If DMV schools don't open in the fall, are you moving?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh there is already so much education research on interrupted schooling in the US. A lot of this was based on responses to Hurricane Katrina, were a huge number of children faced significant interruptions to their education, including missing school entirely or regularly. COVID-19 educational researchers are using this as a starting place to evaluate what is happening to our children right now.

These children are much worse off today. Louisiana has a high rate of young people who are unemployed directly as a result of this event. It was only about 20% of students (almost certainly the most vulnerable) who were not enrolled or not attending regularly, but when they went back to schools in NO, it was chaos.

Kids were placed in the correct grade for their age, no matter enrollment status. Some students were of course vastly far ahead of their classmates. These gaps were mostly based on household income. This caused chaos in the classroom. A decade later, children were still behind in schooling, because you can't systematically make up these gaps.

Current education research tells us that DL is an extremely poor substitute for in-person education, and researchers consider this to be a variant of interrupted education. Every education researcher worth their salt agrees that this is traumatic and bad for children.

And yet, here we are, arguing that this situation is fine or a little inconvenient, despite the fact that we have mountains of evidence suggesting that a generation of kids will be permanently negatively affected by this last year.

As someone who is familiar with the research (and becoming more so), I feel like Cassandra trying to explain to you guys what we will be seeing in the next few years.

I also want to note that yes, there are exceptional teachers, like the one earlier in this thread, who can make up more than a year's worth of education for some children. There are also exceptional children.

We just don't make broad educational policies based on exceptions.

and for people who have these exceptional children, or who are able to provide excellent supplementation, and whose children will return to school perhaps even ahead of where they would be otherwise, consider what your child's classroom will look like when they return. your child's classroom will be chaos, unless you're in the very top of all dc schools. you will have children who are far behind and traumatized. teachers will (rightfully) pay more attention to their needs than to your child's. the school system will be (even more) chaos for YEARS

After a year at home I fear this is true. Everyone will have levels of trauma when we return but kids don’t have the skills to cope with what has become a very serious and profound situation. Is there anywhere else where early elementary kids haven’t been offered even 1 hour if in person learning this whole year? I’m starting to feel DC is on the super extreme end, and I don’t think that people realize the effects, other than parents. It is truly different as we come up on a year, the feeling of sinking deeper and deeper. The schools should be preparing for what’s next, not just hanging back and saying “not yet”.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh there is already so much education research on interrupted schooling in the US. A lot of this was based on responses to Hurricane Katrina, were a huge number of children faced significant interruptions to their education, including missing school entirely or regularly. COVID-19 educational researchers are using this as a starting place to evaluate what is happening to our children right now.

These children are much worse off today. Louisiana has a high rate of young people who are unemployed directly as a result of this event. It was only about 20% of students (almost certainly the most vulnerable) who were not enrolled or not attending regularly, but when they went back to schools in NO, it was chaos.

Kids were placed in the correct grade for their age, no matter enrollment status. Some students were of course vastly far ahead of their classmates. These gaps were mostly based on household income. This caused chaos in the classroom. A decade later, children were still behind in schooling, because you can't systematically make up these gaps.

Current education research tells us that DL is an extremely poor substitute for in-person education, and researchers consider this to be a variant of interrupted education. Every education researcher worth their salt agrees that this is traumatic and bad for children.

And yet, here we are, arguing that this situation is fine or a little inconvenient, despite the fact that we have mountains of evidence suggesting that a generation of kids will be permanently negatively affected by this last year.

As someone who is familiar with the research (and becoming more so), I feel like Cassandra trying to explain to you guys what we will be seeing in the next few years.

I also want to note that yes, there are exceptional teachers, like the one earlier in this thread, who can make up more than a year's worth of education for some children. There are also exceptional children.

We just don't make broad educational policies based on exceptions.

and for people who have these exceptional children, or who are able to provide excellent supplementation, and whose children will return to school perhaps even ahead of where they would be otherwise, consider what your child's classroom will look like when they return. your child's classroom will be chaos, unless you're in the very top of all dc schools. you will have children who are far behind and traumatized. teachers will (rightfully) pay more attention to their needs than to your child's. the school system will be (even more) chaos for YEARS

After a year at home I fear this is true. Everyone will have levels of trauma when we return but kids don’t have the skills to cope with what has become a very serious and profound situation. Is there anywhere else where early elementary kids haven’t been offered even 1 hour if in person learning this whole year? I’m starting to feel DC is on the super extreme end, and I don’t think that people realize the effects, other than parents. It is truly different as we come up on a year, the feeling of sinking deeper and deeper. The schools should be preparing for what’s next, not just hanging back and saying “not yet”.

