write an expository essay on how to prevent covid 19

Students’ Essays on Infectious Disease Prevention, COVID-19 Published Nationwide

As part of the BIO 173: Global Change and Infectious Disease course, Professor Fred Cohan assigns students to write an essay persuading others to prevent future and mitigate present infectious diseases. If students submit their essay to a news outlet—and it’s published—Cohan awards them with extra credit.

As a result of this assignment, more than 25 students have had their work published in newspapers across the United States. Many of these essays cite and applaud the University’s Keep Wes Safe campaign and its COVID-19 testing protocols.

Cohan, professor of biology and Huffington Foundation Professor in the College of the Environment (COE), began teaching the Global Change and Infectious Disease course in 2009, when the COE was established. “I wanted very much to contribute a course to what I saw as a real game-changer in Wesleyan’s interest in the environment. The course is about all the ways that human demands on the environment have brought us infectious diseases, over past millennia and in the present, and why our environmental disturbances will continue to bring us infections into the future.”

Over the years, Cohan learned that he can sustainably teach about 170 students every year without running out of interested students. This fall, he had 207. Although he didn’t change the overall structure of his course to accommodate COVID-19 topics, he did add material on the current pandemic to various sections of the course.

“I wouldn’t say that the population of the class increased tremendously as a result of COVID-19, but I think the enthusiasm of the students for the material has increased substantially,” he said.

To accommodate online learning, Cohan shaved off 15 minutes from his normal 80-minute lectures to allow for discussion sections, led by Cohan and teaching assistants. “While the lectures mostly dealt with biology, the discussions focused on how changes in behavior and policy can solve the infectious disease problems brought by human disturbance of the environment,” he said.

Based on student responses to an introspective exam question, Cohan learned that many students enjoyed a new hope that we could each contribute to fighting infectious disease. “They discovered that the solution to infectious disease is not entirely a waiting game for the right technologies to come along,” he said. “Many enjoyed learning about fighting infectious disease from a moral and social perspective. And especially, the students enjoyed learning about the ‘socialism of the microbe,’ how preventing and curing others’ infections will prevent others’ infections from becoming our own. The students enjoyed seeing how this idea can drive both domestic and international health policies.”

A sampling of the published student essays are below:

Alexander Giummo ’22 and Mike Dunderdale’s ’23  op-ed titled “ A National Testing Proposal: Let’s Fight Back Against COVID-19 ” was published in the Journal Inquirer in Manchester, Conn.

They wrote: “With an expansive and increased testing plan for U.S. citizens, those who are COVID-positive could limit the number of contacts they have, and this would also help to enable more effective contact tracing. Testing could also allow for the return of some ‘normal’ events, such as small social gatherings, sports, and in-person class and work schedules.

“We propose a national testing strategy in line with the one that has kept Wesleyan students safe this year. The plan would require a strong push by the federal government to fund the initiative, but it is vital to successful containment of the virus.

“Twice a week, all people living in the U.S. should report to a local testing site staffed with professionals where the anterior nasal swab Polymerase Chain Reaction (PCR) test, used by Wesleyan and supported by the Broad Institute, would be implemented.”

Kalyani Mohan ’22 and Kalli Jackson ’22 penned an essay titled “ Where Public Health Meets Politics: COVID-19 in the United States ,” which was published in Wesleyan’s Arcadia Political Review .

They wrote: “While the U.S. would certainly benefit from a strengthened pandemic response team and structural changes to public health systems, that alone isn’t enough, as American society is immensely stratified, socially and culturally. The politicization of the COVID-19 pandemic shows that individualism, libertarianism and capitalism are deeply ingrained in American culture, to the extent that Americans often blind to the fact community welfare can be equivalent to personal welfare. Pandemics are multifaceted, and preventing them requires not just a cultural shift but an emotional one amongst the American people, one guided by empathy—towards other people, different communities and the planet. Politics should be a tool, not a weapon against its people.”

Sydnee Goyer ’21 and Marcel Thompson’s ’22  essay “ This Flu Season Will Be Decisive in the Fight Against COVID-19 ” also was published in Arcadia Political Review .

“With winter approaching all around the Northern Hemisphere, people are preparing for what has already been named a “twindemic,” meaning the joint threat of the coronavirus and the seasonal flu,” they wrote. “While it is known that seasonal vaccinations reduce the risk of getting the flu by up to 60% and also reduce the severity of the illness after the contamination, additional research has been conducted in order to know whether or not flu shots could reduce the risk of people getting COVID-19. In addition to the flu shot, it is essential that people remain vigilant in maintaining proper social distancing, washing your hands thoroughly, and continuing to wear masks in public spaces.”

An op-ed titled “ The Pandemic Has Shown Us How Workplace Culture Needs to Change ,” written by Adam Hickey ’22 and George Fuss ’21, was published in Park City, Utah’s The Park Record .

They wrote: “One review of academic surveys (most of which were conducted in the United States) conducted in 2019 found that between 35% and 97% of respondents in those surveys reported having attended work while they were ill, often because of workplace culture or policy which generated pressure to do so. Choosing to ignore sickness and return to the workplace while one is ill puts colleagues at risk, regardless of the perceived severity of your own illness; COVID-19 is an overbearing reminder that a disease that may cause mild, even cold-like symptoms for some can still carry fatal consequences for others.

“A mandatory paid sick leave policy for every worker, ideally across the globe, would allow essential workers to return to work when necessary while still providing enough wiggle room for economically impoverished employees to take time off without going broke if they believe they’ve contracted an illness so as not to infect the rest of their workplace and the public at large.”

Women’s cross country team members and classmates Jane Hollander ’23 and Sara Greene ’23 wrote a sports-themed essay titled “ This Season, High School Winter Sports Aren’t Worth the Risk ,” which was published in Tap into Scotch Plains/Fanwood , based in Scotch Plains, N.J. Their essay focused on the risks high school sports pose on student-athletes, their families, and the greater community.

“We don’t propose cutting off sports entirely— rather, we need to be realistic about the levels at which athletes should be participating. There are ways to make practices safer,” they wrote. “At [Wesleyan], we began the season in ‘cohorts,’ so the amount of people exposed to one another would be smaller. For non-contact sports, social distancing can be easily implemented, and for others, teams can focus on drills, strength and conditioning workouts, and skill-building exercises. Racing sports such as swim and track can compete virtually, comparing times with other schools, and team sports can focus their competition on intra-team scrimmages. These changes can allow for the continuation of a sense of normalcy and team camaraderie without the exposure to students from different geographic areas in confined, indoor spaces.”

Brook Guiffre ’23 and Maddie Clarke’s ’22  op-ed titled “ On the Pandemic ” was published in Hometown Weekly,  based in Medfield, Mass.

“The first case of COVID-19 in the United States was recorded on January 20th, 2020. For the next month and a half, the U.S. continued operating normally, while many other countries began their lockdown,” they wrote. “One month later, on February 29th, 2020, the federal government approved a national testing program, but it was too little too late. The U.S. was already in pandemic mode, and completely unprepared. Frontline workers lacked access to N-95 masks, infected patients struggled to get tested, and national leaders informed the public that COVID-19 was nothing more than the common flu. Ultimately, this unpreparedness led to thousands of avoidable deaths and long-term changes to daily life. With the risk of novel infectious diseases emerging in the future being high, it is imperative that the U.S. learn from its failure and better prepare for future pandemics now. By strengthening our public health response and re-establishing government organizations specialized in disease control, we have the ability to prevent more years spent masked and six feet apart.”

In addition, their other essay, “ On Mass Extinction ,” was also published by Hometown Weekly .

“The sixth mass extinction—which scientists have coined as the Holocene Extinction—is upon us. According to the United Nations, around one million plant and animal species are currently in danger of extinction, and many more within the next decade. While other extinctions have occurred in Earth’s history, none have occurred at such a rapid rate,” they wrote. “For the sake of both biodiversity and infectious diseases, it is in our best interest to stop pushing this Holocene Extinction further.”

An essay titled “ Learning from Our Mistakes: How to Protect Ourselves and Our Communities from Diseases ,” written by Nicole Veru ’21 and Zoe Darmon ’21, was published in My Hometown Bronxville, based in Bronxville, N.Y.

“We can protect ourselves and others from future infectious diseases by ensuring that we are vaccinated,” they wrote. “Vaccines have high levels of success if enough people get them. Due to vaccines, society is no longer ravaged by childhood diseases such as mumps, rubella, measles, and smallpox. We have been able to eradicate diseases through vaccines; smallpox, one of the world’s most consequential diseases, was eradicated from the world in the 1970s.

“In 2000, the U.S. was nearly free of measles, yet, due to hesitations by anti-vaxxers, there continues to be cases. From 2000–2015 there were over 18 measles outbreaks in the U.S. This is because unless a disease is completely eradicated, there will be a new generation susceptible.

“Although vaccines are not 100% effective at preventing infection, if we continue to get vaccinated, we protect ourselves and those around us. If enough people are vaccinated, societies can develop herd immunity. The amount of people vaccinated to obtain herd immunity depends on the disease, but if this fraction is obtained, the spread of disease is contained. Through herd immunity, we protect those who may not be able to get vaccinated, such as people who are immunocompromised and the tiny portion of people for whom the vaccine is not effective.”

Dhruvi Rana ’22 and Bryce Gillis ’22 co-authored an op-ed titled “ We Must Educate Those Who Remain Skeptical of the Dangers of COVID-19 ,” which was published in Rhode Island Central .

“As Rhode Island enters the winter season, temperatures are beginning to drop and many studies have demonstrated that colder weather and lower humidity are correlated with higher transmissibility of SARS-CoV-2, the virus that causes COVID-19,” they wrote. “By simply talking or breathing, we release respiratory droplets and aerosols (tiny fluid particles which could carry the coronavirus pathogen), which can remain in the air for minutes to hours.

“In order to establish herd immunity in the US, we must educate those who remain skeptical of the dangers of COVID-19.  Whether community-driven or state-funded, educational campaigns are needed to ensure that everyone fully comprehends how severe COVID-19 is and the significance of airborne transmission. While we await a vaccine, it is necessary now more than ever that we social distance, avoid crowds, and wear masks, given that colder temperatures will likely yield increased transmission of the virus.”

Danielle Rinaldi ’21 and Verónica Matos Socorro ’21 published their op-ed titled “ Community Forum: How Mask-Wearing Demands a Cultural Reset ” in the Ewing Observer , based in Lawrence, N.J.

“In their own attempt to change personal behavior during the pandemic, Wesleyan University has mandated mask-wearing in almost every facet of campus life,” they wrote. “As members of our community, we must recognize that mask-wearing is something we are all responsible and accountable for, not only because it is a form of protection for us, but just as important for others as well. However, it seems as though both Covid fatigue and complacency are dominating the mindsets of Americans, leading to even more unwillingness to mask up. Ultimately, it is inevitable that this pandemic will not be the last in our lifespan due to global warming creating irreversible losses in biodiversity. As a result, it is imperative that we adopt the norm of mask-wearing now and undergo a culture shift of the abandonment of an individualistic mindset, and instead, create a society that prioritizes taking care of others for the benefit of all.”

