Features

5 Years On: Life In Lockdown

Sylas Johnson, Piper Schilling, and Javion Pruitt • March 31, 2025

Graphic by Hailey Welborn via Canva.com

Five years ago, in response to the emerging COVID-19 pandemic in March 2020, Governor Roy Cooper issued an executive order closing K-12 public schools and banning gatherings of more than 100 people in North Carolina. The frightening new disease sent the world into a brief frenzy that was followed by the heavy silence of quarantine. 2020 has been rightfully dubbed “the Year the World Stood Still;” Cooper’s executive order was one of 48 mandates or recommendations from American states alone. Nations around the world sealed their borders and grounded their planes indefinitely.

Nearly two years of isolation took its toll on everyone in unique ways. While the world remembers the major headlines of the pandemic, one question stands out: How did it shape our individual lives?

Classes of COVID

(Left to right) Trista Yang poses for a picture during the COVID pandemic and five years later. (Hayden Smith)

Class of 2028

Most Davie High students were in elementary or middle school when the pandemic began. Freshman Trista Yang was in 4th grade. “I found out about the closures through my mom,” she says. I was thrilled when I found out.”.

Like most students, Yang didn’t realize how much the pandemic would affect her life. Many students saw the school closures as an unexpected break rather than a global crisis. The idea of extra time at home felt exciting—at least at first.

“There's nothing more exciting to a 4th grader than school being canceled, especially for more than one day,” Yang recalls.

But after multiple months spent at home, life grew monotonous.

“As time went on, I started to dislike the isolation. I missed my friends, and I started to get really lonely,” Yang says.

Like many others, Yang coped with the isolation of the pandemic through technology. A Pediatrics cohort study suggests that young people spent nearly two extra hours a day in front of screens during the pandemic.

“Technology became such an integral part of my life. I believe I became what they now call an ‘iPad kid,’” Yang says.

Increased screen time didn’t necessarily mean excessive video gaming, at least not for Yang.

“During lockdown, I developed a few body image issues because of being on social media so much,” she says. The lack of real social interaction for such an extended period stunted the social development and mental health of many children, according to a meta-analysis of 15 studies published on PubMed Central. “I was already an introverted kid, so the quarantine only put me back in my shell more.”

(Left to right) Carden Stroud poses for a picture during the COVID pandemic and five years later. (Hailey Welborn)

Class of 2027

Sophomore Carden Stroud was in 5th grade when quarantine started. “I was thankful that the school district was keeping us safe,” Stroud recalls. “I loved school, so I was slightly upset about not being able to go back, but I do remember being excited for an extended Spring Break.”

Stroud found remote learning to be easier than expected. “Even in 5th grade I was a very independent and motivated student, so I had no issues with completing my work,” she says. Her teachers’ quick responses to student emails made the transition to online learning even easier. However, the seemingly endless nature of the pandemic eventually took its toll on Stroud.

“The closure impacted my mental health and well-being by creating an additional source of stress. I didn't understand what was happening and was constantly scared and confused,” Stroud says.

This underlying stress was a hallmark of the pandemic—one study even reported that 51% of young people suffered from anxiety. One way Stroud dealt with the isolation and anxiety of the pandemic was through her religion.

“As a Christian, my faith became a much larger part of my life during the pandemic as well. I was pushed to rely on God's plans over my own, and found peace and hope in knowing that even though I was anxious and unsure, He was there in the uncertainty,” Stroud shares.

(Left to right) Grady Smith poses for a picture during the COVID pandemic and five years later. (Hayden Smith)

Class of 2026

Junior Grady Phillips reacted similarly when he heard that school was closing just two days before his birthday. “My first reaction was ‘Wow! What a great birthday present!’” Phillips says. He was in sixth grade when the pandemic began and was also a percussionist in the band‌ at the time.

“I owned a small set of bells to practice on [at home]. A horrid instrument, they make a sound like the ringing of a fire alarm,” Phillips says. “My growth in the non-keyboard parts of percussion was somewhat stunted as a result.”

While the pandemic stunted some of his extracurricular activities, it also compelled him to discover new ones.

“I began fencing around this time, which we joked was the perfect sport for COVID,” Phillips says. “You wear masks, do it outside, and you’re supposed to stay fairly far apart. It got me outdoors and exercising too, which was absolutely a positive.”

