By Tamara Fyke
This week I revisited The Last Battle by C.S. Lewis, one of those books I return to again and again. Even though I know how the story ends, each reading reveals something new. In the final pages, Aslan calls his followers to move “further up and further in,” toward an unfamiliar land after the world they knew has passed away. That image felt especially apt as we close one difficult year and begin another full of possibility and challenges.
We stand at both an ending and a beginning: an end to a nightmarish stretch for many, and the start of a year that holds hope. Yet hope does not mean ease. Many students will remain in remote learning because of surges in COVID-19. Teachers will keep working tirelessly to meet diverse student needs. Families will continue managing financial instability as the economy slowly recovers. The uncertainty gives rise to real anxieties for students, parents, and educators alike.
In an informal survey our team conducted with roughly 250 middle school students, COVID-19 topped the list of concerns. A close second was the longing to return to school for social connection and a stronger focus on learning. Reading their open responses, I was struck by honest admissions of fear, frustration, and fatigue. They thanked teachers for support, described uneven Internet access, and repeatedly said simply that they miss being with friends. These responses remind us how intertwined academic progress and human connection are.
Two realities stand out right now:
- Our greater dependence on technology in education and everyday life
- Our deep, human need for relationship and presence
We are once again negotiating the balance between technology and humanity. My conviction is that technology must serve people, not the other way around. That means designing learning that centers relationships and well-being, while using digital tools strategically to enhance access and instruction.
Higher education has been offering remote classes and online discussions for years, yet those formats often fall short of an in-person experience. When remote learning becomes the default, we must ask how to preserve the structure and rigor of formal education while intentionally creating opportunities for connection, belonging, and social-emotional learning (SEL). The answers begin with listening: to students, families, and educators.
Practical concerns surfaced frequently in student feedback—unreliable Internet, difficulty staying motivated in a virtual classroom, and missing casual social time that helps them focus and persist. These are solvable only when we design systems that are adaptable and humane. Over the holiday break, consider encouraging families and staff to unplug from devices periodically. Taking time away from screens can help reset priorities so that technology is seen as a tool to support relationships and learning, rather than an endless source of obligation.
At education’s core are relationships. Think of the dialogues between Plato and his students, or the hands-on mentorship of apprentice tradespeople who model skills directly. People change people—programs and platforms alone cannot replace a caring teacher or a supportive peer. As we step into the new year, let our strategy be relational: build structures that promote meaningful interactions while leveraging technology to expand access, personalize learning, and keep communities connected.
Ideas for your school community:
- Student Hangouts – Schedule regular informal virtual meetups where students can socialize, play games, or simply chat. These sessions should be low-pressure, student-led when possible, and separate from formal class time to recreate the spontaneous interactions that normally happen at school.
- Internships – Partner with local businesses and industry leaders to create virtual or hybrid internship experiences. Internships give students real-world context, build career skills, and strengthen ties between schools and the community. Coordinate clear goals, mentor check-ins, and flexible schedules to accommodate remote participation.
- Family Fun – Organize hands-on activities families can do together during virtual gatherings. These require planning and distributing simple materials ahead of time, but they create shared experiences that boost engagement and well-being. Promote the events through school channels and encourage families to share photos or reflections so the larger community can celebrate the connections.
About the author
Tamara Fyke is an educator and social entrepreneur focused on supporting kids, families, and urban communities. She is the creator and author of Love In A Big World, a curriculum resource that offers mental health, social-emotional learning (SEL), and wellness content. During quarantine, Tamara launched MusiCity Kids, an online educational show for ages 6–12 that addresses health, movement, character development, STEAM, and more.
Note: This article was originally published by The Learning Counsel, a research institute and news media organization focused on providing context for the ongoing shift in education toward digital curriculum and blended learning models.