With the emergence and spread of the coronavirus in the world, numerous articles and discussions have been conducted to critique, examine, and analyze its impact on human societies. From its effects on diplomatic and international relations to economic and sociological issues, the specific effects on the educated class in Iran have also been focused on, particularly in terms of health and economy. However, the human psyche, which is often overlooked both on an individual and societal level, has become the motivation for us to have a conversation with Ms. Shadi Javaheri in this issue of the “Peace Line” and discuss the related problems from a psychological perspective.

Shadi Javaheri, born in March 1972 in Tehran, currently residing in London, England, holds a Bachelor’s degree in Clinical Psychology and a Master’s degree in Educational Psychology. She is also a member of the Iranian Psychological Association. She has also studied child development, upbringing, and NLP in England. Her resume includes over 25 years

Not attending classes physically can have a wide range of negative effects on children and adolescents in terms of personal and social development, as well as mental and emotional growth, in different regions of the country, taking into account class differences from various perspectives. How does this apply to the student population?

The spectrum of these problems is very wide and it is not possible to explain all cases in detail. However, if I want to answer this question in general, I must say that it seems the most vulnerable group for online education are elementary school children and high school teenagers compared to college students. There are clear and obvious reasons to prove this. College students are familiar with accepting and taking responsibility for their own learning. Whereas children are unfamiliar with this abstract thinking and committing themselves to learning. As for teenagers, it must be said that many of them, for various and diverse reasons (which is not the scope of discussion here), unfortunately do not have a sense of responsibility towards self-learning.
Considering the economic and social class dimensions, the weaknesses of online education will be seen through the eyes of those who do not have the financial means to provide computer equipment or access to the internet.
We are faced with the reality that not only the children of low-income families are deprived of the necessary growth and education opportunities that

With the change in the method of holding classes and their non-attendance, it seems that part of the responsibilities of the teacher and school have been placed on the shoulders of the students’ fathers, mothers, and families. What difficulties has the family faced in fulfilling their new and important role towards the student members of the family?

Why has the feedback on online education been different in Iran compared to other countries?

The use of online education system in Iran is like many urgent and temporary solutions to solve the problems of a crisis-stricken and trapped society. Solutions without preparation and creating initial conditions will not only not lead to the desired result, but will also create new problems that can remain strong for years and have a lasting impact.

Online education in advanced countries is an established and efficient system that has been well received by scholars in the years of technological growth and the world of virtual education. Fast learning, organizing educational courses based on learning principles, saving time and cost, and even in many cases being more effective than the results of online education have attracted the attention of many different ages and levels of education.

It can be said that distance learning and online education systems have become a necessity to adapt to the new conditions in different countries. How do you evaluate the feedback among students in Iran and European countries?

See, the school has a major role in social growth and learning social norms. Children who have learning difficulties, are hyperactive, or have other problems should be discussed and examined in another setting. But for normal children, around ten to twelve years old in European and even American countries, schools regularly provide teachings, warnings, necessary fears, awareness, and danger predictions. For example, they are very strict about social distancing and the rules that must be followed in school, and they make them even stricter. When children are off for two weeks, for example, when they return to school, they explain the new rules. For instance, they explain that going from one building to another is prohibited, or that children in different groups cannot see each other. Instead of constantly exposing children to fear and danger, they familiarize them with rules. This guarantees the implementation of social growth and learning social norms. This is something we have never seen in Iran.

If a child is deprived of seeing and directly contacting their

Thank you for the time you have given to the peace line.