By Franklin P. Schargel
The coronavirus pandemic has interrupted the lives of children and adults worldwide. For many children, who may not fully understand the situation, the upheaval has been particularly traumatic. Closures of schools, limits on social interaction, and the loss of routine have forced children to adapt to major changes in their daily lives. According to research cited by Phoenix Australia at the University of Melbourne’s Centre for Post Traumatic Mental Health, roughly two-thirds of children will experience a potentially traumatic event by age 16. Child Trends also notes that disasters often increase poverty, unemployment, parental mental health problems, substance abuse, child abuse and neglect, and intimate partner violence. In these circumstances, children need sensitive, caring adults outside the immediate family—roles educators are uniquely positioned to fill.
What challenges has the virus exposed?
- Remote learning has highlighted a digital divide between affluent families and underserved, lower-income, or rural households without reliable high-speed internet.
- The pandemic revealed and intensified racial and ethnic disparities within school systems.
- Many districts, schools and municipalities were underprepared for a crisis of this scale, underscoring gaps in resources between wealthy and poor districts, and between majority and minority communities.
- About 17 percent of U.S. students lack a computer at home; many others must share a single device with family members. This technology gap threatens to widen existing achievement disparities.
- In Chicago, for example, around 65,000 laptops were already in use while the district sought to purchase another 37,000 devices—still leaving many students without access.
- Estimates of households without broadband vary widely: the FCC has reported roughly 2 million, while independent research groups have suggested figures as high as 42 million.
- The technology gap is most pronounced in rural communities and among African American, Latino, and Native American households, particularly on tribal lands.
- Distance learning often replaces face-to-face instruction, but many students cannot reliably submit assignments, participate in online discussions, or attend virtual class meetings.
- In some rural areas—such as parts of western Alabama—fewer than 1 percent of residents have high-quality home internet access.
- Shelters and temporary housing can lack Wi-Fi: one New York City family shelter housed 175 school-age children but had only 15 laptops available.
- Many low-income families are unfamiliar with the technology required for remote learning and cannot easily support their children in using it.
- Some districts may not take attendance in the same way during closures, yet students with limited tech access can still fall behind academically.
- Students in remote locations often cannot connect at bandwidths sufficient for conferencing or streaming classroom content, while in urban areas broadband subscriptions may be prohibitively expensive.
- Teacher retention and recruitment are additional concerns: a national shortage of teachers existed before the pandemic, with estimates around 110,000 openings in the 2017–2018 school year, and some educators may not return to the classroom.
- Student teachers and those completing practicum experiences may be unable to finish required hours or gain the hands-on experience necessary for certification.
- Online education models were often not designed with students who have disabilities or physical limitations in mind, leaving them particularly underserved.
The pandemic presents educators and schools with both urgent challenges and opportunities. As communities plan for reopening, schools must prioritize targeted supports for students most affected by the crisis—academically, socially and emotionally.
Trauma in children resembles post-traumatic stress: this pandemic is broader than most traumatic events because it has affected nearly every child around the globe. The disruption of normal life—loss of routine, isolation, illness and grief—can overwhelm a child and provoke anxiety and stress. Schools should become places where children can express feelings and receive support that may have been absent during closures. Fortunately, children are resilient; their recovery depends greatly on stable, compassionate relationships with adults. Educators can provide the consistent support that helps children regain a sense of safety.
Students will have many questions: Will the virus return? Will my caregiver lose their job again? Will we have enough food? Why did someone I care about die? Will I or my family be safe? Teachers and school staff should be prepared to listen, answer honestly and provide reassurance while connecting families to needed resources.
Education will not be the same after this crisis. Schools must consider how to integrate the lessons of remote learning, expand equitable access to high-speed technology for all students, and improve preparedness for future emergencies. Thoughtful planning now can reduce the long-term academic and social effects of the pandemic.
What can educators do?
- Tell students—especially the youngest—that you care about them, missed them, and are glad to see them again.
- Normalize emotions: let children know it’s okay to feel upset, anxious or confused.
- Reassure students about safety measures and what the school is doing to protect their health and well-being.
- Invite questions about the pandemic and encourage open conversations about how students have been affected.
- Reestablish classroom routines to restore predictability and a sense of control.
- Engage students actively: prioritize hands-on tasks and problem-solving rather than passive worksheets.
About the author
Franklin P. Schargel is a former classroom teacher, school counselor and administrator who developed programs that increased parental engagement, boosted post-secondary attendance and significantly reduced dropout rates at a Title I high school. His work has been recognized by the U.S. Department of Education, BusinessWeek, Fortune, NPR, PBS and The New York Times. Schargel served as Education Division Chair of the American Society for Quality and helped adapt the Malcolm Baldrige Award criteria for education.
He is an international speaker, trainer and the author of thirteen books, including Creating Safe Schools: A Guide for School Leaders, Classroom Teachers, Counselors and Parents. He has published more than 100 articles on school reform.
This article was originally published by The Learning Counsel, a research institute and news media hub focused on the shift to digital curriculum in education.