As we venture into the first academic year not manipulated by Covid restrictions, many parents are anxious to know if education will transform and evolve to make up for lost time in class, and interrupted learning.  The following are new trends in education you will most likely see in response to the challenges imposed by Covid over the past couple of years. 

Mastery-Based Grading over Letter Grading

When you refer to alternatives to letter grading, considered now a traditional grading method, mastery-based grading seems like a new and interesting movement.  Instead of assigning a summative letter, students will soon be graded on how they develop and master skill sets.  The purpose of this theory is to encourage the continuation of practicing skills they haven’t mastered yet, and avoid discouragement.


Personalized Learning

Just as the term suggests, reforming a school curriculum to adapt to a student’s unique needs is more likely to promote student progress because each child can progress at their own pace.  To accommodate this movement, adaptive software programs will be implemented to accommodate students on a personal level, and those with learning disabilities. 



Trauma-Informed Practices

This educational movement refers to any intervention designed response to accommodate the unique needs of children who have experienced trauma.  Because more than half of all children experience a traumatic event before adulthood, many educational boards are considering it essential to conduct training to support the absorption of trauma.  Devised as a response to the trauma experienced by both students and teachers as a result of the Covid-19 pandemic, this educational trend is receiving a lot of attention.  


Genius Hour

Genius Hour is an educational theory designed to allow students to work on self-paced and self-chosen projects for an hour each day.  This encourages students to practice their creativity and independent thinking skills.  Also, the practice is intended to foster a genuine love of learning. 




The practice of mindfulness involves being aware of, and accepting, both the external world and our internal experiences.  By teaching mindfulness in the classroom, the intent is to improve a student’s response to stress and reduce their overall stress levels.  The obvious benefits include creating a context to improve a student’s awareness and problem solving abilities. 

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