What in the bloody hell does your last sentence even mean? Those two things are not mutually exclusive. They can say "not yet" and still plan for what's next. Also, "even one hour of in person" is the single dumbest thing I've seen all day (and I've read several Lindsey Graham quotes). Using the word "even" doesn't make it any smarter. We have this thing called "COVID" and it is highly contagious so having kids get together for "even" an hour or so at a time is a risk. A risk worth considering, but not one you can just dismiss out of hand or pretend is easily addressed.

If you are so concerned about your kiddo's mental health then stop posting on DCUM, shut off your computer and go plan a standing play date for your kid. Lots of us have done that. Or find a POD. Lots of parents have done that too. But apparently you'd rather sit back and whine and complain and blame others for not solving problems that you could help mitigate.

I'm not a Dr. but I would respectfully suggest that the mental health issues in your house are not primarily your children's. Sounds like you are having some serious issues here. Please get help (seriously). It is like they say on airplanes, you need to secure your own oxygen mask before helping others.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh there is already so much education research on interrupted schooling in the US. A lot of this was based on responses to Hurricane Katrina, were a huge number of children faced significant interruptions to their education, including missing school entirely or regularly. COVID-19 educational researchers are using this as a starting place to evaluate what is happening to our children right now.

These children are much worse off today. Louisiana has a high rate of young people who are unemployed directly as a result of this event. It was only about 20% of students (almost certainly the most vulnerable) who were not enrolled or not attending regularly, but when they went back to schools in NO, it was chaos.

Kids were placed in the correct grade for their age, no matter enrollment status. Some students were of course vastly far ahead of their classmates. These gaps were mostly based on household income. This caused chaos in the classroom. A decade later, children were still behind in schooling, because you can't systematically make up these gaps.

Current education research tells us that DL is an extremely poor substitute for in-person education, and researchers consider this to be a variant of interrupted education. Every education researcher worth their salt agrees that this is traumatic and bad for children.

And yet, here we are, arguing that this situation is fine or a little inconvenient, despite the fact that we have mountains of evidence suggesting that a generation of kids will be permanently negatively affected by this last year.

As someone who is familiar with the research (and becoming more so), I feel like Cassandra trying to explain to you guys what we will be seeing in the next few years.

I also want to note that yes, there are exceptional teachers, like the one earlier in this thread, who can make up more than a year's worth of education for some children. There are also exceptional children.

We just don't make broad educational policies based on exceptions.

and for people who have these exceptional children, or who are able to provide excellent supplementation, and whose children will return to school perhaps even ahead of where they would be otherwise, consider what your child's classroom will look like when they return. your child's classroom will be chaos, unless you're in the very top of all dc schools. you will have children who are far behind and traumatized. teachers will (rightfully) pay more attention to their needs than to your child's. the school system will be (even more) chaos for YEARS

After a year at home I fear this is true. Everyone will have levels of trauma when we return but kids don’t have the skills to cope with what has become a very serious and profound situation. Is there anywhere else where early elementary kids haven’t been offered even 1 hour if in person learning this whole year? I’m starting to feel DC is on the super extreme end, and I don’t think that people realize the effects, other than parents. It is truly different as we come up on a year, the feeling of sinking deeper and deeper. The schools should be preparing for what’s next, not just hanging back and saying “not yet”.

What in the bloody hell does your last sentence even mean? Those two things are not mutually exclusive. They can say "not yet" and still plan for what's next. Also, "even one hour of in person" is the single dumbest thing I've seen all day (and I've read several Lindsey Graham quotes). Using the word "even" doesn't make it any smarter. We have this thing called "COVID" and it is highly contagious so having kids get together for "even" an hour or so at a time is a risk. A risk worth considering, but not one you can just dismiss out of hand or pretend is easily addressed.