Shayna Dollinger ’22 and Hayley Lipson ’21  wrote an essay titled “ My Pandemic Year in College Has Brought Pride and Purpose. ” Dollinger submitted the piece, rewritten in first person, to Jewish News of Northern California . Read more about Dollinger’s publication in this News @ Wesleyan article .

“I lay in the dead grass, a 6-by-6-foot square all to myself. I cheer for my best friend, who is on the stage constructed at the bottom of Foss hill, dancing with her Bollywood dance group. Masks cover their ordinarily smiling faces as their bodies move in sync. Looking around at friends and classmates, each in their own 6-by-6 world, I feel an overwhelming sense of normalcy.

“One of the ways in which Wesleyan has prevented outbreaks on campus is by holding safe, socially distanced events that students want to attend. By giving us places to be and things to do on the weekends, we are discouraged from breaking rules and causing outbreaks at ‘super-spreader’ events.”

An op-ed written by Luna Mac-Williams ’22 and Daëlle Coriolan ’24 titled “ Collectivist Practices to Combat COVID-19 ” was published in the Wesleyan Argus .

“We are embroiled in a global pandemic that disproportionately affects poor communities of color, and in the midst of a higher cultural consciousness of systemic inequities,” they wrote. “A cultural shift to center collectivist thought and action not only would prove helpful in disease prevention, but also belongs in conversation with the Black Lives Matter movement. Collectivist models of thinking effectively target the needs of vulnerable populations including the sick, the disenfranchised, the systematically marginalized. Collectivist systems provide care, decentering the capitalist, individualist system, and focusing on how communities can work to be self-sufficient and uplift our own neighbors.”

An essay written by Maria Noto ’21 , titled “ U.S. Individualism Has Deadly Consequences ,” is published in the Oneonta Daily Star , based in Oneonta, N.Y.

She wrote, “When analyzing the cultures of certain East Asian countries, several differences stand out. For instance, when people are sick and during the cold and flu season, many East Asian cultures, including South Korea, use mask-wearing. What is considered a threat to freedom by some Americans is a preventive action and community obligation in this example. This, along with many other cultural differences, is insightful in understanding their ability to contain the virus.

“These differences are deeply seeded in the values of a culture. However, there is hope for the U.S. and other individualistic cultures in recognizing and adopting these community-centered approaches. Our mindset needs to be revolutionized with the help of federal and local assistance: mandating masks, passing another stimulus package, contact tracing, etc… However, these measures will be unsuccessful unless everyone participates for the good of a community.”

A published op-ed by Madison Szabo ’23 , Caitlyn Ferrante ’23 ran in the Two Rivers Times . The piece is titled “ Anxiety and Aspiration: Analyzing the Politicization of the Pandemic .”

John Lee ’21 and Taylor Goodman-Leong ’21 have published their op-ed titled “ Reassessing the media’s approach to COVID-19 ” in Weekly Monday Cafe 24 (Page 2).

An essay by Eleanor Raab ’21 and Elizabeth Nefferdorf ’22 titled “ Preventing the Next Epidemic ” was published in The Almanac .

• Keep Wes Safe
• student publications
• Teaching during the pandemic

Related Articles

After Record-Setting Performances, Men’s and Women’s Crew Row into a New Season

NEH Awards Grant For Collaborative Study “Engineering Safety into U.S. Firearms: 1750-2010”

Wesleyan Summer Film Series Returns

Previous matesan's new book explores political violence, islamist mobilization in egypt and indonesia, next students launch fun, interactive virtual program for school-aged kids.

How to Write About Coronavirus in a College Essay

Students can share how they navigated life during the coronavirus pandemic in a full-length essay or an optional supplement.

Writing About COVID-19 in College Essays

Experts say students should be honest and not limit themselves to merely their experiences with the pandemic. (Getty Images)

The global impact of COVID-19, the disease caused by the novel coronavirus, means colleges and prospective students alike are in for an admissions cycle like no other. Both face unprecedented challenges and questions as they grapple with their respective futures amid the ongoing fallout of the pandemic.

Colleges must examine applicants without the aid of standardized test scores for many – a factor that prompted many schools to go test-optional for now . Even grades, a significant component of a college application, may be hard to interpret with some high schools adopting pass-fail classes last spring due to the pandemic. Major college admissions factors are suddenly skewed.

"I can't help but think other (admissions) factors are going to matter more," says Ethan Sawyer, founder of the College Essay Guy, a website that offers free and paid essay-writing resources.

College essays and letters of recommendation , Sawyer says, are likely to carry more weight than ever in this admissions cycle. And many essays will likely focus on how the pandemic shaped students' lives throughout an often tumultuous 2020.

But before writing a college essay focused on the coronavirus, students should explore whether it's the best topic for them.

Writing About COVID-19 for a College Application

Much of daily life has been colored by the coronavirus. Virtual learning is the norm at many colleges and high schools, many extracurriculars have vanished and social lives have stalled for students complying with measures to stop the spread of COVID-19.

"For some young people, the pandemic took away what they envisioned as their senior year," says Robert Alexander, dean of admissions, financial aid and enrollment management at the University of Rochester in New York. "Maybe that's a spot on a varsity athletic team or the lead role in the fall play. And it's OK for them to mourn what should have been and what they feel like they lost, but more important is how are they making the most of the opportunities they do have?"

That question, Alexander says, is what colleges want answered if students choose to address COVID-19 in their college essay.

But the question of whether a student should write about the coronavirus is tricky. The answer depends largely on the student.

"In general, I don't think students should write about COVID-19 in their main personal statement for their application," Robin Miller, master college admissions counselor at IvyWise, a college counseling company, wrote in an email.

"Certainly, there may be exceptions to this based on a student's individual experience, but since the personal essay is the main place in the application where the student can really allow their voice to be heard and share insight into who they are as an individual, there are likely many other topics they can choose to write about that are more distinctive and unique than COVID-19," Miller says.

Opinions among admissions experts vary on whether to write about the likely popular topic of the pandemic.

"If your essay communicates something positive, unique, and compelling about you in an interesting and eloquent way, go for it," Carolyn Pippen, principal college admissions counselor at IvyWise, wrote in an email. She adds that students shouldn't be dissuaded from writing about a topic merely because it's common, noting that "topics are bound to repeat, no matter how hard we try to avoid it."

Above all, she urges honesty.

"If your experience within the context of the pandemic has been truly unique, then write about that experience, and the standing out will take care of itself," Pippen says. "If your experience has been generally the same as most other students in your context, then trying to find a unique angle can easily cross the line into exploiting a tragedy, or at least appearing as though you have."

But focusing entirely on the pandemic can limit a student to a single story and narrow who they are in an application, Sawyer says. "There are so many wonderful possibilities for what you can say about yourself outside of your experience within the pandemic."

He notes that passions, strengths, career interests and personal identity are among the multitude of essay topic options available to applicants and encourages them to probe their values to help determine the topic that matters most to them – and write about it.

That doesn't mean the pandemic experience has to be ignored if applicants feel the need to write about it.

Writing About Coronavirus in Main and Supplemental Essays

Students can choose to write a full-length college essay on the coronavirus or summarize their experience in a shorter form.

To help students explain how the pandemic affected them, The Common App has added an optional section to address this topic. Applicants have 250 words to describe their pandemic experience and the personal and academic impact of COVID-19.

"That's not a trick question, and there's no right or wrong answer," Alexander says. Colleges want to know, he adds, how students navigated the pandemic, how they prioritized their time, what responsibilities they took on and what they learned along the way.

If students can distill all of the above information into 250 words, there's likely no need to write about it in a full-length college essay, experts say. And applicants whose lives were not heavily altered by the pandemic may even choose to skip the optional COVID-19 question.

"This space is best used to discuss hardship and/or significant challenges that the student and/or the student's family experienced as a result of COVID-19 and how they have responded to those difficulties," Miller notes. Using the section to acknowledge a lack of impact, she adds, "could be perceived as trite and lacking insight, despite the good intentions of the applicant."

To guard against this lack of awareness, Sawyer encourages students to tap someone they trust to review their writing , whether it's the 250-word Common App response or the full-length essay.

Experts tend to agree that the short-form approach to this as an essay topic works better, but there are exceptions. And if a student does have a coronavirus story that he or she feels must be told, Alexander encourages the writer to be authentic in the essay.

"My advice for an essay about COVID-19 is the same as my advice about an essay for any topic – and that is, don't write what you think we want to read or hear," Alexander says. "Write what really changed you and that story that now is yours and yours alone to tell."

Sawyer urges students to ask themselves, "What's the sentence that only I can write?" He also encourages students to remember that the pandemic is only a chapter of their lives and not the whole book.

Miller, who cautions against writing a full-length essay on the coronavirus, says that if students choose to do so they should have a conversation with their high school counselor about whether that's the right move. And if students choose to proceed with COVID-19 as a topic, she says they need to be clear, detailed and insightful about what they learned and how they adapted along the way.

"Approaching the essay in this manner will provide important balance while demonstrating personal growth and vulnerability," Miller says.

Pippen encourages students to remember that they are in an unprecedented time for college admissions.

"It is important to keep in mind with all of these (admission) factors that no colleges have ever had to consider them this way in the selection process, if at all," Pippen says. "They have had very little time to calibrate their evaluations of different application components within their offices, let alone across institutions. This means that colleges will all be handling the admissions process a little bit differently, and their approaches may even evolve over the course of the admissions cycle."

Searching for a college? Get our complete rankings of Best Colleges.

10 Ways to Discover College Essay Ideas

Tags: students , colleges , college admissions , college applications , college search , Coronavirus

2022-2023 Best Colleges

Search for your perfect fit with the U.S. News rankings of colleges and universities.

Exclusive Webinar

AO Advice: How Your High School is Evaluated in the College Admissions Process

Get the inside scoop on how colleges assess your high school and its course rigor. Featuring a former Admissions Officer, you'll gain crucial insights and actionable strategies during this 60-min webinar.

College Admissions: Get a Step Ahead!

Sign up to receive the latest updates from U.S. News & World Report and our trusted partners and sponsors. By clicking submit, you are agreeing to our Terms and Conditions & Privacy Policy .

Ask an Alum: Making the Most Out of College

You May Also Like

A guide to stem majors.

Cole Claybourn Aug. 25, 2023

Work-Study Can Help With College Costs

Andrew Warner Aug. 22, 2023

College Recommendation Letter Examples

Ilana Kowarski and Cole Claybourn Aug. 21, 2023

7 New U.S. Colleges

Sarah Wood Aug. 21, 2023

How DEI Bans Are Affecting Schools

Sarah Wood Aug. 18, 2023

Supports for Sexual Assault Victims

Kate Rix Aug. 17, 2023

Defer Grad School or Withdraw App

Sammy Allen Aug. 16, 2023

Stress in College Students: What to Know

Emma Kerr and Cole Claybourn Aug. 14, 2023

Feds Look to Preserve Race in Admissions

Lauren Camera Aug. 14, 2023

Get a 401(k) Student Loan Match Payment

Brian O'Connell Aug. 11, 2023

Coronavirus: What is it and how can I protect myself?

What is covid-19 and how can i protect myself.

