Tag: learning loss

When schools shut down in 2020, the disruption was universal, but its effects were anything but equal. The grade a child was in when classrooms closed has become one of the strongest predictors of the academic and developmental gaps families and educators are seeing today.

Educators say the impact is still reverberating, not because students aren’t trying, but because expectations haven’t always kept pace with the developmental realities of pandemic-era learning.

“The hardest-hit grade levels are the youngest grades and key transition years such as ninth grade,” Executive Director of Advocacy and Networking at Instructional Empowerment Michelle Fitzgerald told HuffPost. These were moments in a child’s school journey “where foundational skills or major identity-forming transitions were supposed to take root,” she explained, but instead were interrupted or reshaped by remote learning.

As families continue to make sense of where their children stand, experts say one message is critical: The gaps children are showing today are developmental, not moral failings. They are not rooted in laziness or lack of effort, but in the timing of the disruption.

Below is a grade-by-grade look at what was lost, and what parents need to know now.

For the youngest learners, the pandemic didn’t just interrupt academics, it interrupted the very skills that make school possible. Early childhood educators continue to see the consequences in classrooms today.

“Remote learning limited face-to-face phonics instruction, feedback from teachers and peer interactions — all essential for early learning development,” Fitzgerald said. Kindergarten through third-grade students also missed opportunities to develop self-regulation, perseverance and routines. Many, she noted, “may have inadvertently learned the wrong habits, which are hard to break.”

Rebecca Mannis, a learning specialist with a PhD in neuropsychology, said that grades first through third are when students typically master phonics, build reading stamina and develop decoding skills — critical foundations for later learning.

“By fourth grade, there’s a shift toward using the information along with emerging critical thinking skills,” she explained. “Many children never completed the full ‘learning to read’ phase, which means today’s fourth, fifth and sixth-graders were pushed into ‘reading to learn’ without the necessary foundation.”

Math learning, too, suffered. Geillan Aly, PhD, founder of Compassionate Math, described tutoring a sixth-grader whose multiplication skills fell apart when she moved from two-digit to three-digit numbers.

“She learned to multiply during online learning by watching videos and figuring it out herself. It worked for simpler problems but failed for more complex calculations,” Aly said. “These are critical years in math development and the gaps aren’t just big—they’re the small, nuanced misunderstandings that compound over time.”

Middle school is often described as the bridge to high school independence, a time when students learn to manage schedules, juggle assignments, advocate for themselves and develop executive-functioning skills. When those years were disrupted, the impact was subtle but profound.

Parents often mistake these struggles for motivation problems, Fitzgerald said. “It’s not laziness,” she said. “Many students simply never practiced the organizational and executive-functioning skills that normally emerge in grades six through eight.” These include time management, note-taking, self-monitoring and collaborative problem-solving, skills that underpin later academic success.

Arts education, long recognized for fostering problem-solving and critical thinking, was also hit.

Erik Fox-Jackson, program director and clinical professor of art education at Adelphi University, explained that well-run art classes promote metacognition — thinking about one’s own thinking and decision-making skills.

“That metacognition is crucial for becoming a critical thinker, and its absence during remote learning left gaps in student development,” he said.

Social-emotional learning also suffered. Kris Astle, an education strategist at SMART Technologies, a technology for K-12 classrooms, pointed out that middle school is a time when students develop identity, interpersonal skills and emotional regulation.

“Teachers notice students struggling to resolve conflicts independently, needing more guided support to stay on task, or hesitating to take academic risks,” Astle said. “These are quiet indicators of interrupted developmental progress.”

Teachers are reporting classrooms with wider variation than ever. “Some students are academically on track but struggle with self-regulation or teamwork, while others need academic reinforcement but demonstrate strong interpersonal skills,” Astle said. “The range of learning needs highlights gaps in equity and access.”

Niyoka McCoy, chief learning officer at Stride, an education company, emphasized that late-elementary and middle-school students face unique challenges.