If you are so concerned about your kiddo's mental health then stop posting on DCUM, shut off your computer and go plan a standing play date for your kid. Lots of us have done that. Or find a POD. Lots of parents have done that too. But apparently you'd rather sit back and whine and complain and blame others for not solving problems that you could help mitigate.

I'm not a Dr. but I would respectfully suggest that the mental health issues in your house are not primarily your children's. Sounds like you are having some serious issues here. Please get help (seriously). It is like they say on airplanes, you need to secure your own oxygen mask before helping others.

NP. You can keep trying to deflect by pretending this is about the PP’s personal problems and feigning empathy, but that won’t distract any thinking person from the fact that this is a massive policy issue with long term consequences, as others have laid out above.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh there is already so much education research on interrupted schooling in the US. A lot of this was based on responses to Hurricane Katrina, were a huge number of children faced significant interruptions to their education, including missing school entirely or regularly. COVID-19 educational researchers are using this as a starting place to evaluate what is happening to our children right now.

These children are much worse off today. Louisiana has a high rate of young people who are unemployed directly as a result of this event. It was only about 20% of students (almost certainly the most vulnerable) who were not enrolled or not attending regularly, but when they went back to schools in NO, it was chaos.

Kids were placed in the correct grade for their age, no matter enrollment status. Some students were of course vastly far ahead of their classmates. These gaps were mostly based on household income. This caused chaos in the classroom. A decade later, children were still behind in schooling, because you can't systematically make up these gaps.

Current education research tells us that DL is an extremely poor substitute for in-person education, and researchers consider this to be a variant of interrupted education. Every education researcher worth their salt agrees that this is traumatic and bad for children.

And yet, here we are, arguing that this situation is fine or a little inconvenient, despite the fact that we have mountains of evidence suggesting that a generation of kids will be permanently negatively affected by this last year.

As someone who is familiar with the research (and becoming more so), I feel like Cassandra trying to explain to you guys what we will be seeing in the next few years.

I also want to note that yes, there are exceptional teachers, like the one earlier in this thread, who can make up more than a year's worth of education for some children. There are also exceptional children.

We just don't make broad educational policies based on exceptions.

and for people who have these exceptional children, or who are able to provide excellent supplementation, and whose children will return to school perhaps even ahead of where they would be otherwise, consider what your child's classroom will look like when they return. your child's classroom will be chaos, unless you're in the very top of all dc schools. you will have children who are far behind and traumatized. teachers will (rightfully) pay more attention to their needs than to your child's. the school system will be (even more) chaos for YEARS

After a year at home I fear this is true. Everyone will have levels of trauma when we return but kids don’t have the skills to cope with what has become a very serious and profound situation. Is there anywhere else where early elementary kids haven’t been offered even 1 hour if in person learning this whole year? I’m starting to feel DC is on the super extreme end, and I don’t think that people realize the effects, other than parents. It is truly different as we come up on a year, the feeling of sinking deeper and deeper. The schools should be preparing for what’s next, not just hanging back and saying “not yet”.

What in the bloody hell does your last sentence even mean? Those two things are not mutually exclusive. They can say "not yet" and still plan for what's next. Also, "even one hour of in person" is the single dumbest thing I've seen all day (and I've read several Lindsey Graham quotes). Using the word "even" doesn't make it any smarter. We have this thing called "COVID" and it is highly contagious so having kids get together for "even" an hour or so at a time is a risk. A risk worth considering, but not one you can just dismiss out of hand or pretend is easily addressed.

If you are so concerned about your kiddo's mental health then stop posting on DCUM, shut off your computer and go plan a standing play date for your kid. Lots of us have done that. Or find a POD. Lots of parents have done that too. But apparently you'd rather sit back and whine and complain and blame others for not solving problems that you could help mitigate.

I'm not a Dr. but I would respectfully suggest that the mental health issues in your house are not primarily your children's. Sounds like you are having some serious issues here. Please get help (seriously). It is like they say on airplanes, you need to secure your own oxygen mask before helping others.

I highly recommend parents create structure - for the kids as much as for themselves. Getting up early to shower, workout, eat breakfast, maybe work if that is how it has to happen; write it all down in a day planner, 30 min free time for adults too, outside time, etc. When I get overwhelmed I do that too - it helps - zoom dates with girlfriends; etc.