A new virus called severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) was identified as the cause of a disease outbreak that began in China in 2019. The disease is called coronavirus disease 2019 (COVID-19).

In March 2020, the World Health Organization (WHO) declared COVID-19 a pandemic. Public health groups, including the U.S. Centers for Disease Control and Prevention (CDC) and WHO , are monitoring the pandemic and posting updates on their websites. These groups have also issued recommendations for preventing the spread of the virus that causes COVID-19 .

How does the coronavirus spread?

Data has shown that the COVID-19 virus mainly spreads from person to person among those in close contact. The virus spreads by respiratory droplets released when someone infected with the virus coughs, sneezes, breathes, sings or talks. These droplets can be inhaled or land in the mouth, nose or eyes of a person nearby.

Sometimes the COVID-19 virus can spread when a person is exposed to small droplets or aerosols that stay in the air for several minutes or hours — called airborne transmission.

The virus can also spread if you touch a surface with the virus on it and then touch your mouth, nose or eyes. But the risk is low.

The COVID-19 virus can spread from someone who is infected but has no symptoms. This is called asymptomatic transmission. The COVID-19 virus can also spread from someone who is infected but hasn't developed symptoms yet. This is called presymptomatic transmission.

It's possible to get COVID-19 twice or more.

What are the symptoms of COVID-19?

COVID-19 symptoms can be very mild to severe. Some people have no symptoms. The most common signs and symptoms are fever, cough, tiredness, and loss of taste or smell.

Other signs and symptoms may include shortness of breath, muscle aches, chills, sore throat, headache, chest pain, diarrhea, vomiting and nausea. This list is not complete. Other less common symptoms have also been reported. Symptoms may appear 2 to 14 days after exposure.

Can COVID-19 be prevented?

A vaccine might prevent you from getting COVID-19 or prevent you from becoming seriously ill from COVID-19 if you get the COVID-19 virus.

The U.S. Food and Drug Administration (FDA) has approved the Pfizer-BioNTech COVID-19 vaccine, now called Comirnaty, to prevent COVID-19 in people age 12 and older. The FDA has given emergency use authorization to the Pfizer-BioNTech COVID-19 vaccine for children age 6 months to 11 years old.

The FDA has approved the Moderna vaccine, now called Spikevax, to prevent COVID-19 in people age 18 and older. And the FDA has given emergency use authorization to the Moderna COVID-19 vaccine for age 6 months to age 17. The FDA has also authorized the Novavax COVID-19 , adjuvanted vaccine for people age 12 and older.

An additional shot of a COVID-19 vaccine is recommended for people who are vaccinated and might not have had a strong enough immune response.

What can I do to avoid becoming ill?

There are many steps you can take to reduce your risk of infection from the COVID-19 virus and reduce the risk of spreading it to others. WHO and CDC recommend following these precautions:

• Get vaccinated.
• Avoid close contact with anyone who is sick or has symptoms.
• Keep distance between yourself and others when you're in indoor public spaces.
• Avoid crowds and indoor places that have poor airflow (ventilation).
• Wash your hands often with soap and water for at least 20 seconds. If you're not able to wash your hands, use an alcohol-based hand sanitizer that contains at least 60% alcohol.
• Wear a face mask in indoor public spaces if you're in an area with a high number of people with COVID-19 in the hospital. The CDC recommends wearing the most protective mask possible that you'll wear regularly, fits well and is comfortable.
• Cover your mouth and nose with your elbow or a tissue when you cough or sneeze. Throw away the used tissue. Wash your hands right away.
• Avoid touching your eyes, nose and mouth.
• Clean and disinfect often-touched surfaces regularly.

If you have a chronic medical condition, you may have a higher risk of serious illness. Check with your health care professional about other ways to protect yourself.

Should I wear a mask?

If you're in an area with a high number of people with COVID-19 in the hospital, the CDC recommends wearing a well-fitted mask indoors in public.

Using masks in public may help reduce the spread from people who don't have symptoms. The CDC says that you should wear the most protective mask possible that you'll wear regularly, fits well and is comfortable. Respirators such as nonsurgical N95s give the most protection. KN95s and medical masks provide the next highest level of protection. Cloth masks provide less protection. The CDC says that surgical N95 masks should be reserved for health care professionals.

You're considered fully vaccinated two weeks after you get a second dose of an mRNA COVID-19 vaccine, or Novavax COVID-19 vaccine. You are considered up to date with your vaccines if you have gotten all recommended COVID-19 vaccines when you become eligible.

The CDC recommends that you wear a mask while on planes, buses, trains and other forms of public transportation.

Can I travel?

If you're planning to travel, check for travel advisories and use appropriate precautions when in public. You may want to talk with your health care team if you have health conditions that make you more susceptible to respiratory infections and complications.

What can I do if I have or may have COVID-19?

If you develop symptoms or you've been exposed to the virus that causes COVID-19 , contact your health care professional for medical advice. Your health care team will likely recommend that you get tested for COVID-19 . If you have emergency COVID-19 symptoms, such as trouble breathing, seek care immediately. If you need to go to a hospital, call ahead so that health care professionals can take steps to ensure that others aren't exposed.

Take the following precautions to avoid spreading the virus that causes COVID-19 :

• Stay home from work, school and public areas and stay in isolation, except to get medical care.
• Avoid public transportation, taxis and ride-hailing services.
• Wear a cloth face mask around other people or pets.
• Wash your hands frequently with soap and water for at least 20 seconds.
• Isolate yourself as much as possible from other people or pets in your home.
• Use a separate bedroom and bathroom if possible.
• Avoid sharing dishes, glasses, bedding and other household items.
• Clean and disinfect often-touched surfaces daily.

Daniel C. DeSimone, M.D.

• COVID-19 and vitamin D
• Coronavirus infection by race
• Coronavirus disease 2019 (COVID-19). U.S. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-nCoV/index.html. Accessed Oct. 21, 2021.
• Coronavirus disease (COVID-19). World Health Organization. https://www.who.int/emergencies/diseases/novel-coronavirus-2019/question-and-answers-hub/q-a-detail/coronavirus-disease-covid-19. Accessed Oct. 21, 2021.
• AskMayoExpert. COVID-19: Inpatient management (adult). Mayo Clinic; 2021.
• Chu DK, et al. Physical distancing, face masks, and eye protection to prevent person-to-person transmission of SARS-CoV-2 and COVID-19: A systematic review and meta-analysis. Lancet. 2020; doi:10.1016/S0140-6736(20)31142-9.
• Vaccines and related biological products advisory committee meeting. U.S. Food and Drug Administration. https://www.fda.gov/media/144245/download. Accessed Dec. 9, 2020.
• Emergency use authorization. U.S. Food and Drug Administration. www.fda.gov/emergency-preparedness-and-response/mcm-legal-regulatory-and-policy-framework/emergency-use-authorization#covid19euas. Accessed Jan. 18, 2022.
• Participate in outdoor and indoor activities. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/outdoor-activities.html. Accessed Oct. 22, 2021.
• Stay up to date with your vaccines. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/vaccines/fully-vaccinated.html. Accessed April 17, 2023.
• Interim public health recommendations for fully vaccinated people. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/vaccines/fully-vaccinated-guidance.html. Accessed Dec. 15, 2021.
• Comirnaty and Pfizer-BioNTech COVID-19 vaccine frequently asked questions. U.S. Food and Drug Administration. https://www.fda.gov/emergency-preparedness-and-response/mcm-legal-regulatory-and-policy-framework/comirnaty-and-pfizer-biontech-covid-19-vaccine-frequently-asked-questions. Accessed Aug. 23, 2021.
• Cucinotta D, et al. WHO declares COVID-19 a pandemic. Acta Bio-Medica. 2020; doi:10.23750/abm.v91i1.9397.
• Scientific brief: SARS-CoV-2 transmission. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/science/science-briefs/sars-cov-2-transmission.html. Accessed Oct. 22, 2021.
• Types of masks and respirators. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/types-of-masks.html. Accessed Jan. 17, 2021
• Use and care of masks. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/about-face-coverings.html. Accessed Feb. 28, 2022.
• COVID-19 community levels. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/science/community-levels.html. Accessed Feb. 28, 2022.
• Novavax COVID-19 vaccine, adjuvanted. Food and Drug Administration. https://www.fda.gov/emergency-preparedness-and-response/coronavirus-disease-2019-covid-19/novavax-covid-19-vaccine-adjuvanted. Accessed Aug. 26, 2022.
• Science brief: SARS-CoV-2 and Surface (Fomite) Transmission for Indoor community Environments. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/more/science-and-research/surface-transmission.html. Accessed Aug. 26, 2022.
• Reinfections and COVID-19. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/your-health/reinfection.html. Accessed Aug. 26, 2022.
• Wearing masks in travel and public transportation settings. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/travelers/masks-public-transportation.html. Accessed April 17, 2023.

Products and Services

• A Book: Future Care
• Begin Exploring Women's Health Solutions at Mayo Clinic Store
• Antibiotics: Are you misusing them?
• Convalescent plasma therapy
• Coronavirus disease 2019 (COVID-19)
• Herd immunity and coronavirus
• COVID-19 and pets
• COVID-19 and your mental health
• COVID-19 antibody testing
• COVID-19, cold, allergies and the flu
• COVID-19 drugs: Are there any that work?
• Long-term effects of COVID-19
• COVID-19 tests
• COVID-19 in babies and children
• COVID-19 travel advice
• COVID-19 vaccine: Should I reschedule my mammogram?
• COVID-19 vaccines for kids: What you need to know
• COVID-19 vaccines
• COVID-19 variant
• COVID-19 vs. flu: Similarities and differences
• COVID-19: Who's at higher risk of serious symptoms?
• Debunking coronavirus myths
• Different COVID-19 vaccines
• Extracorporeal membrane oxygenation (ECMO)
• Fever: First aid
• Fever treatment: Quick guide to treating a fever
• Fight coronavirus (COVID-19) transmission at home
• Honey: An effective cough remedy?
• How do COVID-19 antibody tests differ from diagnostic tests?
• How to take your pulse
• How to measure your respiratory rate
• How to take your temperature
• How well do face masks protect against COVID-19?
• Loss of smell
• Mayo Clinic Minute: You're washing your hands all wrong
• Mayo Clinic Minute: How dirty are common surfaces?
• Multisystem inflammatory syndrome in children (MIS-C)
• Nausea and vomiting
• Pregnancy and COVID-19
• Safe outdoor activities during the COVID-19 pandemic
• Safety tips for attending school during COVID-19
• Sex and COVID-19
• Shortness of breath
• Thermometers: Understand the options
• Treating COVID-19 at home
• Unusual symptoms of coronavirus
• Vaccine guidance from Mayo Clinic
• Watery eyes

COVID-19 self-checker

Related information.

• COVID-19 vaccines: Get the facts
• How well do face masks protect against coronavirus?
• Post-COVID Recovery

Latest on the coronavirus disease 2019 (COVID-19) pandemic

Mayo Clinic is following COVID-19 closely. Learn more on Mayo Clinic News Network.

