18.7.3: Impact of COVID-19
- Page ID
- 245761
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- Describe the academic and developmental disruptions experienced by children during the COVID-19 pandemic.
- Identify key factors that contributed to learning loss and inequitable outcomes in remote learning.
- Summarize current strategies schools and communities are using to support academic and emotional recovery.
The COVID-19 pandemic brought unprecedented changes to children's education, particularly during the early months of school closures in 2020 and the following years of interrupted or altered instruction. For children in middle childhood—an age marked by rapid growth in academic, social, and emotional development—these disruptions had widespread and often unequal effects.
Figure \(\PageIndex{1}\). Students wearing masks. Image by Yan Krukau is licensed by Pexels.
Learning Loss and Academic Delays
One of the most widely reported impacts of the pandemic was learning loss—a measurable decline in academic progress compared to pre-pandemic expectations. National and international studies indicate that students, on average, tend to fall behind in both reading and mathematics, with math losses often exceeding those in literacy (Kuhfeld et al., 2022).
These delays were most pronounced among younger students, children from low-income families, English language learners, and those without reliable internet or access to devices during remote learning. The shift to online education revealed and widened existing inequities in educational opportunity.
Remote Learning Challenges
Middle childhood is a time when children are still developing self-regulation skills and often rely on adult support to maintain focus and organization. During remote learning, many students struggled with:
- Limited access to devices or reliable internet
- Fewer opportunities for direct interaction with teachers
- Reduced peer engagement and classroom structure
- Increased distractions in home environments
Figure \(\PageIndex{2}\). Close-up of a teacher's computer monitor sharing a second-grade math lesson to students learning remotely during the COVID-19 pandemic. Image by Alliance for Excellent Education is licensed CC BY-NC 2.0.
For children without strong parental support or structured routines at home, these challenges were especially significant. Research suggests that students in elementary grades were more negatively affected by remote instruction than older students, who are typically more independent (Hammerstein et al., 2021).
Social-Emotional and Behavioral Impacts
Beyond academics, the pandemic also disrupted children's emotional development. Isolation from peers, increased stress at home, and anxiety about the virus contributed to increases in behavioral issues, attention difficulties, and mental health concerns (Loades et al., 2020).
Many children returning to in-person learning had to readjust not only academically but also socially, relearning how to navigate group work, classroom expectations, and peer relationships. These factors often compounded the challenges of catching up academically.
Recovery and Moving Forward
Schools and communities have responded with efforts to accelerate learning and address social-emotional needs. These include:
- Expanded tutoring programs and after-school support
- Summer learning programs targeting core skills
- Increased mental health services in schools
- Trauma-informed teaching practices and social-emotional learning (SEL) curricula
Experts emphasize that academic recovery must go hand in hand with attention to children's mental health and family well-being. While the full impact of COVID-19 on academic trajectories is still unfolding, it is clear that rebuilding learning environments that are equitable, supportive, and flexible is essential for long-term success.
References, Contributors and Attributions
Hammerstein, S., König, C., Dreisörner, T., & Frey, A. (2021). Effects of COVID-19-related school closures on student achievement: A meta-analysis. Frontiers in Psychology, 12, 746289. https://doi.org/10.3389/fpsyg.2021.746289
Kuhfeld, M., Soland, J., Lewis, K., & Morton, E. (2022). The COVID-19 school closures and student achievement gap: A systematic review. Educational Researcher, 51(5), 255–267. https://doi.org/10.3102/0013189X221093929
Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., ... & Crawley, E. (2020). Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19. Journal of the American Academy of Child and Adolescent Psychiatry, 59(11), 1218–1239.e3. https://doi.org/10.1016/j.jaac.2020.05.009