Brian Laird on WNYC, and as I said before the break, now a brief follow-up on yesterday's call-in

with parents and teachers reflecting on the lasting effects of COVID-19 remote learning on kids.

As students returned to school after summer break in recent days, we invited you to look back

at the child you had five years ago before the pandemic era and share how you think remote learning

impacted, not just your child's education, but centrally their socialization

and their personality. And we got many stories, but your responses left us with as many

questions as answers. Most of you told us that your kid had become more introverted. That was a

common theme. One professor of college freshmen

observed that her students are, quote, really uncomfortable interacting with each other,

suggesting that was different before the pandemic. Another common thread was, of course,

screens. Our caller Christina in Lower Manhattan was excited about the statewide bell-to-bell cell phone ban

that schools have implemented this year in hopes that kids would get back to socializing with

each other.

But the implication was pandemic isolation increased the relationships with the screens.

But how much do these really stem, these behaviors,

really stem from the pandemic era and remote learning, rather than the times we're living in

in a much broader way? So joining me now to discuss what she's seeing in practice is Angela

Mora, a social worker, an LMSW, child therapist at the Cope with School Group, NYC.

Angela, welcome to WNYC.

Thank you for giving us time.

Thank you so much, Brian, for having me.

Just tell everybody briefly, what is Cope with School NYC?

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