Other Topics in Patient Care & Health Info

• Diseases & Conditions A-Z
• Symptoms A-Z
• Tests & Procedures A-Z
• Drugs & Supplements A-Z
• Health Books
• Healthy Living Program
• Mayo Clinic Health Letter
• Coronavirus disease What is it and how can I protect myself

Your gift holds great power – donate today!

Make your tax-deductible gift and be a part of the cutting-edge research and care that's changing medicine.

Essay on COVID-19 Pandemic

As a result of the COVID-19 (Coronavirus) outbreak, daily life has been negatively affected, impacting the worldwide economy. Thousands of individuals have been sickened or died as a result of the outbreak of this disease. When you have the flu or a viral infection, the most common symptoms include fever, cold, coughing up bone fragments, and difficulty breathing, which may progress to pneumonia. It’s important to take major steps like keeping a strict cleaning routine, keeping social distance, and wearing masks, among other things. This virus’s geographic spread is accelerating (Daniel Pg 93). Governments restricted public meetings during the start of the pandemic to prevent the disease from spreading and breaking the exponential distribution curve. In order to avoid the damage caused by this extremely contagious disease, several countries quarantined their citizens. However, this scenario had drastically altered with the discovery of the vaccinations. The research aims to investigate the effect of the Covid-19 epidemic and its impact on the population’s well-being.

There is growing interest in the relationship between social determinants of health and health outcomes. Still, many health care providers and academics have been hesitant to recognize racism as a contributing factor to racial health disparities. Only a few research have examined the health effects of institutional racism, with the majority focusing on interpersonal racial and ethnic prejudice Ciotti et al., Pg 370. The latter comprises historically and culturally connected institutions that are interconnected. Prejudice is being practiced in a variety of contexts as a result of the COVID-19 outbreak. In some ways, the outbreak has exposed pre-existing bias and inequity.

Thousands of businesses are in danger of failure. Around 2.3 billion of the world’s 3.3 billion employees are out of work. These workers are especially susceptible since they lack access to social security and adequate health care, and they’ve also given up ownership of productive assets, which makes them highly vulnerable. Many individuals lose their employment as a result of lockdowns, leaving them unable to support their families. People strapped for cash are often forced to reduce their caloric intake while also eating less nutritiously (Fraser et al, Pg 3). The epidemic has had an impact on the whole food chain, revealing vulnerabilities that were previously hidden. Border closures, trade restrictions, and confinement measures have limited farmer access to markets, while agricultural workers have not gathered crops. As a result, the local and global food supply chain has been disrupted, and people now have less access to healthy foods. As a consequence of the epidemic, many individuals have lost their employment, and millions more are now in danger. When breadwinners lose their jobs, become sick, or die, the food and nutrition of millions of people are endangered. Particularly severely hit are the world’s poorest small farmers and indigenous peoples.

Infectious illness outbreaks and epidemics have become worldwide threats due to globalization, urbanization, and environmental change. In developed countries like Europe and North America, surveillance and health systems monitor and manage the spread of infectious illnesses in real-time. Both low- and high-income countries need to improve their public health capacities (Omer et al., Pg 1767). These improvements should be financed using a mix of national and foreign donor money. In order to speed up research and reaction for new illnesses with pandemic potential, a global collaborative effort including governments and commercial companies has been proposed. When working on a vaccine-like COVID-19, cooperation is critical.

The epidemic has had an impact on the whole food chain, revealing vulnerabilities that were previously hidden. Border closures, trade restrictions, and confinement measures have limited farmer access to markets, while agricultural workers have been unable to gather crops. As a result, the local and global food supply chain has been disrupted, and people now have less access to healthy foods (Daniel et al.,Pg 95) . As a consequence of the epidemic, many individuals have lost their employment, and millions more are now in danger. When breadwinners lose their jobs, the food and nutrition of millions of people are endangered. Particularly severely hit are the world’s poorest small farmers and indigenous peoples.

While helping to feed the world’s population, millions of paid and unpaid agricultural laborers suffer from high levels of poverty, hunger, and bad health, as well as a lack of safety and labor safeguards, as well as other kinds of abuse at work. Poor people, who have no recourse to social assistance, must work longer and harder, sometimes in hazardous occupations, endangering their families in the process (Daniel Pg 96). When faced with a lack of income, people may turn to hazardous financial activities, including asset liquidation, predatory lending, or child labor, to make ends meet. Because of the dangers they encounter while traveling, working, and living abroad; migrant agricultural laborers are especially vulnerable. They also have a difficult time taking advantage of government assistance programs.

The pandemic also has a significant impact on education. Although many educational institutions across the globe have already made the switch to online learning, the extent to which technology is utilized to improve the quality of distance or online learning varies. This level is dependent on several variables, including the different parties engaged in the execution of this learning format and the incorporation of technology into educational institutions before the time of school closure caused by the COVID-19 pandemic. For many years, researchers from all around the globe have worked to determine what variables contribute to effective technology integration in the classroom Ciotti et al., Pg 371. The amount of technology usage and the quality of learning when moving from a classroom to a distant or online format are presumed to be influenced by the same set of variables. Findings from previous research, which sought to determine what affects educational systems ability to integrate technology into teaching, suggest understanding how teachers, students, and technology interact positively in order to achieve positive results in the integration of teaching technology (Honey et al., 2000). Teachers’ views on teaching may affect the chances of successfully incorporating technology into the classroom and making it a part of the learning process.

In conclusion, indeed, Covid 19 pandemic have affected the well being of the people in a significant manner. The economy operation across the globe have been destabilized as most of the people have been rendered jobless while the job operation has been stopped. As most of the people have been rendered jobless the living conditions of the people have also been significantly affected. Besides, the education sector has also been affected as most of the learning institutions prefer the use of online learning which is not effective as compared to the traditional method. With the invention of the vaccines, most of the developed countries have been noted to stabilize slowly, while the developing countries have not been able to vaccinate most of its citizens. However, despite the challenge caused by the pandemic, organizations have been able to adapt the new mode of online trading to be promoted.

Ciotti, Marco, et al. “The COVID-19 pandemic.”  Critical reviews in clinical laboratory sciences  57.6 (2020): 365-388.

Daniel, John. “Education and the COVID-19 pandemic.”  Prospects  49.1 (2020): 91-96.

Fraser, Nicholas, et al. “Preprinting the COVID-19 pandemic.”  BioRxiv  (2021): 2020-05.

Omer, Saad B., Preeti Malani, and Carlos Del Rio. “The COVID-19 pandemic in the US: a clinical update.”  Jama  323.18 (2020): 1767-1768.

Cite this page

Similar essay samples.

• Essay on Sustainable Advantage
• A Cognitive Dissonance perspective on social media echo chambers
• Essay on Applying Developmental Theories
• The role of Central bank
• Examining Effectiveness of Resource and Institutional based Entry mode...
• China’s Interests in Taiwan and What It Means for Global Politics

Coronavirus – here’s the public health advice on how to protect yourself

What do the experts say on protecting yourself effectively? Image:  REUTERS/Aly Song

.chakra .wef-9dduvl{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;}@media screen and (min-width:56.5rem){.chakra .wef-9dduvl{font-size:1.125rem;}} Explore and monitor how .chakra .wef-15eoq1r{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;color:#F7DB5E;}@media screen and (min-width:56.5rem){.chakra .wef-15eoq1r{font-size:1.125rem;}} COVID-19 is affecting economies, industries and global issues

.chakra .wef-1nk5u5d{margin-top:16px;margin-bottom:16px;line-height:1.388;color:#2846F8;font-size:1.25rem;}@media screen and (min-width:56.5rem){.chakra .wef-1nk5u5d{font-size:1.125rem;}} Get involved with our crowdsourced digital platform to deliver impact at scale

Stay up to date:, have you read, .chakra .wef-1c7l3mo{-webkit-transition:all 0.15s ease-out;transition:all 0.15s ease-out;cursor:pointer;-webkit-text-decoration:none;text-decoration:none;outline:none;color:inherit;}.chakra .wef-1c7l3mo:hover,.chakra .wef-1c7l3mo[data-hover]{-webkit-text-decoration:underline;text-decoration:underline;}.chakra .wef-1c7l3mo:focus,.chakra .wef-1c7l3mo[data-focus]{box-shadow:0 0 0 3px rgba(168,203,251,0.5);} coronavirus vs flu: how do they compare, can herd immunity really protect us from coronavirus, 'over-reacting is better than non-reacting' - academics around the world share thoughts on coronavirus.

Don't miss any update on this topic

Create a free account and access your personalized content collection with our latest publications and analyses.

License and Republishing

World Economic Forum articles may be republished in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License, and in accordance with our Terms of Use.

The views expressed in this article are those of the author alone and not the World Economic Forum.

Related topics:

The agenda .chakra .wef-n7bacu{margin-top:16px;margin-bottom:16px;line-height:1.388;font-weight:400;} weekly.

A weekly update of the most important issues driving the global agenda

.chakra .wef-1dtnjt5{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;-webkit-flex-wrap:wrap;-ms-flex-wrap:wrap;flex-wrap:wrap;} More on COVID-19 .chakra .wef-17xejub{-webkit-flex:1;-ms-flex:1;flex:1;justify-self:stretch;-webkit-align-self:stretch;-ms-flex-item-align:stretch;align-self:stretch;} .chakra .wef-nr1rr4{display:-webkit-inline-box;display:-webkit-inline-flex;display:-ms-inline-flexbox;display:inline-flex;white-space:normal;vertical-align:middle;text-transform:uppercase;font-size:0.75rem;border-radius:0.25rem;font-weight:700;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;line-height:1.2;-webkit-letter-spacing:1.25px;-moz-letter-spacing:1.25px;-ms-letter-spacing:1.25px;letter-spacing:1.25px;background:none;padding:0px;color:#B3B3B3;-webkit-box-decoration-break:clone;box-decoration-break:clone;-webkit-box-decoration-break:clone;}@media screen and (min-width:37.5rem){.chakra .wef-nr1rr4{font-size:0.875rem;}}@media screen and (min-width:56.5rem){.chakra .wef-nr1rr4{font-size:1rem;}} See all

How the cost of living crisis affects young people around the world

Douglas Broom

August 8, 2023

From smallpox to COVID: the medical inventions that have seen off infectious diseases over the past century

Andrea Willige

May 11, 2023

COVID-19 is no longer a global health emergency. Here's what it means

Simon Nicholas Williams

May 9, 2023

New research shows the significant health harms of the pandemic 

Philip Clarke, Jack Pollard and Mara Violato

April 17, 2023

Candida auris: What you need to know about the deadly fungus spreading through US hospitals

Rebecca A. Drummond

April 11, 2023

Understanding the impact of COVID-19 supply disruptions on exporters in global value chains

Laura Lebastard, Marco Matani and Roberta Serafini

March 29, 2023

• Reference Manager
• Simple TEXT file

People also looked at

Editorial article, editorial: coronavirus disease (covid-19): the impact and role of mass media during the pandemic.

