Pittsburgh parents recount remote learning challenges as schools add more virtual learning days

Technological issues, lack of communication and logistical challenges are frustrating parents in Pittsburgh Public Schools (PPS) as the district increases its number of virtual learning days.

“This year alone, PPS has used nine remote days across the district,” wrote Lajja Mistry for the Pittsburgh’s Public Source. “Introduced after the COVID-19 pandemic, remote learning options have become common in school districts all over the country.”

However, families interviewed for the article raised concerns about the long-term effect of remote days on their children’s learning.

“I just think that virtual learning has made it sort of reflexive for the district to cancel school, and it sends a message to families that they’re checking the box on education instead of really striving to give the best educational experience possible to students,” said mom Laura Mullen.

‘Very little learning was done’

Mullen’s fourth-grade son, Jack, attends Pittsburgh Fulton PreK-5. When a January snowstorm caused the district to switch to remote learning for five days, Jack’s overall education suffered because of technical difficulties, Mullen said.

“It seemed like almost the whole day was spent with people dropping [off] trying to get back in, getting kicked out of their classes, and very little learning was done,” she said.

Meanwhile, PPS needs to improve its communications with families regarding virtual instruction, according to Pam Harbin, co-founder of the Education Rights Network group and former district board member.

“Harbin said there is limited guidance from the state on remote learning, and the district lacks clear policies or oversight and added that the district should make that information and its FID applications available on its website so that teachers and parents have a better understanding of what to expect,” Mistry wrote.

For special-needs children, the problems with remote learning days can compound even further.

Sienna Striner, who has Down Syndrome, has an individualized education program (IEP) giving her one-on-one learning support from a teacher in special education.

“All school day, a personal care assistant (PCA) works with her on personal needs, transitions between classes, getting her supplies out or accessing her speech device,” Mistry explained of the third grader’s usual routine.

“During lunch, the PCA stays by her side to ensure she eats safely, as Sienna has dysphagia and is at risk of choking. At least once a week, Sienna is pulled out for occupational, speech and physical therapies to help with her hypotonia, or muscle weakness, that can cause delayed motor skills.”

All this structure disappears with online schooldays, said Sienna’s mom Shannon Striner.

“I don’t know, other than having someone physically come to my home, how they can mimic what happens in the classroom with remote learning,” she concluded. “It’s just not possible.”