Like most, however, Phillips suffered from a lack of social interaction. “I do think I was knocked a little out of orbit by all that quarantining. When the only people you see in person are the same three for about two years, you lose a little something,” he says.

(Left to right) Ellie Addison poses for a picture during the COVID pandemic and five years later. (Hailey Welborn)

Class of 2025

Senior Ellie Addison was in 7th grade when the pandemic began. “I had been at a sleepover with my friends, and my mom told us about [quarantine] when she came to pick me up,” Addison shares. “I didn’t really feel much about it—it was only supposed to be two weeks, so I thought, ‘Oh, free vacation!’ and moved on. [The] only thing is, that ‘vacation’ never ended.”

Addison’s transition to virtual learning was difficult.

“The adjustment to remote learning was probably one of the hardest things I’ve done. I still prefer physical copies to this day,” she shares.

Addison was in middle school band when quarantine began.

“I played Alto Sax, and I really loved it. Unfortunately, without classes, I lost my motivation to practice at all. I remember we had to record videos of us playing for a test, and I hadn’t played in nearly a month. It took me a long time to even get a single note out,” she shares.

Unfortunately, Addison wasn’t able to continue with music. “Without COVID, I would probably still be in band, to be completely honest. I do miss it sometimes.”

Like many students during quarantine, Addison’s mental health took a hit.

“I had been diagnosed with Major Depressive Disorder and Generalized Anxiety Disorder (a diagnosis that would later be replaced by Obsessive-Compulsive Disorder) around the fall of 2019,” she says. “Of course, pre-pandemic, I was already struggling, but with the pandemic, it got a lot worse. I went days at a time without really eating because I just didn’t feel hungry.”

Despite these challenges, Addison also acknowledges the positive personal growth she experienced as a result of the pandemic. “I gained a lot of understanding of myself,” Addison reflects. “Being mostly alone for 2-ish years straight gives you a lot of time to reflect.”

Looking back on the last few years, Addison says, “The pandemic definitely changed me. If it was ultimately for the better, I can’t be sure. But I’d like to think it was. In the past 5 years—crazy to think it’s been that long—I really learned how to be who I am without reservations.”

The Academic Impact of COVID-19

COVID-19 affected our personal lives in different ways, but how did it affect students’ academic development?

“Your age group missed so many academic milestones in later elementary and early middle school due to COVID-19 shutdowns,” says Angela Reeves, the Health Sciences teacher at Davie High. “I have seen a decline in writing abilities and reading comprehension, particularly with research-based text.”

A recent study by Fuller, Swiderski, Mikkelsen, and Bastian (2023) yields findings similar to those of Reeves. The study found that the average North Carolina high school student’s GPA dropped almost half a point after the pandemic.

Reeves suggests, however, that this decline in academic performance might be coming to an end.

“I am beginning to see students who want to improve, working harder to fill in academic gaps, as well as gaining valuable life skills such as grit, determination, and resilience.”

Despite the significant academic impact COVID-19 had, Reeves still claims the biggest impact was on students’ mental health.

“I have seen an increase in anxiety-related issues, depression, and social disengagement. It’s like we ‘forgot’ how to connect with one another apart from technology,” she says. “Humans are not meant to live in isolation, we need our pack. In the pack, we learn not only how to communicate face-to-face but we learn compassion, empathy, teamwork, conflict resolution, and so much more.”

Reeves believes social re-engagement will allow the world to bounce back from the pandemic. “We all, teachers included, need to reconnect with one another. We need to value one another and listen to the unique perspectives we all have.”

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About the Contributors

Sylas Johnson, Staff Writer

Sylas Johnson is a staff writer for the Weekly Talon. He serves as an Ambassador for the Davie Respect Initiative and is an active member of the SURF Board, Student Council, History of the Vietnam War Club, and Mock Trial team. Sylas plays the oboe in the school band and a local youth orchestra, and he also plays piano at his church. He plans to attend a four-year university before pursuing a law degree.

Piper Schilling, Staff Writer

Javion Pruitt, Staff Writer

Hailey Welborn, Staff Writer

Hailey Welborn is a freshman at Davie High. She participates in the band, HOSA, plays the saxophone in the band, is a member of The Weekly Talon, and she helps volunteer with Heroes of Hope and Key Club. Hailey plans on attending a four-year university after high school.