• 1 Department of Social and Organizational Psychology, Iscte-University Institute of Lisbon, CIS-IUL, Lisbon, Portugal
• 2 Department of Psychology and Social Work, Mid Sweden University, Östersund, Sweden
• 3 Department of Psychiatry and Psychotherapy, Medical School and University Hospital, Eberhard Karls University of Tübingen, Tübingen, Germany

Editorial on the Research Topic Coronavirus Disease (COVID-19): The Impact and Role of Mass Media During the Pandemic

The outbreak of the coronavirus disease 2019 (COVID-19) has created a global health crisis that had a deep impact on the way we perceive our world and our everyday lives. Not only has the rate of contagion and patterns of transmission threatened our sense of agency, but the safety measures to contain the spread of the virus also required social and physical distancing, preventing us from finding solace in the company of others. Within this context, we launched our Research Topic on March 27th, 2020, and invited researchers to address the Impact and Role of Mass Media During the Pandemic on our lives at individual and social levels.

Despite all the hardships, disruption, and uncertainty brought by the pandemic, we received diverse and insightful manuscript proposals. Frontiers in Psychology published 15 articles, involving 61 authors from 8 countries, which were included in distinct specialized sections, including Health Psychology, Personality and Social Psychology, Emotion Science, and Organizational Psychology. Despite the diversity of this collective endeavor, the contributions fall into four areas of research: (1) the use of media in public health communication; (2) the diffusion of false information; (3) the compliance with the health recommendations; and (4) how media use relates to mental health and well-being.

A first line of research includes contributions examining the use of media in public health communication. Drawing on media messages used in previous health crises, such as Ebola and Zika, Hauer and Sood describe how health organizations use media. They offer a set of recommendations for COVID-19 related media messages, including the importance of message framing, interactive public forums with up-to-date information, and an honest communication about what is known and unknown about the pandemic and the virus. Following a content analysis approach, Parvin et al. studied the representations of COVID-19 in the opinion section of five Asian e-newspapers. The authors identified eight main issues (health and drugs, preparedness and awareness, social welfare and humanity, governance and institutions, the environment and wildlife, politics, innovation and technology, and the economy) and examined how e-newspapers from these countries attributed different weights to these issues and how this relates to the countries' cultural specificity. Raccanello et al. show how the internet can be a platform to disseminate a public campaign devised to inform adults about coping strategies that could help children and teenagers deal with the challenges of the pandemic. The authors examined the dissemination of the program through the analysis of website traffic, showing that in the 40 days following publication, the website reached 6,090 visits.

A second related line of research that drew the concern of researchers was the diffusion of false information about COVID-19 through the media. Lobato et al. examined the role of distinct individual differences (political orientation, social dominance orientation, traditionalism, conspiracy ideation, attitudes about science) on the willingness to share misinformation about COVID-19 over social media. The misinformation topics varied between the severity and spread of COVID-19, treatment and prevention, conspiracy theories, and miscellaneous unverifiable claims. Their results from 296 adult participants (Mage = 36.23; 117 women) suggest two different profiles. One indicating that those reporting more liberal positions and lower social dominance were less willing to share conspiracy misinformation. The other profile indicated that participants scoring high on social dominance and low in traditionalism were more willing to share both conspiracy and other miscellaneous claims, but less willing to share misinformation about the severity and spread of COVID-19. Their findings can have relevant contributions for the identification of specific individual profiles related to the widespread of distinct types of misinformation. Dhanani and Franz examined a sample of 1,141 adults (Mage = 44.66; 46.9% female, 74.7% White ethnic identity) living in the United States in March 2020. The authors examined how media consumption and information source were related to knowledge about COVID-19, the endorsement of misinformation about COVID-19, and prejudice toward Asian Americans. Higher levels of trust in informational sources such as public health organizations (e.g., Center for Disease Control) was associated with greater knowledge, lower endorsement of misinformation, and less prejudice toward Asian Americans. Media source was associated with distinct levels of knowledge, willingness to endorsement misinformation and prejudice toward American Asians, with social media use (e.g., Twitter, Facebook) being related with a lower knowledge about COVID-19, higher endorsement of misinformation, and stronger prejudice toward Asian Americans.

A third line of research addressed the factors that could contribute to compliance with the health recommendations to avoid the spread of the disease. Vai et al. studied early pre-lockdown risk perceptions about COVID-19 and the trust in media sources among 2,223 Italians (Mage = 36.4, 69.2% female). They found that the perceived usefulness of the containment measures (e.g., social distancing) was related to threat perception and efficacy beliefs. Lower threat perception was associated with less perception of utility of the containment measures. Although most participants considered themselves and others capable of taking preventive measures, they saw the measures as generally ineffective. Participants acknowledged using the internet as their main source of information and considered health organizations' websites as the most trustworthy source. Albeit frequently used, social media was in general considered an unreliable source of information. Tomczyk et al. studied knowledge about preventive behaviors, risk perception, stigmatizing attitudes (support for discrimination and blame), and sociodemographic data (e.g., age, gender, country of origin, education level, region, persons per household) as predictors of compliance with the behavioral recommendations among 157 Germans, (age range: 18–77 years, 80% female). Low compliance was associated with male gender, younger age, and lower public stigma. Regarding stigmatizing attitudes, the authors only found a relation between support for discrimination (i.e., support for compulsory measures) and higher intention to comply with recommendations. Mahmood et al. studied the relation between social media use, risk perception, preventive behaviors, and self-efficacy in a sample of 310 Pakistani adults (54.2% female). The authors found social media use to be positively related to self-efficacy and perceived threat, which were both positively related to preventive behaviors (e.g., hand hygiene, social distancing). Information credibility was also related to compliance with health recommendations. Lep et al. examined the relationship between information source perceived credibility and trust, and participants' levels of self-protective behavior among 1,718 Slovenians (age range: 18–81 years, 81.7% female). The authors found that scientists, general practitioners (family doctors), and the National Institute of Public Health were perceived as the more credible source of information, while social media and government officials received the lowest ratings. Perceived information credibility was found to be associated with lower levels of negative emotional responses (e.g., nervousness, helplessness) and a higher level of observance of self-protective measures (e.g., hand washing). Siebenhaar et al. also studied the link between compliance, distress by information, and information avoidance. They examined the online survey responses of 1,059 adults living in Germany (Mage = 39.53, 79.4% female). Their results suggested that distress by information could lead to higher compliance with preventive measures. Distress by information was also associated with higher information avoidance, which in turn is related to less compliance. Gantiva et al. studied the effectiveness of different messages regarding the intentions toward self-care behaviors, perceived efficacy to motivate self-care behaviors in others, perceived risk, and perceived message strength, in a sample of 319 Colombians (age range: 18–60 years, 69.9% female). Their experiment included the manipulation of message framing (gain vs. loss) and message content (economy vs. health). Participants judged gain-frame health related messages to be stronger and more effective in changing self-behavior, whereas loss-framed health messages resulted in increased perceived risk. Rahn et al. offer a comparative view of compliance and risk perception, examining three hazard types: COVID-19 pandemic, violent acts, and severe weather. With a sample of 403 Germans (age range: 18–89 years, 72% female), they studied how age, gender, previous hazard experience and different components of risk appraisal (perceived severity, anticipated negative emotions, anticipatory worry, and risk perception) were related to the intention to comply with behavioral recommendations. They found that higher age predicted compliance with health recommendations to prevent COVID-19, anticipatory worry predicted compliance with warning messages regarding violent acts, and women complied more often with severe weather recommendations than men.

A fourth line of research examined media use, mental health and well-being during the COVID-19 pandemic. Gabbiadini et al. addressed the use of digital technology (e.g., voice/video calls, online games, watching movies in party mode) to stay connected with others during lockdown. Participants, 465 Italians (age range: 18–73 years, 348 female), reported more perceived social support associated with the use of these digital technologies, which in turn was associated with fewer feelings of loneliness, boredom, anger, and higher sense of belongingness. Muñiz-Velázquez et al. compared the media habits of 249 Spanish adults (Mage = 42.06, 53.8% female) before and during confinement. They compared the type of media consumed (e.g., watching TV series, listening to radio, watching news) and found the increased consumption of TV and social networking sites during confinement to be negatively associated with reported level of happiness. People who reported higher levels of well-being also reported watching less TV and less use of social networking sites. Majeed et al. , on the other hand, examined the relation between problematic social media use, fear of COVID-19, depression, and mindfulness. Their study, involving 267 Pakistani adults (90 female), suggested trait mindfulness had a buffer effect, reducing the impact of problematic media use and fear of COVID-19 on depression.

Taken together, these findings highlight how using different frames for mass media gives a more expansive view of its positive and negative roles, but also showcase the major concerns in the context of a pandemic crisis. As limitations we highlight the use of cross-sectional designs in most studies, not allowing to establish true inferences of causal relationships. The outcome of some studies may also be limited by the unbalanced number of female and male participants, by the non-probability sampling method used, and by the restricted time frame in which the research occurred. Nevertheless, we are confident that all the selected studies in our Research Topic bring important and enduring contributions to the understanding of how media, individual differences, and social factors intertwine to shape our lives, which can also be useful to guide public policies during these challenging times.

Author Contributions

PA: conceptualization, writing the original draft, funding acquisition, writing—review, and editing. FE: conceptualization, writing—review, and editing. MP: writing—review and editing. NP: conceptualization, writing the original draft, writing—review, and editing. All authors approved the submitted version.

PA and NP received partial support to work on this Research Topic through Fundação para a Ciência e Tecnologia (FCT) with reference to the project PTDC/CCI-INF/29234/2017. MP contribution was supported by the German Research Foundation (DFG, PA847/22-1 and PA847/25-1). The authors are independent of the funders.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Acknowledgments

We would like to express our gratitude to all the authors who proposed their work, all the researchers who reviewed the submissions to this Research Topic, and to Rob Richards for proofreading the Editorial manuscript.

Keywords: COVID-19, coronavirus disease, mass media, health communication, prevention, intervention, social behavioral changes

Citation: Arriaga P, Esteves F, Pavlova MA and Piçarra N (2021) Editorial: Coronavirus Disease (COVID-19): The Impact and Role of Mass Media During the Pandemic. Front. Psychol. 12:729238. doi: 10.3389/fpsyg.2021.729238

Received: 22 June 2021; Accepted: 30 July 2021; Published: 23 August 2021.

Edited and reviewed by: Eduard Brandstätter , Johannes Kepler University of Linz, Austria

Copyright © 2021 Arriaga, Esteves, Pavlova and Piçarra. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Patrícia Arriaga, patricia.arriaga@iscte-iul.pt

This article is part of the Research Topic

Coronavirus Disease (COVID-19): The Impact and Role of Mass Media During the Pandemic

• Share full article

Advertisement

Supported by

current events

12 Ideas for Writing Through the Pandemic With The New York Times

A dozen writing projects — including journals, poems, comics and more — for students to try at home.

By Natalie Proulx

The coronavirus has transformed life as we know it. Schools are closed, we’re confined to our homes and the future feels very uncertain. Why write at a time like this?

For one, we are living through history. Future historians may look back on the journals, essays and art that ordinary people are creating now to tell the story of life during the coronavirus.

But writing can also be deeply therapeutic. It can be a way to express our fears, hopes and joys. It can help us make sense of the world and our place in it.

Plus, even though school buildings are shuttered, that doesn’t mean learning has stopped. Writing can help us reflect on what’s happening in our lives and form new ideas.

