By Christy Martin, Ed.D.
As communities and the nation begin to place the COVID-19 pandemic into history, many of us are reflecting on the lessons learned and the shifts in priorities that emerged from this long, difficult period. Locally, our district closed schools for in-person learning at the end of the 2019–2020 school year and offered families a choice between in-person and online instruction during 2020–21. For educators this past year has been stressful, but it has also been a time of deep learning for students, parents, and school staff. Those collective experiences are reshaping how we think about education, work, and the roles everyone plays in sustaining daily life.
One of the clearest lessons for the general public has been a renewed appreciation for trades and service workers. These men and women kept essential systems running—electricity and heat, water and sanitation, healthcare, food distribution, manufacturing, technology infrastructure, and public safety—ensuring some continuity amid widespread disruption. Their work preserved a sense of normalcy when so much else felt out of control. That realization has prompted many of us to reconsider outdated assumptions about prestige and value tied solely to academic credentials.
For too long, American discourse about success overly prioritized college degrees, often overlooking the dignity and necessity of skilled trades and service roles. In many households, parents who worked in these sectors still hoped their children would pursue higher education, sometimes overlooking the vital infrastructure their own labor sustained. The pandemic exposed the narrowness of that perspective: the country’s strength rests not only on scholarly achievement but on the skilled, steady work of tradespeople, technicians, and service professionals. They are the backbone of our communities and the essential workforce that keeps society functioning.
We must honor and elevate those who choose careers in skilled trades, industry, and applied fields, recognizing them as the heroes they are. Recently, I saw a powerful example of this recognition in my hometown. A local high school celebrated students who completed work-based learning placements, and those achievements were featured prominently in the media. Some students accepted apprenticeships with the companies where they trained, others pursued further education, and many stepped directly into full-time employment after graduation. These students received the same public recognition that athletes or academic awardees often do—and rightly so. Work-based learning offers practical, career-ready pathways that deserve equal visibility and respect.
Looking ahead, I hope the pandemic marks a turning point in how we prepare young people for life after school. Basic academic skills remain essential, but secondary education must also equip students with practical knowledge about the world of work and the broad range of viable career pathways. If policymakers and educators pay attention to what we learned, we may see meaningful reforms in schedules, curricula, and career pathways that better align schooling with real-world needs.
Such change will require rethinking long-standing structures—traditional bell schedules, rigid course sequences, and an overemphasis on a one-size-fits-all college track. Schools can expand opportunities for internships, apprenticeships, and career and technical education (CTE), so students graduate with both academic foundations and practical skills. Doing so will help young people understand the value of different types of work, reduce stigma around skilled labor, and strengthen local economies by producing a skilled workforce ready to meet employer needs.
Communities should also celebrate the full spectrum of contributions that sustain our daily lives and encourage students to explore diverse career options without hierarchy or shame. When schools, families, and local businesses partner in meaningful ways—through apprenticeships, mentorships, and hands-on learning—students gain clearer pathways to rewarding, well-paid careers. That approach benefits individuals, employers, and the broader community.
In short, the pandemic has offered a valuable wake-up call. If we carry forward its lessons, we can build an education system that better reflects the realities of the labor market, honors the dignity of all work, and prepares young people for a range of purposeful futures. I am hopeful that educators, parents, and community leaders will use this moment to make thoughtful, lasting changes that support students and the many workers who keep our society functioning.
About the author
Christy Martin recently retired after more than 35 years in education, serving K–12 and post-secondary students and coordinating programs for youth aging out of foster care. She writes from hands-on experience in education and social services. Christy welcomes comments on her work; she can be reached by email at [email protected]. She is also active on Facebook, Twitter, and LinkedIn.
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.