By Christy S. Martin, Ed.D.
As fear and uncertainty surround the pandemic, the 2020–2021 school year has begun across parts of East Tennessee. Alcoa, Maryville, and Blount County Schools opened their doors earlier than many other districts in the state and the nation, offering an early model for how schools might operate during COVID-19. The first days are a test—educators, families, and community members are watching closely as each day brings new challenges and adjustments.
Health and safety precautions are in place: face masks are expected for staff and students, and schools are implementing staggered attendance by last name so that only a few groups attend in person at a time. Roughly one-third of families in the district chose full-time virtual learning, while the remaining students attend in-person on a rotating, alphabet-based schedule—usually one day a week for the first phase and until further guidance is provided.
These limited in-person days are being used primarily to help students and staff acclimate to the new routines. Social distancing is emphasized, and the staggered schedule makes it more feasible to keep classroom sizes smaller. Much of regular instruction, and a growing portion of assessment and communication, must now occur online. Teachers are using the in-person day to explain how virtual days will be structured and to troubleshoot technology and access issues.
One critical benefit of even limited reopening is the opportunity for adults to have direct contact with students. Over recent months, reports of child abuse and neglect have declined—not because the problems have disappeared but likely because children are less visible to mandated reporters when schools are closed. For many families, school serves as more than an academic setting: it is a place of safety, supervision, and essential services. Reopening one day a week allows educators to check on students’ well-being and reconnect them with support systems.
Equally important is access to food. Schools provide meals to many students, and although meal distribution programs have continued in various forms during closures, not all families can reliably access those resources. Districts are providing food parcels for students to take home—packages designed to last several days—so that families have additional support during periods of remote learning.
COVID-19 has made plain the broader role schools play within communities. Beyond instruction, schools function as a network of care that addresses nutrition, social-emotional needs, and safety. Even limited in-person interaction restores a sense of normalcy for children: seeing a welcoming adult, hearing an encouraging voice, and reconnecting with peers in a controlled, safer environment.
This academic year is, in many ways, experimental. It will reshape how we think about education and the role of schools in society. As students and families move between online and in-person formats, parental involvement will likely shift. Some families will face new burdens, while others may find opportunities to become more engaged with their children’s learning. Many households will develop greater digital fluency as parents and grandparents learn to use educational technologies alongside students to solve problems and find answers.
Nearby districts have taken different approaches; some delayed opening in response to rising local case counts. For districts that did start with limited, once-a-week in-person instruction, the approach offers a manageable balance: fewer students on campus at any given time, focused safety protocols, and ongoing online instruction for days spent at home. For career educators who have missed daily classroom interactions since the March 2020 closures, the opportunity to reconnect with students—even briefly—has been energizing.
The initial days have been filled with cautious joy. Teachers and staff are excited to see students, to reestablish routines, and to provide guidance on remote learning expectations. Those face-to-face moments reinforce how important personal connection is for both teaching and learning. While transitioning to this hybrid model brings inevitable frustrations and logistical hurdles, it is also an important learning experience. Schools, families, and communities are adapting quickly, and early signs show a resilience and commitment to students’ academic progress and overall well-being.
About the author
Christy Martin recently retired after more than 30 years in K–12 and higher education and an additional six years in social services supporting foster youth. She considers advocacy for at-risk young people a calling. Since retiring in February, she has returned to writing, focusing on child welfare and school-related issues. She lives in East Tennessee, about 15 miles from the Great Smoky Mountains National Park.
This article was originally published by The Learning Counsel, a research institute and news media hub focused on providing context for the shift in education to digital curriculum.