And drugs - some anti-depressants don't hurt either.

i'm scheduling baths for myself

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh there is already so much education research on interrupted schooling in the US. A lot of this was based on responses to Hurricane Katrina, were a huge number of children faced significant interruptions to their education, including missing school entirely or regularly. COVID-19 educational researchers are using this as a starting place to evaluate what is happening to our children right now.

These children are much worse off today. Louisiana has a high rate of young people who are unemployed directly as a result of this event. It was only about 20% of students (almost certainly the most vulnerable) who were not enrolled or not attending regularly, but when they went back to schools in NO, it was chaos.

Kids were placed in the correct grade for their age, no matter enrollment status. Some students were of course vastly far ahead of their classmates. These gaps were mostly based on household income. This caused chaos in the classroom. A decade later, children were still behind in schooling, because you can't systematically make up these gaps.

Current education research tells us that DL is an extremely poor substitute for in-person education, and researchers consider this to be a variant of interrupted education. Every education researcher worth their salt agrees that this is traumatic and bad for children.

And yet, here we are, arguing that this situation is fine or a little inconvenient, despite the fact that we have mountains of evidence suggesting that a generation of kids will be permanently negatively affected by this last year.

As someone who is familiar with the research (and becoming more so), I feel like Cassandra trying to explain to you guys what we will be seeing in the next few years.

I also want to note that yes, there are exceptional teachers, like the one earlier in this thread, who can make up more than a year's worth of education for some children. There are also exceptional children.

We just don't make broad educational policies based on exceptions.

and for people who have these exceptional children, or who are able to provide excellent supplementation, and whose children will return to school perhaps even ahead of where they would be otherwise, consider what your child's classroom will look like when they return. your child's classroom will be chaos, unless you're in the very top of all dc schools. you will have children who are far behind and traumatized. teachers will (rightfully) pay more attention to their needs than to your child's. the school system will be (even more) chaos for YEARS

After a year at home I fear this is true. Everyone will have levels of trauma when we return but kids don’t have the skills to cope with what has become a very serious and profound situation. Is there anywhere else where early elementary kids haven’t been offered even 1 hour if in person learning this whole year? I’m starting to feel DC is on the super extreme end, and I don’t think that people realize the effects, other than parents. It is truly different as we come up on a year, the feeling of sinking deeper and deeper. The schools should be preparing for what’s next, not just hanging back and saying “not yet”.

If you kids are having trauma being at "home" for a year, you have some serious issues going on at your house. You need to change your attitude and family life if your kids experienced trauma because of this and teach them some resilience.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh there is already so much education research on interrupted schooling in the US. A lot of this was based on responses to Hurricane Katrina, were a huge number of children faced significant interruptions to their education, including missing school entirely or regularly. COVID-19 educational researchers are using this as a starting place to evaluate what is happening to our children right now.

These children are much worse off today. Louisiana has a high rate of young people who are unemployed directly as a result of this event. It was only about 20% of students (almost certainly the most vulnerable) who were not enrolled or not attending regularly, but when they went back to schools in NO, it was chaos.

Kids were placed in the correct grade for their age, no matter enrollment status. Some students were of course vastly far ahead of their classmates. These gaps were mostly based on household income. This caused chaos in the classroom. A decade later, children were still behind in schooling, because you can't systematically make up these gaps.

Current education research tells us that DL is an extremely poor substitute for in-person education, and researchers consider this to be a variant of interrupted education. Every education researcher worth their salt agrees that this is traumatic and bad for children.

And yet, here we are, arguing that this situation is fine or a little inconvenient, despite the fact that we have mountains of evidence suggesting that a generation of kids will be permanently negatively affected by this last year.

As someone who is familiar with the research (and becoming more so), I feel like Cassandra trying to explain to you guys what we will be seeing in the next few years.

I also want to note that yes, there are exceptional teachers, like the one earlier in this thread, who can make up more than a year's worth of education for some children. There are also exceptional children.

