughout the world, abruptly transforming in-person instruction to distance teaching/learning. Can the lessons learned from adult students, especially related to the “digital divide,” be leveraged to enhance adult education and create more inclusive policies and practices moving forward? To grapple with this question, this exploratory qualitative study sought the insights of adult learners in the northeastern United States through an online survey of primarily open-ended questions. Through multiple rounds of coding using a trauma-informed lens, the following themes emerged: (a) anxiety and loss; (b) distractions, adjustments, and balance; and (c) distance learning and its advantages and disadvantages. Recommendations for modifying preservice preparation and ongoing professional development for educators of adults were asserted. These recommendations focused globally on addressing adult students’ needs for ongoing academic and psycho-social-emotional support to enhance their digital literacy and educational outcomes. Limitations of the study and areas for future research were also identified.

Keywords:

• COVID-19
• adult learners
• digital literacy

Additional information

Notes on contributors

David A. Housel

David A. Housel is the Associate Director of the City University of New York (CUNY) Language Immersion Program at LaGuardia Community College. He has worked in the field of adult literacy, primarily with adult, immigrant, emergent bi/multilingual learners (EBLs), for the past 20 years and has been a licensed social worker in the State of New York for over 30 years. He is currently a doctoral candidate in Instructional Leadership at Hunter College (CUNY). His research interests include preservice preparation and ongoing professional development for instructors of adult emergent bi/multilingual learners; the co-occurring factors that can impact adult learning; and enhancing pedagogy, including incorporating strengths-based pedagogies in postsecondary settings, especially higher education.