We want to help inspire your writing about the coronavirus while you learn from home. Below, we offer 12 projects for students, all based on pieces from The New York Times, including personal narrative essays, editorials, comic strips and podcasts. Each project features a Times text and prompts to inspire your writing, as well as related resources from The Learning Network to help you develop your craft. Some also offer opportunities to get your work published in The Times, on The Learning Network or elsewhere.

We know this list isn’t nearly complete. If you have ideas for other pandemic-related writing projects, please suggest them in the comments.

In the meantime, happy writing!

Journaling is well-known as a therapeutic practice , a tool for helping you organize your thoughts and vent your emotions, especially in anxiety-ridden times. But keeping a diary has an added benefit during a pandemic: It may help educate future generations.

In “ The Quarantine Diaries ,” Amelia Nierenberg spoke to Ady, an 8-year-old in the Bay Area who is keeping a diary. Ms. Nierenberg writes:

As the coronavirus continues to spread and confine people largely to their homes, many are filling pages with their experiences of living through a pandemic. Their diaries are told in words and pictures: pantry inventories, window views, questions about the future, concerns about the present. Taken together, the pages tell the story of an anxious, claustrophobic world on pause. “You can say anything you want, no matter what, and nobody can judge you,” Ady said in a phone interview earlier this month, speaking about her diary. “No one says, ‘scaredy-cat.’” When future historians look to write the story of life during coronavirus, these first-person accounts may prove useful. “Diaries and correspondences are a gold standard,” said Jane Kamensky, a professor of American History at Harvard University and the faculty director of the Schlesinger Library at the Radcliffe Institute. “They’re among the best evidence we have of people’s inner worlds.”

You can keep your own journal, recording your thoughts, questions, concerns and experiences of living through the coronavirus pandemic.

Not sure what to write about? Read the rest of Ms. Nierenberg’s article to find out what others around the world are recording. If you need more inspiration, here are a few writing prompts to get you started:

How has the virus disrupted your daily life? What are you missing? School, sports, competitions, extracurricular activities, social plans, vacations or anything else?

What effect has this crisis had on your own mental and emotional health?

What changes, big or small, are you noticing in the world around you?

For more ideas, see our writing prompts . We post a new one every school day, many of them now related to life during the coronavirus.

You can write in your journal every day or as often as you like. And if writing isn’t working for you right now, try a visual, audio or video diary instead.

2. Personal Narrative

As you write in your journal, you’ll probably find that your life during the pandemic is full of stories, whether serious or funny, angry or sad. If you’re so inspired, try writing about one of your experiences in a personal narrative essay.

Here’s how Mary Laura Philpott begins her essay, “ This Togetherness Is Temporary, ” about being quarantined with her teenage children:

Get this: A couple of months ago, I quit my job in order to be home more. Go ahead and laugh at the timing. I know. At the time, it was hitting me that my daughter starts high school in the fall, and my son will be a senior. Increasingly they were spending their time away from me at school, with friends, and in the many time-intensive activities that make up teenage lives. I could feel the clock ticking, and I wanted to spend the minutes I could — the minutes they were willing to give me, anyway — with them, instead of sitting in front of a computer at night and on weekends in order to juggle a job as a bookseller, a part-time gig as a television host, and a book deadline. I wanted more of them while they were still living in my house. Now here we are, all together, every day. You’re supposed to be careful what you wish for, but come on. None of us saw this coming.

Personal narratives are short, powerful stories about meaningful life experiences, big or small. Read the rest of Ms. Philpott’s essay to see how she balances telling the story of a specific moment in time and reflecting on what it all means in the larger context of her life.

To help you identify the moments that have been particularly meaningful, difficult, comical or strange during this pandemic, try responding to one of our writing prompts related to the coronavirus:

Holidays and Birthdays Are Moments to Come Together. How Are You Adapting During the Pandemic?

Has Your School Switched to Remote Learning? How Is It Going So Far?

Is the Coronavirus Pandemic Bringing Your Extended Family Closer Together?

How Is the Coronavirus Outbreak Affecting Your Life?

Another option? Use any of the images in our Picture Prompt series to inspire you to write about a memory from your life.

Related Resource: Writing Curriculum | Unit 1: Teach Narrative Writing With The New York Times

People have long turned to creative expression in times of crisis. During the coronavirus pandemic, artists are continuing to illustrate , play music , dance , perform — and write poetry .

That’s what Dr. Elizabeth Mitchell, an emergency room doctor in Boston, did after a long shift treating coronavirus patients. Called “ The Apocalypse ,” her poem begins like this:

This is the apocalypse A daffodil has poked its head up from the dirt and opened sunny arms to bluer skies yet I am filled with dark and anxious dread as theaters close as travel ends and grocery stores display their empty rows where toilet paper liquid bleach and bags of flour stood in upright ranks.

Read the rest of Dr. Mitchell’s poem and note the lines, images and metaphors that speak to you. Then, tap into your creative side by writing a poem inspired by your own experience of the pandemic.

Need inspiration? Try writing a poem in response to one of our Picture Prompts . Or, you can create a found poem using an article from The Times’s coronavirus outbreak coverage . If you have access to the print paper, try making a blackout poem instead.

Related Resources: 24 Ways to Teach and Learn About Poetry With The New York Times Reader Idea | How the Found Poem Can Inspire Teachers and Students Alike

4. Letter to the Editor

Have you been keeping up with the news about the coronavirus? What is your reaction to it?

Make your voice heard by writing a letter to the editor about a recent Times article, editorial, column or Opinion essay related to the pandemic. You can find articles in The Times’s free coronavirus coverage or The Learning Network’s coronavirus resources for students . And, if you’re a high school student, your school can get you free digital access to The New York Times from now until July 6.

To see examples, read the letters written by young people in response to recent headlines in “ How the Young Deal With the Coronavirus .” Here’s what Addie Muller from San Jose, Calif., had to say about the Opinion essay “ I’m 26. Coronavirus Sent Me to the Hospital ”:

As a high school student and a part of Generation Z, I’ve been less concerned about getting Covid-19 and more concerned about spreading it to more vulnerable populations. While I’ve been staying at home and sheltering in place (as was ordered for the state of California), many of my friends haven’t been doing the same. I know people who continue going to restaurants and have been treating the change in education as an extended spring break and excuse to spend more time with friends. I fear for my grandparents and parents, but this article showed me that we should also fear for ourselves. I appreciated seeing this article because many younger people seem to feel invincible. The fact that a healthy 26-year-old can be hospitalized means that we are all capable of getting the virus ourselves and spreading it to others. I hope that Ms. Lowenstein continues spreading her story and that she makes a full recovery soon.

As you read, note some of the defining features of a letter to the editor and what made these good enough to publish. For more advice, see these tips from Thomas Feyer, the letters editor at The Times, about how to write a compelling letter. They include:

Write briefly and to the point.

Be prepared to back up your facts with evidence.

Write about something off the beaten path.

Publishing Opportunity: When you’re ready, submit your letter to The New York Times.

5. Editorial

Maybe you have more to say than you can fit in a 150-word letter to the editor. If that’s the case, try writing an editorial about something you have a strong opinion about related to the coronavirus. What have you seen that has made you upset? Proud? Appreciative? Scared?

In “ Surviving Coronavirus as a Broke College Student ,” Sydney Goins, a senior English major at the University of Georgia, writes about the limited options for students whose colleges are now closed. Her essay begins:

College was supposed to be my ticket to financial security. My parents were the first ones to go to college in their family. My grandpa said to my mom, “You need to go to college, so you don’t have to depend on a man for money.” This same mentality was passed on to me as well. I had enough money to last until May— $1,625 to be exact — until the coronavirus ruined my finances. My mom works in human resources. My dad is a project manager for a mattress company. I worked part time at the university’s most popular dining hall and lived in a cramped house with three other students. I don’t have a car. I either walked or biked a mile to attend class. I have student debt and started paying the accrued interest last month. I was making it work until the coronavirus shut down my college town. At first, spring break was extended by two weeks with the assumption that campus would open again in late March, but a few hours after that email, all 26 colleges in the University System of Georgia canceled in-person classes and closed integral parts of campus.

Read the rest of Ms. Goins’s essay. What is her argument? How does she support it? How is it relevant to her life and the world?

Then, choose a topic related to the pandemic that you care about and write an editorial that asserts an opinion and backs it up with solid reasoning and evidence.

Not sure where to start? Try responding to some of our recent argumentative writing prompts and see what comes up for you. Here are a few we’ve asked students so far:

Should Schools Change How They Grade Students During the Pandemic?

What Role Should Celebrities Have During the Coronavirus Crisis?

Is It Immoral to Increase the Price of Goods During a Crisis?

Or, consider essential questions about the pandemic and what they tell us about our world today: What weaknesses is the coronavirus exposing in our society? How can we best help our communities right now? What lessons can we learn from this crisis? See more here.

As an alternative to a written essay, you might try creating a video Op-Ed instead, like Katherine Oung’s “ Coronavirus Racism Infected My High School. ”

Publishing Opportunity: Submit your final essay to our Student Editorial Contest , open to middle school and high school students ages 10-19, until April 21. Please be sure to read all the rules and guidelines before submitting.

Related Resource: An Argumentative-Writing Unit for Students Doing Remote Learning

Are games, television, music, books, art or movies providing you with a much-needed distraction during the pandemic? What has been working for you that you would recommend to others? Or, what would you caution others to stay away from right now?

Share your opinions by writing a review of a piece of art or culture for other teenagers who are stuck at home. You might suggest TV shows, novels, podcasts, video games, recipes or anything else. Or, try something made especially for the coronavirus era, like a virtual architecture tour , concert or safari .

As a mentor text, read Laura Cappelle’s review of French theater companies that have rushed to put content online during the coronavirus outbreak, noting how she tailors her commentary to our current reality:

The 17th-century philosopher Blaise Pascal once wrote: “The sole cause of people’s unhappiness is that they do not know how to stay quietly in their rooms.” Yet at a time when much of the world has been forced to hunker down, French theater-makers are fighting to fill the void by making noise online.

She continues:

Under the circumstances, it would be churlish to complain about artists’ desire to connect with audiences in some fashion. Theater, which depends on crowds gathering to watch performers at close quarters, is experiencing significant loss and upheaval, with many stagings either delayed indefinitely or canceled outright. But a sampling of stopgap offerings often left me underwhelmed.

To get inspired you might start by responding to our related Student Opinion prompt with your recommendations. Then turn one of them into a formal review.

Related Resource: Writing Curriculum | Unit 2: Analyzing Arts, Criticizing Culture: Writing Reviews With The New York Times

7. How-to Guide

Being stuck at home with nowhere to go is the perfect time to learn a new skill. What are you an expert at that you can you teach someone?

The Times has created several guides that walk readers through how to do something step-by-step, for example, this eight-step tutorial on how to make a face mask . Read through the guide, noting how the author breaks down each step into an easily digestible action, as well as how the illustrations support comprehension.

Then, create your own how-to guide for something you could teach someone to do during the pandemic. Maybe it’s a recipe you’ve perfected, a solo sport you’ve been practicing, or a FaceTime tutorial for someone who’s never video chatted before.