We just don't make broad educational policies based on exceptions.

and for people who have these exceptional children, or who are able to provide excellent supplementation, and whose children will return to school perhaps even ahead of where they would be otherwise, consider what your child's classroom will look like when they return. your child's classroom will be chaos, unless you're in the very top of all dc schools. you will have children who are far behind and traumatized. teachers will (rightfully) pay more attention to their needs than to your child's. the school system will be (even more) chaos for YEARS

After a year at home I fear this is true. Everyone will have levels of trauma when we return but kids don’t have the skills to cope with what has become a very serious and profound situation. Is there anywhere else where early elementary kids haven’t been offered even 1 hour if in person learning this whole year? I’m starting to feel DC is on the super extreme end, and I don’t think that people realize the effects, other than parents. It is truly different as we come up on a year, the feeling of sinking deeper and deeper. The schools should be preparing for what’s next, not just hanging back and saying “not yet”.

If you kids are having trauma being at "home" for a year, you have some serious issues going on at your house. You need to change your attitude and family life if your kids experienced trauma because of this and teach them some resilience.

Really? Are you encouraging the PPs to have their children start socializing? Parenting can address and support but cannot overcome the impact of isolation on children. If you cannot understand that returning children who have been isolated for over a year to school buildings will not be extremely challenging, you need to expand your world view.

[Anonymous]

This is hard - this is not easy.

I do believe we need to stay home, limit interactions, etc.

This doesn't mean it's not hard. It doesn't mean I love DL.

It means this is hard - and we have to do what we can to stay safe and stay sane.

Scheduling no screen days or hours for the whole family; letting your kids be alone at home (in their room or something like that); distance dates on zoom or in person (masked and distanced) for adults too; treating self to take out vs. cooking.

This sucks but burying a friend, teacher, loved one is worse.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m shocked by snarky teachers who pretend this is anywhere near OK for young kids. As we approach a year out of school it is not OK. Accept that fact and then figure out how we will all compensate when schools do open. My child cries and asks when she can see teachers and friends again. She has been too alone for too long and it is absolutely a mental health issue. In addition to vast loss of learning. If schools do not reopen in fall we will absolutely need to move.

Teachers aren’t saying this is okay for students. They are saying there is a pandemic so this is the best option for now.

Work could be done to improve DL, adjust hours for kids etc but DCPS wants to make ward 3 parents happen

There are absolutely teachers on this thread alone saying this is no big deal for kids, it will all be fine, kids ar often years behind. That’s not true for many or even most. This is going on an extremely long time. My point is that teachers and admin need to stop glossing this over and come up with a real plan for the consequences of these decisions.

Also silly: No talk about removing some of the many breaks coming up, summer school, etc. Schools are not taking this seriously at all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh there is already so much education research on interrupted schooling in the US. A lot of this was based on responses to Hurricane Katrina, were a huge number of children faced significant interruptions to their education, including missing school entirely or regularly. COVID-19 educational researchers are using this as a starting place to evaluate what is happening to our children right now.

These children are much worse off today. Louisiana has a high rate of young people who are unemployed directly as a result of this event. It was only about 20% of students (almost certainly the most vulnerable) who were not enrolled or not attending regularly, but when they went back to schools in NO, it was chaos.

Kids were placed in the correct grade for their age, no matter enrollment status. Some students were of course vastly far ahead of their classmates. These gaps were mostly based on household income. This caused chaos in the classroom. A decade later, children were still behind in schooling, because you can't systematically make up these gaps.

Current education research tells us that DL is an extremely poor substitute for in-person education, and researchers consider this to be a variant of interrupted education. Every education researcher worth their salt agrees that this is traumatic and bad for children.

And yet, here we are, arguing that this situation is fine or a little inconvenient, despite the fact that we have mountains of evidence suggesting that a generation of kids will be permanently negatively affected by this last year.

As someone who is familiar with the research (and becoming more so), I feel like Cassandra trying to explain to you guys what we will be seeing in the next few years.

I also want to note that yes, there are exceptional teachers, like the one earlier in this thread, who can make up more than a year's worth of education for some children. There are also exceptional children.

We just don't make broad educational policies based on exceptions.

and for people who have these exceptional children, or who are able to provide excellent supplementation, and whose children will return to school perhaps even ahead of where they would be otherwise, consider what your child's classroom will look like when they return. your child's classroom will be chaos, unless you're in the very top of all dc schools. you will have children who are far behind and traumatized. teachers will (rightfully) pay more attention to their needs than to your child's. the school system will be (even more) chaos for YEARS

After a year at home I fear this is true. Everyone will have levels of trauma when we return but kids don’t have the skills to cope with what has become a very serious and profound situation. Is there anywhere else where early elementary kids haven’t been offered even 1 hour if in person learning this whole year? I’m starting to feel DC is on the super extreme end, and I don’t think that people realize the effects, other than parents. It is truly different as we come up on a year, the feeling of sinking deeper and deeper. The schools should be preparing for what’s next, not just hanging back and saying “not yet”.

