By Tabitha Campbell
My teaching journey began in 1999 at a brick-and-mortar school. I remained on the frontlines for the next twenty years as technology changed classrooms worldwide.
Then, at the end of 2019, my family relocated, and the COVID-19 pandemic derailed my plans. After some initial skepticism, I accepted a position with an online school. I also watched my son as he was forced to transition to emergency digital learning, and I was skeptical when I saw first-hand what I thought at the time was a new way of learning.
I’d spent so much time supporting children in the classroom that I had a hard time believing I could make the same impact in an online space, particularly during a time of such uncertainty. And although many parents and teachers experienced ineffective emergency digital learning during the pandemic, I had a much different experience.
Now, as the Dean of Elementary at Laurel Springs School—a K–12 online private school serving students nationwide and around the world—I have seen hundreds of elementary students build strong connections with peers and achieve rigorous academic milestones, all while retaining a joy for learning.
As families consider alternatives to brick-and-mortar institutions, I hear several myths daily that I want to debunk.
Myth #1: K–5 online students don’t have proper social connections
This is one of the most prevalent myths about online learning, and it’s an understandable misconception. The social skills developed during early childhood can lay the foundation for success later in life, underscoring the importance of creating meaningful social opportunities for K–5 students.
At Laurel Springs, elementary students meet with teachers individually and in live groups. They also find new friends from around the world in our daily Book Nook and through virtual clubs and activities. Plus, early access to interactive language skills through Conversation Cubs broadens students’ understanding of other cultures.
Myth #2: K–5 online students spend their entire school day in front of a screen
Online students do so much more than sit in front of a computer. Where I work, manuscript instruction starts in kindergarten, with basic handwriting practice using physical workbooks. In third grade, students learn cursive to develop the necessary handwriting skills integral to improving word memory and recall, laying the foundation for learning and literacy.
Online K–5 students also do kitchen science experiments, offline book studies, and hands-on elective courses like Art, Music, and World Languages. They are encouraged to move their bodies through PE courses and explore their neighbourhoods and local communities as part of class assignments. Online learning does not always mean screen time.
Myth #3: K–5 online students don’t receive support from teachers
Many online elementary schools provide extensive access to teacher support, sometimes far more than a student would receive in a brick-and-mortar environment. Teachers are available via email and daily appointment schedules, quickly responding to whatever challenges students may face. Students can also lean on resources like Tutor.com for 24/7 live tutoring, an excellent backup for those in need of extra support—as well as for international students in different time zones.
Online learning has evolved significantly since I began teaching in a classroom, and it continues to shift. I’ve seen first-hand how K–5 students can benefit from the flexibility of an online learning environment, especially when they can build social connections, receive personalized support, and gain an exceptional foundation for lifelong learning.
Tabitha Campbell is the Dean of Elementary School at Laurel Springs School. She has more than 20 years of experience in public and private education, and holds a Masters in Elementary Education Curriculum and Instruction, as well as a Masters in Public School Administration.