Whatever you choose, make sure to write clearly so anyone anywhere could try out this new skill. As an added challenge, include an illustration, photo, or audio or video clip with each step to support the reader’s understanding.

Related Resource: Writing Curriculum | Unit 4: Informational Writing

8. 36 Hours Column

For nearly two decades, The Times has published a weekly 36 Hours column , giving readers suggestions for how to spend a weekend in cities all over the globe.

While traveling for fun is not an option now, the Travel section decided to create a special reader-generated column of how to spend a weekend in the midst of a global pandemic. The result? “ 36 Hours in … Wherever You Are .” Here’s how readers suggest spending a Sunday morning:

8 a.m. Changing routines Make small discoveries. To stretch my legs during the lockdown, I’ve been walking around the block every day, and I’ve started to notice details that I’d never seen before. Like the fake, painted window on the building across the road, or the old candle holders that were once used as part of the street lighting. When the quarantine ends, I hope we don’t forget to appreciate what’s been on a doorstep all along. — Camilla Capasso, Modena, Italy 10:30 a.m. Use your hands Undertake the easiest and most fulfilling origami project of your life by folding 12 pieces of paper and building this lovely star . Modular origami has been my absolute favorite occupational therapy since I was a restless child: the process is enthralling and soothing. — Laila Dib, Berlin, Germany 12 p.m. Be isolated, together Check on neighbors on your block or floor with an email, text or phone call, or leave a card with your name and contact information. Are they OK? Do they need something from the store? Help with an errand? Food? Can you bring them a hot dish or home-baked bread? This simple act — done carefully and from a safe distance — palpably reduces our sense of fear and isolation. I’ve seen the faces of some neighbors for the first time. Now they wave. — Jim Carrier, Burlington, Vt.

Read the entire article. As you read, consider: How would this be different if it were written by teenagers for teenagers?

Then, create your own 36 Hours itinerary for teenagers stuck at home during the pandemic with ideas for how to spend the weekend wherever they are.

The 36 Hours editors suggest thinking “within the spirit of travel, even if many of us are housebound.” For example: an album or a song playlist; a book or movie that transports you; a particular recipe you love; or a clever way to virtually connect with family and friends. See more suggestions here .

Related Resources: Reader Idea | 36 Hours in Your Hometown 36 Hours in Learning: Creating Travel Itineraries Across the Curriculum

9. Photo Essay

Daily life looks very different now. Unusual scenes are playing out in homes, parks, grocery stores and streets across the country.

In “ New York Was Not Designed for Emptiness ,” New York Times photographers document what life in New York City looks like amid the pandemic. It begins:

The lights are still on in Times Square. Billboards blink and storefronts shine in neon. If only there were an audience for this spectacle. But the thoroughfares have been abandoned. The energy that once crackled along the concrete has eased. The throngs of tourists, the briskly striding commuters, the honking drivers have mostly skittered away. In their place is a wistful awareness that plays across all five boroughs: Look how eerie our brilliant landscape has become. Look how it no longer bustles. This is not the New York City anyone signed up for.

Read the rest of the essay and view the photos. As you read, note the photos or lines in the text that grab your attention most. Why do they stand out to you?

What does the pandemic look like where you live? Create your own photo essay, accompanied by a written piece, that illustrates your life now. In your essay, consider how you can communicate a particular theme or message about life during the pandemic through both your photos and words, like in the article you read.

Publishing Opportunity: The International Center of Photography is collecting a virtual archive of images related to the coronavirus pandemic. Learn how to submit yours here.

10. Comic Strip

Sometimes, words alone just won’t do. Visual mediums, like comics, have the advantage of being able to express emotion, reveal inner monologues, and explain complex subjects in ways that words on their own seldom can.

If anything proves this point, it is the Opinion section’s ongoing visual diary, “ Art in Isolation .” Scroll through this collection to see clever and poignant illustrations about life in these uncertain times. Read the comic “ Finding Connection When Home Alone ” by Gracey Zhang from this collection. As you read, note what stands out to you about the writing and illustrations. What lessons could they have for your own piece?

Then, create your own comic strip, modeled after the one you read, that explores some aspect of life during the pandemic. You can sketch and color your comic with paper and pen, or use an online tool like MakeBeliefsComix.com .

Need inspiration? If you’re keeping a quarantine journal, as we suggested above, you might create a graphic story based on a week of your life, or just a small part of it — like the meals you ate, the video games you played, or the conversations you had with friends over text. For more ideas, check out our writing prompts related to the coronavirus.

Related Resource: From Superheroes to Syrian Refugees: Teaching Comics and Graphic Novels With Resources From The New York Times

11. Podcast

Modern Love Podcast: In the Midst of the Coronavirus Pandemic, People Share Their Love Stories

Are you listening to any podcasts to help you get through the pandemic? Are they keeping you up-to-date on the news? Offering advice? Or just helping you escape from it all?

Create your own five-minute podcast segment that responds to the coronavirus in some way.

To get an idea of the different genres and formats your podcast could take, listen to one or more of these five-minute clips from three New York Times podcast episodes related to the coronavirus:

“ The Daily | Voices of the Pandemic ” (1:15-6:50)

“ Still Processing | A Pod From Both Our Houses ” (0:00-4:50)

“ Modern Love | In the Midst of the Coronavirus Pandemic, People Share Their Love Stories ” (1:30-6:30)

Use these as models for your own podcast. Consider the different narrative techniques they use to relate an experience of the pandemic — interviews, nonfiction storytelling and conversation — as well as how they create an engaging listening experience.

Need ideas for what to talk about? You might try translating any of the writing projects above into podcast form. Or turn to our coronavirus-related writing prompts for inspiration.

Publishing Opportunity: Submit your finished five-minute podcast to our Student Podcast Contest , which is open through May 19. Please read all the rules and guidelines before submitting.

Related Resource: Project Audio: Teaching Students How to Produce Their Own Podcasts

12. Revise and Edit

“It doesn’t matter how good you think you are as a writer — the first words you put on the page are a first draft,” Harry Guinness writes in “ How to Edit Your Own Writing .”

Editing your work may seem like something you do quickly — checking for spelling mistakes just before you turn in your essay — but Mr. Guinness argues it’s a project in its own right:

The time you put into editing, reworking and refining turns your first draft into a second — and then into a third and, if you keep at it, eventually something great. The biggest mistake you can make as a writer is to assume that what you wrote the first time through was good enough.

Read the rest of the article for a step-by-step guide to editing your own work. Then, revise one of the pieces you have written, following Mr. Guinness’s advice.

Publishing Opportunity: When you feel like your piece is “something great,” consider submitting it to one of the publishing opportunities we’ve suggested above. Or, see our list of 70-plus places that publish teenage writing and art to find more.

Natalie Proulx joined The Learning Network as a staff editor in 2017 after working as an English language arts teacher and curriculum writer. More about Natalie Proulx

Disclaimer: This translation was last updated on August 2, 2022. For up-to-date content, please visit the English version of this page.

Disclaimer: The Spanish COVID-19 site is currently undergoing significant updates which may lead to a delay in translated content. We apologize for any inconvenience.

Easy to Read COVID-19 Materials

These Easy to Read COVID-19 materials were primarily developed for people with intellectual and developmental disabilities and others who read or listen with understanding below a third-grade level.

• COVID-19 Can Make You Feel Sick
• Get a COVID-19 Test
• Stay Safe from COVID-19
• Prevent the Spread of COVID-19
• Stay Safe When People Visit Your Home
• Improving the Air in Your Home
• People with Weakened Immune Systems
• People with Disabilities and COVID-19
• Make a COVID-19 Plan
• What to Do if You Have Been Around Someone With COVID-19
• Get Your COVID-19 Vaccines
• Protect Children and Teens from COVID-19

If You Are Sick

• Get Medicine for COVID-19
• What to do if you have COVID-19

Schools and Child Care

• Help Children Stay Healthy at School

To receive email updates about COVID-19, enter your email address:

Exit Notification / Disclaimer Policy

• The Centers for Disease Control and Prevention (CDC) cannot attest to the accuracy of a non-federal website.
• Linking to a non-federal website does not constitute an endorsement by CDC or any of its employees of the sponsors or the information and products presented on the website.
• You will be subject to the destination website's privacy policy when you follow the link.
• CDC is not responsible for Section 508 compliance (accessibility) on other federal or private website.

Writing about COVID-19 in a college admission essay

by: Venkates Swaminathan | Updated: September 14, 2020

Print article

For students applying to college using the CommonApp, there are several different places where students and counselors can address the pandemic’s impact. The different sections have differing goals. You must understand how to use each section for its appropriate use.

The CommonApp COVID-19 question

First, the CommonApp this year has an additional question specifically about COVID-19 :

Community disruptions such as COVID-19 and natural disasters can have deep and long-lasting impacts. If you need it, this space is yours to describe those impacts. Colleges care about the effects on your health and well-being, safety, family circumstances, future plans, and education, including access to reliable technology and quiet study spaces. Please use this space to describe how these events have impacted you.

This question seeks to understand the adversity that students may have had to face due to the pandemic, the move to online education, or the shelter-in-place rules. You don’t have to answer this question if the impact on you wasn’t particularly severe. Some examples of things students should discuss include:

• The student or a family member had COVID-19 or suffered other illnesses due to confinement during the pandemic.
• The candidate had to deal with personal or family issues, such as abusive living situations or other safety concerns
• The student suffered from a lack of internet access and other online learning challenges.
• Students who dealt with problems registering for or taking standardized tests and AP exams.

Jeff Schiffman of the Tulane University admissions office has a blog about this section. He recommends students ask themselves several questions as they go about answering this section:

• Are my experiences different from others’?
• Are there noticeable changes on my transcript?
• Am I aware of my privilege?
• Am I specific? Am I explaining rather than complaining?
• Is this information being included elsewhere on my application?

If you do answer this section, be brief and to-the-point.

Counselor recommendations and school profiles

Second, counselors will, in their counselor forms and school profiles on the CommonApp, address how the school handled the pandemic and how it might have affected students, specifically as it relates to:

• Grading scales and policies
• Graduation requirements
• Instructional methods
• Schedules and course offerings
• Testing requirements
• Your academic calendar
• Other extenuating circumstances

Students don’t have to mention these matters in their application unless something unusual happened.

Writing about COVID-19 in your main essay

Write about your experiences during the pandemic in your main college essay if your experience is personal, relevant, and the most important thing to discuss in your college admission essay. That you had to stay home and study online isn’t sufficient, as millions of other students faced the same situation. But sometimes, it can be appropriate and helpful to write about something related to the pandemic in your essay. For example:

• One student developed a website for a local comic book store. The store might not have survived without the ability for people to order comic books online. The student had a long-standing relationship with the store, and it was an institution that created a community for students who otherwise felt left out.
• One student started a YouTube channel to help other students with academic subjects he was very familiar with and began tutoring others.
• Some students used their extra time that was the result of the stay-at-home orders to take online courses pursuing topics they are genuinely interested in or developing new interests, like a foreign language or music.

Experiences like this can be good topics for the CommonApp essay as long as they reflect something genuinely important about the student. For many students whose lives have been shaped by this pandemic, it can be a critical part of their college application.