We are definitely on the far end of the spectrum. It's crazy how self-reinforcing this all becomes.

[Anonymous]

Do you know who suffers the most from this?

POOR PEOPLE.

Not y'all.

Poor people might be stuck in a house with an alcoholic parent or might have a really small living space.

Do you even consider that for a second?

Do you consider the fact that most ever other place in the world has returned to schooling with almost no issues?

No - you're rich yuppie white people. And I hate that black and brown people don't shout you down more.

[Anonymous]

Anonymous wrote:Do you know who suffers the most from this?

POOR PEOPLE.

Not y'all.

Poor people might be stuck in a house with an alcoholic parent or might have a really small living space.

Do you even consider that for a second?

Do you consider the fact that most ever other place in the world has returned to schooling with almost no issues?

No - you're rich yuppie white people. And I hate that black and brown people don't shout you down more.

Maybe you haven't heard, but white people aren't allowed to care about the need for black and brown people to return for in person learning. POC don't want in person.

Here is just one example:

https://www.scarymommy.com/movement-reopen-schools-racist/

[Anonymous]

Anonymous wrote:Do you know who suffers the most from this?

POOR PEOPLE.

Not y'all.

Poor people might be stuck in a house with an alcoholic parent or might have a really small living space.

Do you even consider that for a second?

Do you consider the fact that most ever other place in the world has returned to schooling with almost no issues?

No - you're rich yuppie white people. And I hate that black and brown people don't shout you down more.

I’m a PP and I consider this every damn day. And even though my prior posts tried to make a point about the effect of isolation on kids, I’m really just searching desperately for a plan and some hope....like by fall 2021. All things considered I’m very thankful for our safety and appreciate that I have had the ability to work at home. But I’m ready for a plan. Thankfully Biden apparently has one.

[Anonymous]

Can I ask what real trauma high SES kids are going through? (due to the pandemic, besides family dying) I work at a low SES school and even before the pandemic of course many of my students had trauma.

I'm in no way saying more wealthy children cannot suffer, I used to work in CA at a school nestled in a neighborhood where the homes started at 1M, and a few kids were suicidal.

However not seeing your friends in person, dealing with online classes won't raise their ACE (adverse childhood experiences).
THAT is trauma, this is sad and yes, may lead to depressions and some anxiety but it is not trauma.

I feel parents are throwing out this word carelessly. I'm not saying DL is a goldmine, I also really hate it. But I also feel DCPS missed the in person boat. Why now when the rates are climbing? Please stop with the WTU, at the end of the day I agree my union was obstructionist but whose the real boss? We could have went back for term 1 and part of 2.

[Anonymous]

Anonymous wrote:This is hard - this is not easy.

I do believe we need to stay home, limit interactions, etc.

This doesn't mean it's not hard. It doesn't mean I love DL.

It means this is hard - and we have to do what we can to stay safe and stay sane.

Scheduling no screen days or hours for the whole family; letting your kids be alone at home (in their room or something like that); distance dates on zoom or in person (masked and distanced) for adults too; treating self to take out vs. cooking.

This sucks but burying a friend, teacher, loved one is worse.

This is all so true. Thank you for posting what my spouse and I have been trying to do every day since March last year.

It's hard. Maybe that's what bothers many posters, hard work?

[Anonymous]

Anonymous wrote:

Anonymous wrote:This is hard - this is not easy.

I do believe we need to stay home, limit interactions, etc.

This doesn't mean it's not hard. It doesn't mean I love DL.

It means this is hard - and we have to do what we can to stay safe and stay sane.

Scheduling no screen days or hours for the whole family; letting your kids be alone at home (in their room or something like that); distance dates on zoom or in person (masked and distanced) for adults too; treating self to take out vs. cooking.

This sucks but burying a friend, teacher, loved one is worse.

This is all so true. Thank you for posting what my spouse and I have been trying to do every day since March last year.

It's hard. Maybe that's what bothers many posters, hard work?

F off. You were doing fine still you started judging.