“They were thrust out of an educational routine they relied on but didn’t yet have the maturity to handle remote learning,” McCoy said. “As a result, many students now struggle with focus, stamina and social interactions.”

Astle added that executive function, attention and collaboration were particularly disrupted.

The pandemic also magnified inequities. Students with stable technology and strong home support maintained progress, while others fell behind, creating classrooms with wide disparities. “Adaptive learning tools and personalized instruction can help, but teachers can’t replace what was lost entirely,” Astle said.

Aly highlighted the ripple effect in math. “When foundational skills aren’t solid, students experience compounding difficulties as they encounter higher-level concepts,” she said. “Teachers are often left trying to plug holes while keeping pace with current standards — a nearly impossible task without intensive support.”

Ninth grade is a critical launchpad, shaping academic trajectories, access to advanced coursework and social identity. Remote learning at this stage had consequences that are still visible today.

“If courses are failed or standards are not learned to the intent and rigor, gaps are formed, some of which will be extremely difficult to overcome,” Fitzgerald said. Beyond academics, ninth grade is when students build social confidence, join clubs and form peer networks. “Instead of navigating bustling hallways, many students began high school alone, behind a screen,” she said.

This isolation had long-term effects. Teachers report higher levels of disengagement, inconsistent study habits and social anxiety among students who spent ninth grade remotely. “Students missed the scaffolding that helps them feel anchored in school life,” Fitzgerald said. “They are still learning how to be high school students years later.”

McCoy noted that these experiences can affect career preparation and college readiness.

“Students who missed these critical transition years may struggle with planning, time management and self-advocacy, all of which impact long-term success,” she said.

Much of the conversation about learning loss has focused on test scores, but experts emphasize that numbers tell only part of the story.

Mannis noted that reading inefficiencies persist because students never fully developed systematic decoding or comprehension strategies. Aly highlighted the gaps in math reasoning, where students may understand procedures but lack deep conceptual understanding.

Social-emotional skills were equally disrupted. Fitzgerald said that self-regulation, collaboration, persistence and organization are harder to replicate in virtual settings.

Fox-Jackson added that problem-solving, creativity and metacognitive awareness, often nurtured in the arts, simply don’t translate to a screen. “You can’t Zoom your way through trial and error,” he said.

Astle pointed out that technology can help bridge some gaps. Adaptive platforms, interactive lessons and AI-driven assessments allow teachers to personalize instruction and identify nuanced learning gaps. However, she stressed that “technology should extend human connection, not replace it. Emotional support, guidance and mentorship remain crucial.”

Experts stress that these gaps are recoverable, but the approach matters.

“Parents need to coach and support their children,” Fitzgerald said. “This is about gaps, not laziness. Structure is particularly important for teens who missed the years when independence typically develops.”

Aly recommends explaining to children what happened during the COVID years and teaching them that the brain can change through effort. “Students can actively correct misconceptions if they understand how learning works,” she said.

Fox-Jackson advised embedding skill-building into meaningful, hands-on activities rather than worksheets. Examples include cooking together, tackling a building project, or engaging in community arts, experiences that naturally incorporate planning, persistence and reflection.

Technology can also be a helpful partner. Astle emphasized interactive platforms, AI-driven tools and adaptive learning systems that allow teachers to personalize instruction, build engagement and ensure every student’s voice is heard.

Tutoring and targeted interventions remain among the most effective strategies for students who missed critical years, McCoy said.

“The focus should be on steady improvement, growth and meeting students where they are,” she explained.

Pandemic learning loss is not a character flaw. Kids didn’t fall behind because they lacked ambition or effort; they missed critical developmental windows.

Understanding the timing of the disruption is the first step. Supporting slow, steady skill-building is the next. And extending empathy to students, teachers,and parents is equally critical.

“The story of pandemic learning loss isn’t just about what students missed,” Fitzgerald said. “It’s about what adults can help them rebuild.”