By Amy Valentine
There is always a crisis in education. The Covid-19 pandemic is the latest and most disruptive of these, exposing long-standing weaknesses in K-12 schools across the United States. Yet many of the challenges we’re confronting—limited broadband access, uneven opportunities in rural areas, weather-related closures, overcrowded classrooms, staffing shortages, and high rates of bullying—predate the pandemic. They have only been amplified by it.
Although most educators and students have faced a steep learning curve with remote instruction over the past months, online learning itself is not new. It has existed for decades; what is new for many in America is widespread, mandatory exposure to it. The pandemic has forced schools into crisis-mode schooling, but it has also created an opening to rethink how education can be more resilient, flexible, and equitable. Rather than returning to the status quo, many parents and communities are asking for better, more durable approaches to teaching and learning.
This moment has made clear that districts need long-term plans for resilient schools—systems that include flexible instructional options and the capacity to adapt, or even anticipate, change. Decisions about health and safety should not be treated as opposed to decisions about high-quality instruction. When districts plan intentionally for seamless learning in any setting, safety and academic quality can be pursued together. Families already familiar with virtual learning often make decisions grounded in that confidence: parents with experience in legitimate online schooling frequently prioritize safety while trusting that strong remote programs can support learning effectively.
As I reflect on two decades of involvement in education and the systemic pressures we face today, three core ideas stand out for leaders across K-12 systems.
Schooling is a verb, not a noun
School buildings are vital community assets that provide more than instruction: they host social services, extracurriculars, and community activities. However, they are not the sole mechanism for teaching and learning. Schooling is the active work of supporting each student’s growth and potential. Thinking about schooling as an action rather than a place opens paths to more equitable access to learning—especially in communities where students lack local course options. For example, many rural districts report limited access to advanced coursework. Thoughtful use of technology can bridge that gap, enabling students anywhere to pursue rigorous classes and broader learning opportunities that were once out of reach.
Online learning expands opportunity for all
Blended and fully online programs have helped many students customize their learning to match individual needs and goals. Students choose virtual options for a variety of reasons: escaping bullying, taking classes not offered locally, balancing academics with internships or elite athletic pursuits, or gaining a schedule flexible enough to pursue career-focused experiences. These choices highlight how expanding remote and blended pathways can create better, more personalized educational opportunities. When implemented with quality and equity in mind, online learning becomes a powerful tool for broadening access.
Proper planning prevents avoidable crises
Realizing the potential of flexible schooling requires preparation. Surveys and studies show many teachers want to integrate technology but lack confidence and training to do so effectively. Change must start at the leadership level and be reinforced by a culture that supports experimentation and professional growth. Districts should invest in sustained professional development so all educators can teach well in person, online, or in hybrid models. With the right training, tools, and support, schools can move from reacting to disruptions toward operating with intentional, high-quality instructional design across environments.
The pandemic has been a painful wake-up call, but it also presents an opportunity to build a stronger educational system—one that refuses to default to crisis mode and instead establishes a flexible, student-centered model of schooling that works everywhere. Achieving that future involves deliberate planning, investment in people and technology, and a commitment to equitable access for every learner. If we act now, we can convert the lessons of this emergency into durable improvements that serve students well beyond the current moment.
About the author
Amy Valentine is CEO and Education Evangelist of Future of School, an organization that supports the growth of innovative school models integrating blended and online learning. She led academic and operational turnaround work for schools in Colorado and served as executive director for a network of schools in California. Her career focuses on expanding educational choice and designing systems that support student success in varied learning settings.