Want more? Read 6 ways to improve a college essay , What the &%$! should I write about in my college essay , and Just how important is a college admissions essay? .

How our schools are (and aren't) addressing race

The truth about homework in America

What should I write my college essay about?

What the #%@!& should I write about in my college essay?

Yes! Sign me up for updates relevant to my child's grade.

Please enter a valid email address

Thank you for signing up!

Server Issue: Please try again later. Sorry for the inconvenience

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings
• Advanced Search
• Journal List
• Elsevier - PMC COVID-19 Collection

Editor in Chief's Introduction to Essays on the Impact of COVID-19 on Work and Workers

On March 11, 2020, the World Health Organization declared that COVID-19 was a global pandemic, indicating significant global spread of an infectious disease ( World Health Organization, 2020 ). At that point, there were 118,000 confirmed cases of the coronavirus in 110 countries. China had been the first country with a widespread outbreak in January, and South Korea, Iran and Italy following in February with their own outbreaks. Soon, the virus was in all continents and over 177 countries, and as of this writing, the United States has the highest number of confirmed cases and, sadly, the most deaths. The virus was extremely contagious and led to death in the most vulnerable, particularly those older than 60 and those with underlying conditions. The most critical cases led to an overwhelming number being admitted into the intensive care units of hospitals, leading to a concern that the virus would overwhelm local health care systems. Today, in early May 2020, there have been nearly 250,000 deaths worldwide, with over 3,500,000 confirmed cases ( Hopkins, 2020 ). The human toll is staggering, and experts are predicting a second wave in summer or fall.

As the deaths rose from the virus that had no known treatment or vaccine countries shut their borders, banned travel to other countries and began to issue orders for their citizens to stay at home, with no gatherings of more than 10 individuals. Schools and universities closed their physical locations and moved education online. Sporting events were canceled, airlines cut flights, tourism evaporated, restaurants, movie theaters and bars closed, theater productions canceled, manufacturing facilities, services, and retail stores closed. In some businesses and industries, employees have been able to work remotely from home, but in others, workers have been laid off, furloughed, or had their hours cut. The International Labor Organization (ILO) estimates that there was a 4.5% reduction in hours in the first quarter of 2020, and 10.5% reduction is expected in the second quarter ( ILO, 2020a ). The latter is equivalent to 305 million jobs ( ILO, 2020a ).

Globally, over 430 million enterprises are at risk of disruption, with about half of those in the wholesale and retail trades ( ILO, 2020a ). Much focus in the press has been on the impact in Europe and North America, but the effect on developing countries is even more critical. An example of the latter is the Bangladeshi ready-made-garment sector ( Leitheiser et al., 2020 ), a global industry that depends on a supply chain of raw material from a few countries and produces those garments for retail stores throughout North America and Europe. But, in January 2020, raw material from China was delayed by the shutdown in China, creating delays and work stoppages in Bangladesh. By the time Bangladeshi factories had the material to make garments, in March, retailers in Europe and North American began to cancel orders or put them on hold, canceling or delaying payment. Factories shut down and workers were laid off without pay. Nearly a million people lost their jobs. Overall, since February 2020, the factories in Bangladesh have lost nearly 3 billion dollars in revenue. And, the retail stores that would have sold the garments have also closed. This demonstrates the ripple effect of the disruption of one industry that affects multiple countries and sets of workers, because consider that, in turn, there will be less raw material needed from China, and fewer workers needed there. One need only multiply this example by hundreds to consider the global impact of COVID-19 across the world of work.

The ILO (2020b) notes that it is difficult to collect employment statistics from different countries, so a total global unemployment rate is unavailable at this time. However, they predict significant increase in unemployment, and the number of individuals filing for unemployment benefits in the United States may be an indicator of the magnitude of those unemployed. In the United States, over 30 million filed for unemployment between March 11 and April 30 ( Bureau of Labor Statistics, 2020 ), effectively this is an unemployment rate of 18%. By contrast, in February 2020, the US unemployment rate was 3.5% ( Bureau of Labor Statistics, 2020 ).

Clearly, COVID-19 has had an enormous disruption on work and workers, most critically for those who have lost their employment. But, even for those continuing to work, there have been disruptions in where people work, with whom they work, what they do, and how much they earn. And, as of this writing, it is also a time of great uncertainty, as countries are slowly trying to ease restrictions to allow people to go back to work--- in a “new normal”, without the ability to predict if they can prevent further infectious “spikes”. The anxieties about not knowing what is coming, when it will end, or what work will entail led us to develop this set of essays about future research on COVID-19 and its impact on work and workers.

These essays began with an idea by Associate Editor Jos Akkermans, who noted to me that the global pandemic was creating a set of career shocks for workers. He suggested writing an essay for the Journal . The Journal of Vocational Behavior has not traditionally published essays, but these are such unusual times, and COVID-19 is so relevant to our collective research on work that I thought it was a good idea. I issued an invitation to the Associate Editors to submit a brief (3000 word) essay on the implications of COVID-19 on work and/or workers with an emphasis on research in the area. At the same time, a group of international scholars was coming together to consider the effects of COVID-19 on unemployment in several countries, and I invited that group to contribute an essay, as well ( Blustein et al., 2020 ).

The following are a set of nine thoughtful set of papers on how the COVID-19 could (and perhaps will) affect vocational behavior; they all provide suggestions for future research. Akkermans, Richardson, and Kraimer (2020) explore how the pandemic may be a career shock for many, but also how that may not necessarily be a negative experience. Blustein et al. (2020) focus on global unemployment, also acknowledging the privileged status they have as professors studying these phenomena. Cho examines the effect of the pandemic on micro-boundaries (across domains) as well as across national (macro) boundaries ( Cho, 2020 ). Guan, Deng, and Zhou (2020) drawing from cultural psychology, discuss how cultural orientations shape an individual's response to COVID-19, but also how a national cultural perspective influences collective actions. Kantamneni (2020) emphasized the effects on marginalized populations in the United States, as well as the very real effects of racism for Asians and Asian-Americans in the US. Kramer and Kramer (2020) discuss the impact of the pandemic in the perceptions of various occupations, whether perceptions of “good” and “bad” jobs will change and whether working remotely will permanently change where people will want to work. Restubog, Ocampo, and Wang (2020) also focused on individual's responses to the global crisis, concentrating on emotional regulation as a challenge, with suggestions for better managing the stress surrounding the anxiety of uncertainty. Rudolph and Zacher (2020) cautioned against using a generational lens in research, advocating for a lifespan developmental approach. Spurk and Straub (2020) also review issues related to unemployment, but focus on the impact of COVID-19 specifically on “gig” or flexible work arrangements.

I am grateful for the contributions of these groups of scholars, and proud of their ability to write these. They were able to write constructive essays in a short time frame when they were, themselves, dealing with disruptions at work. Some were home-schooling children, some were worried about an absent partner or a vulnerable loved one, some were struggling with the challenges that Restubog et al. (2020) outlined. I hope the thoughts, suggestions, and recommendations in these essays will help to stimulate productive thought on the effect of COVID-19 on work and workers. And, while, I hope this research spurs to better understand the effects of such shocks on work, I really hope we do not have to cope with such a shock again.

• Akkermans J., Richardson J., Kraimer M. The Covid-19 crisis as a career shock: Implications for careers and vocational behavior. Journal of Vocational Behavior. 2020; 119 [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Blustein D.L., Duffy R., Ferreira J.A., Cohen-Scali V., Cinamon R.G., Allan B.A. Unemployment in the time of COVID-19: A research agenda. Journal of Vocational Behavior. 2020; 119 [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Bureau of Labor Statistics (2020). Labor Force Statistics from the Current Population Survey. Retrieved May 6, 2020 from https://data.bls.gov/cgi-bin/surveymost .
• Cho E. Examining boundaries to understand the impact of COVID-19 on vocational behaviors. Journal of Vocational Behavior. 2020; 119 [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Guan Y., Deng H., Zhou X. Understanding the impact of the COVID-19 pandemic on career development: Insights from cultural psychology. Journal of Vocational Behavior. 2020; 119 [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Johns Hopkins (2020) Coronavirus Outbreak Mapped: Retrieved May 5, 2020 from https://coronavirus.jhu.edu/map.html .
• International Labor Organization ILO monitor: COVID-19 and the world of work. Third edition updated estimates and analysis. 2020. https://www.ilo.org/wcmsp5/groups/public/@dgreports/@dcomm/documents/briefingnote/wcms_743146.pdf Retrieved May 5, 2020 from:
• International Labor Organization (2020b) COVID-19 impact on the collection of labour market statistics. Retrieved May 6, 2020 from: https://ilostat.ilo.org .
• Kantamneni, N. (2020). The impact of the COVID-19 pandemic on marginalized populations in the United States: A research agenda. Journal of Vocational Behavior, 119 . [ PMC free article ] [ PubMed ]
• Kramer A., Kramer K.Z. The potential impact of the Covid-19 pandemic on occupational status, work from home, and occupational mobility. Journal of Vocational Behavior. 2020; 119 [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Leitheiser, E., Hossain, S.N., Shuvro, S., Tasnim, G., Moon, J., Knudsen, J.S., & Rahman, S. (2020). Early impacts of coronavirus on Bangladesh apparel supply chains. https://www.cbs.dk/files/cbs.dk/risc_report_-_impacts_of_coronavirus_on_bangladesh_rmg_1.pdf .
• Restubog S.L.D., Ocampo A.C., Wang L. Taking control amidst the Chaos: Emotion regulation during the COVID-19 pandemic. Journal of Vocational Behavior. 2020; 119 [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Rudolph C.W., Zacher H. COVID-19 and careers: On the futility of generational explanations. Journal of Vocational Behavior. 2020; 119 [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Spurk D., Straub C. Flexible employment relationships and careers in times of the COVID-19 pandemic. Journal of Vocational Behavior. 2020; 119 [ PMC free article ] [ PubMed ] [ Google Scholar ]
• World Health Organization (2020). World Health Organization Coronavirus Update. Retrieved May 5, 2020 from: https://www.who.int/emergencies/diseases/novel-coronavirus-2019 .

Imperial College London Imperial College London

Latest news.

Study shows climate distress related to anxiety and action in young people

Podcast: Childhood illness, planetary protection, and sustainable finance

Imperial Professor co-leads UK’s first womb transplant operation

• Brand and style guide
• Tools and reference
• Writing style

Writing about COVID-19

Covid-19 or covid-19.

Our preference is to use 'COVID-19' when writing about the coronavirus, rather than 'Covid-19' or 'covid-19'.  This is consistent with the World Health Organization's (WHO) use of the abbreviation and its use in scientific papers, for example:

• 'As a result of the COVID-19 pandemic, much of Imperial's teaching moved online.'

Talking about variants

We follow WHO guidance when naming variants of COVID-19. The WHO has assigned simple, easy to say and remember labels for key variants of SARS-CoV-2, the virus that causes COVID-19, using letters of the Greek alphabet, such as: Alpha, Beta, Gamma and Delta. For example:

• 'The Delta variant was detected in England in early April.'

Note that variant names should use an initial capital.

You can read more about the labels assigned for variants of COVID-19 on the WHO website .