By Dr. Robert Avossa
#1 Address Learning Loss & The Growing Achievement Gap
Policies like No Child Left Behind were well-intentioned, but research suggests they did not fully close achievement gaps—and in some places may have widened disparities for Black and Hispanic students and those living in poverty. COVID-19 has made those gaps worse. Many students who depend on school-based wraparound services—daily meals, steady teacher relationships, peer interaction, and on-campus mental health supports—have lost access to those resources during remote learning.
As a result, most students are falling behind academically, including many who had previously been on grade level; the effect is far more acute for vulnerable students. Contributing factors include unequal access to reliable internet and devices and the ability of wealthier families to pay for private tutoring. The urgency is twofold: return students to predictable school routines and services, and address the mental health and learning deficits caused by prolonged disruption. Suicide ideation and attempts among youth have increased during the pandemic, making mental health supports especially pressing.
We must also avoid overwhelming students as they return. Many will come back anxious or fragile, so balancing accelerated learning with emotional recovery is essential.
Practical Tip:
Superintendents should begin now to design a comprehensive school improvement plan focused on learning loss and acceleration. Include plans for an extended school year or targeted summer programs and for the 2021–22 school year. Review which technologies and instructional practices used during the pandemic worked well for both general and special education students and incorporate those that increase engagement without overloading learners. Aim for tools and methods that make learning enjoyable, scaffolded, and accessible.
#2 Concern for Teacher Morale: Cultivate a Culture of Care
Teacher burnout is a significant and growing concern. Morale is low in many districts, and educators are facing intense pressures from health concerns, shifting instructional modes, and political debates about school reopening. Superintendents must avoid pushing staff too quickly and recognize that many educators are emotionally and physically exhausted.
Summer programming can help bridge gaps, but leaders should be cautious about overloading staff. Teachers and students may need rest and time to recharge. Principals should rethink evaluation approaches this year—prioritize regular, supportive one-on-one check-ins and emphasize positive reinforcement over punitive measures. Maintaining a genuine culture of care for staff will directly benefit students, because teacher wellbeing influences classroom climate and student outcomes.
Practical Tip:
Design next year’s academic calendar now with teacher recovery and professional learning in mind. Include additional breaks and built-in professional development time, and share this plan openly with educators and principals to reassure them that their needs will be a priority.
#3 Special Education: Online Learning and Services
Special education services are one of the thorniest challenges. Many students did not receive the services specified in their Individualized Education Programs (IEPs) during remote learning—speech, occupational therapy, and other supports may have fallen short. Early intervention for children from birth to three has been interrupted, creating a backlog that could compound over time.
Compensatory services will be a major issue: parents understandably request additional hours to make up for lost services, and districts must find ways to deliver and finance those services so students are not left behind when school resumes. Extended school year programs and targeted summer services may be essential for meeting obligations and helping students catch up. Districts should explore allowable uses of IDEA and other federal funds to support these efforts while following legal requirements.
Practical Tip:
District leaders and special education directors should expand remote service options to increase access quickly. Teletherapy and online assessment tools can help teams address backlogs and meet service timelines. Public-private partnerships can increase capacity and provide clinical support for in-school teams, helping schools serve students both on campus and at home while working to close the achievement gap.
#4 Foster Social Emotional Learning (SEL) and Student Wellness
Social connections and extracurricular activities shape much of a young person’s identity. Many clubs, casual gatherings, and enrichment opportunities have been curtailed, reducing chances for students to connect and support one another. Some schools have successfully moved clubs and group supports online, which helps students reconnect with friends and build coping skills.
Schools must be proactive in addressing student mental health. Providing psychoeducational assessment and school-based mental health services is critical. Online programs and group sessions can offer students shared spaces to address anxiety, develop coping strategies, and realize they are not alone.
Practical Tip:
Do not assume that counselors and social workers can or should handle all SEL duties alone. Integrate SEL into everyday instruction: use literature, classroom discussions, and assignments that explore emotions, resilience, and problem-solving. Encourage teachers to incorporate SEL strategies into academic lessons so emotional learning becomes part of the daily curriculum.
#5 School Funding During COVID-19 and Beyond
Early federal relief focused on health and safety supplies—PPE, cleaning supplies, air purifiers, physical barriers, and devices to support remote learning. Subsequent funding proposals have emphasized both safety measures and support for underserved students, including resources to address learning loss and mental health needs.
Districts and states must work together to understand available funding streams, allowable uses, rollover permissions, and whether additional state funds will supplement federal aid. Superintendents should closely track guidance to ensure funds are used strategically, especially to support special education services and to meet related legal obligations.
Practical Tip:
Coordinate with state education agencies to clarify funding rules and timelines. Identify priorities—such as compensatory services, summer programming, and mental health supports—and align budget planning with those priorities to maximize impact and compliance.
About the author
Dr. Robert Avossa founded K-12 Leadership Matters, LLC, following a long career in public education. He served as superintendent of Palm Beach County Schools, a district of approximately 200,000 students, and previously led Fulton County Schools. He has also worked as a principal and classroom teacher.
If your school or district is interested in partnering with a provider to deliver live, online special education or mental health services, consider scheduling a free consultation with an experienced vendor to explore teletherapy and remote support options.
This article was originally published by The Learning Counsel, a research institute and news media hub focused on the shift in education to digital curriculum.