From her home in Tecámac, in the state of Mexico, kindergarten teacher Berenice Cruz video chats with parents to discuss her students’ learning environments and upcoming schoolwork. “I’m going to change the decorations based on the holidays that come up,” she says.
Tanatswa Mudzamiri, 12, attends an online Shona lesson with his class in Harare, Zimbabwe. Tanatswa is in seventh grade and set to take exams at the end of the year. Schools in Zimbabwe have not yet opened due to the coronavirus, and some schools have started conducting lessons virtually.
Bienvenu Lopata, 28, a fourth-year PhD student at the University of Kisangani, studies in Motumbe, a neighborhood in Kisangani, Democratic Republic of Congo. Lopata’s classes have been suspended due to the coronavirus, so he spends his time studying the subjects he learned before the lockdown took effect.
Bianca Rodríguez holds a cardboard sign that reads “university students only” at an entrance to the University of Puerto Rico, Recinto de Río Piedras, in San Juan, Puerto Rico, where students can claim free boxes of food. Employees and volunteers from the Deanery of Graduate Studies and Research, the Rio Piedras Urban, Community and Business Action Center and Mesón de Amor, a community project, have distributed the boxes once a week for six weeks to help students who have been economically affected by the coronavirus.
Irene Colín, back left, and Saúl Rojas help their children, Héctor Rojas, left, 6, and Sophie Rojas, 8, with their school assignments and music education at their home in San Pedro Atzompa, a town in the State of Mexico. Schools in Mexico have been closed since March 20 due to the spread of the coronavirus. While confinement is not mandatory throughout the country, many families have respected and embraced confinement, keeping themselves safe at home.
Gankhuyag Jambaninj is a teacher at Kindergarten No. 5 in Erdenebulgan, an area in northern Mongolia’s Arkhangai province. Even though the kindergarten has been closed since late January due to the coronavirus, teachers are preparing for students to return in September. “Children miss their kindergarten very much,” Gankhuyag says, “so everything should be colorful and clean when they return.”
Norjmaa Durlen teaches physics at a general education school in Bayandalai, a town in southern Mongolia’s Umnugovi province. The students are preparing for university entrance exams. To comply with regulations meant to slow the spread of the coronavirus, teachers and students wear masks, maintain social distance and gather in small groups.
Evelyn Alwoch teaches her daughters, from left, Teopista Namara and Afwoyo Rwot, 4, at their home in Kisaasi, a suburb of Kampala, Uganda. Schools in Uganda have been closed since March 20 due to the spread of the coronavirus.
Altantsetseg Galsan, a teaching assistant, cleans the floors at Byalzuukhai Kindergarten in Erdenet, a city in northern Mongolia’s Orkhon province. “We are cleaning in turns,” Altantsetseg says. “Each of us comes to clean classrooms once a week.” Schools in Mongolia are closed until Sept. 1 due to the spread of the coronavirus. Ariunjargal Mundaa, the director of the school, says keeping the school clean will ensure a safe environment when students return.
Khulan Tserennadmid, 9, takes notes as she watches a televised lesson for third graders titled “Humans and Environment” at her home in Murun, the center of Mongolia’s Khuvsgul province. Kindergarten and school activities at all levels are suspended, so the government has shifted to teaching lessons online and via television.
Tseren-Oidov Altangerel, 6, a student in class 1B at Metropolitan School No. 34 in Ulaanbaatar, Mongolia, watches a video lesson on the Mongolian language. The Mongolian government decided to provide online lessons while general-education schools are suspended due to coronavirus.
Kasasa Malcom, 7, stares intently at a rhino skull on display at the Buganda Tourism Expo in Kampala, Uganda. The exhibit was part of the Uganda Wildlife Education Centre’s table at the event, which takes place annually to showcase the country’s cultural and natural diversity.
Mairha Francois, 8, plays a hopscotch game called La Marelle with other students at the Ascension School in the Thor le Volant neighborhood in Port-au-Prince, Haiti. The game is one of several activities that the school organizes to celebrate the end of the school year.
University student Areeba Khan (yellow mask) cheers on Asad, 11, while her fellow student Namra Fatima (pink mask) cheers on Shabana, 13, in the Shram Vihar informal colony in Delhi, India. The activities are organized by Aaghaaz-e-Taleem, a children’s education initiative. Many children in the neighborhood have parents who are employed as domestic workers or daily wage laborers and are either unable to afford schooling for their children or send them to nearby government schools.
Nobel Mwijukye, a second-year fine art student at Kyambogo University in Kampala, Uganda, sculpts his hand out of clay during class. Mwijukye aspires to be a renowned sculptor and hopes to teach fine art at Kyambogo University after he graduates.
Danish Amin walks home after attending a small tutoring session at a tuition center, a private tutoring institution, in Tangmarg, Indian-administered Kashmir. “I leave for tuition at 10 and come back at 3 p.m.,” says Amin. “Sometimes we walk in the morning and see no road. It’s all snow, and we form a track.”
Precious Sakala (left to right), 15, her sister Chishimba, 12, and Barbara Mwanza, 15, jump to avoid wading through water on their way to school in N’gombe township, part of Zambia’s capital, Lusaka. Precious says she sometimes has to wade through the water when it rains heavily.
Rita Thapa (left), 9, and Puja Khadka, 10, wash up at the Shree Nepal Rastriya Higher Secondary School in Birendranagar, Nepal. Many of the government schools provide purified drinking water for students to avoid common water-related diseases.
Karunakaran Akshayan (left), Thanaventhan Kishotharan and Rajeevan Vaishalini, all 5 years old, dress up as Hindu gods for a performance at their preschool, Ilanthondar Sabha, in Inuvil, a village in northern Sri Lanka. The children are Montessori students. The Montessori method is an approach to teaching that is activity-based and more hands-on for the students.
Tachyse Leila Denis demonstrates on Tara Wilmine how to create a traditional head wrap during a training session in Pétion-Ville, Haiti. Denis organizes training sessions by request, to help men and women in her community connect with their cultural identity.
Nicolás Colautti, an industrial design student, presents his final project to other students at the Universidad de Buenos Aires, a university in Buenos Aires, Argentina. For their project, Colautti’s team produced an exoskeleton that reduces effort and injuries for people who work with their arms raised.