Global Perspectives on Learning Loss in Children Post-Coronavirus: Implications for

Equality and Recovery

Drew Edwards, Jasmine Mraz, Katie Rapp, Robin Villanueva, and Claire Kinoshita

Professor Linda Herrara

EPOL 523/EPSY 553

November 22, 2024

The COVID-19 pandemic has profoundly disrupted education systems worldwide, unveiling and

exacerbating existing inequalities while introducing new challenges for learners of all ages. As

schools transitioned to remote learning, many children faced significant barriers, including

limited access to technology and reduced support from caregivers. This shift not only impacted

academic achievement, which we can note by lower test scores, but also had far-reaching

consequences for students' social skills, attention spans, and social-emotional development.

In many cases, the isolation of remote learning hindered opportunities for peer interaction,

critical for developing communication and collaboration skills. The lack of consistent social

engagement has led to increased anxiety and uncertainty among students, making it difficult for

them to navigate relationships and express their emotions effectively. Additionally, prolonged

screen time and the absence of structured classroom environments have contributed to

diminished attention spans, affecting students' ability to focus and engage with learning

materials.

As we explore the global context of learning loss due to the pandemic, it is essential to examine

how these educational disruptions have varied across different regions and socioeconomic

backgrounds. Understanding the multifaceted effects of the pandemic on children's learning

experiences will be crucial for developing targeted interventions that support not only academic

recovery but also the holistic development of learners in a post-COVID world.

We decided on this topic because of our shared experiences of working in education. We all have

seen firsthand the effects of the pandemic that our students, in all levels of education, are still

dealing with. Students have “attention difficulties and concentration problems…memory

impairments…an increase in distraction and difficulty with schoolwork characterized children's

cognitive development after the COVID-19 period” (Marfoli et al., 2024). In working with

children every day, our group members have seen how these changes to a student's cognitive

abilities have led to learning loss.

Childhood is a crucial period of mental and biological development. There is an important

connection between the environment—what our brains are exposed to and what we do with them

—and brain development (Bookheimer, 2017). As children’s environments changed—from

social classrooms prioritizing collaboration and interaction to isolation where those priorities

were no longer possible—their brain development shifted as well. “Accelerated brain maturation

as a result of chronic stress or adversity during development has been well documented. These

findings suggest that the lifestyle disruptions associated with the COVID-19 pandemic

lockdowns caused changes in brain biology…” (Corrigan et al., 2024).

Another consequence of the pandemic was the increased screen time for children. “Children

increased their screen time by nearly 2 hours per day after the start of the COVID-19 pandemic,

and an hour of that increase persisted even after some restrictions had eased” (Greene, 2023). If

you are a parent, or spend time around children with an iPad, you may have observed how screen

time can be addictive and influence behavior. You may have even seen these effects in yourself,

highlighting how impactful screen exposure can be. With an increase in screen time, people of all
ages can experience loss of social skills, behavioral problems, less or irregular sleep, obesity, and

even violence. Screen time can trigger the dopamine center of our brain, giving us pleasure and

creating a longing for more. The more rational side of our brain, the Prefrontal Cortex, is what

tells us to put away the screen. This area is not as developed in children, being one of the last

parts of the brain to fully develop. This constant battle between rationality and pleasure exhausts

the brain and leads to behavioral issues (ABC News, 2021).

While maybe not to the same magnitude, the learning and emotional loss caused by the pandemic

can be compared to that of global conflicts across the world. In both instances, children have had

to adapt to a sudden impediment to their education, which has caused a learning gap. Similarly,

both have had the additional barrier of having to worry about their safety and well-being more

than their education. This shared experience of instability can lead to impaired cognitive

development and a diminished priority and focus on learning, which can have life-long

consequences beyond just children’s educational careers. Furthermore, both situations leave

those most vulnerable—whether mentally, physically, or financially less able—at risk of being

hit the hardest.

The United States has a complex education system made up of almost 56 million K-12 students

(National Center for Education Statistics, 2020). In early Spring 2020, the COVID-19 pandemic

caused a shift to remote learning almost immediately. At the K-12 level, many schools were

unprepared for such a change in the middle of the school year and struggled to roll out resources

and training to adequately meet the needs of the families they serve. Due to the diversity in

programs across the country, responses to the pandemic in the following school year varied

greatly. Some schools remained remote, while others adopted a hybrid model or pushed for fully
in-person learning. The inconsistencies across regions created further disparities in educational

experiences, especially for marginalized groups.

At the federal level, there were a number of emergency relief measures that aimed to provide

support to schools and institutions. One such law, the Coronavirus Aid, Relief, and Economic

Security (CARES) Act, passed in March 2020, set aside $13.5 billion for K-12 education in order

to aid with the transition to remote learning (U.S. Department of Education, 2020). These funds

were used to acquire technology such as laptops and Wi-Fi hotspots, support teachers in

transitioning to online teaching, and help ensure the continuity of educational services. The

Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA) and the American

Rescue Plan (ARP), passed in December 2020 and March 2021 respectively, provided additional

monetary support to online education efforts. Federal funding often conflicted with the goals of

the presidential administration. Former President Trump and some Republican state governors

wanted to resume in-person learning as quickly as possible, while the CDC advocated for a

gradual approach to prevent the spread of infection (Gavin et al., 2021). Local districts often

received limited guidance from local authorities and faced conflicting opinions from higher

authorities, leading to a difficult fall for many schools.

One of the greatest disparities exposed by the COVID-19 pandemic was the digital divide in the

United States. At the time of school shutdowns, approximately 14% of U.S. households with

school-aged children lacked high-speed internet, and 17% did not have access to a desktop or

laptop computer (NTIA, 2020). These barriers to access were particularly pronounced in rural

areas, where broadband internet access was limited. In other districts, the capacity for schools to

distribute devices to students was also constrained, with many lacking the infrastructure to
deliver devices equitably. As a result, students from lower-income families, students of color, and

students in rural areas experienced greater challenges in accessing remote education.

Globally, the percentage of children unable to read and understand a simple text by age 10

increased from 53% to about 70% during the pandemic. Students lost between 0.6 and 0.9 years

of learning due to school closures and disruptions. In some regions, such as South Asia and Latin

America, schools remained closed for more than 200 days in many areas. Vulnerable groups

around the world—including girls, children with disabilities, and children in rural areas—dealt

with disproportionate difficulties accessing remote education (World Bank, 2021). In countries

like Liberia, 43% of children did not return to school when they reopened in December 2020. In

South Africa, the number of children not attending school tripled from March 2020 to July 2021.

Similarly, in Uganda, one in ten children did not return to the classroom (World Economic

Forum, 2022).

The COVID-19 pandemic also had an impact on children’s social-emotional development and

mental health. The World Bank (2021) stated that students reported more anxiety, depression,

and social isolation due to school closures. Teachers observed declining motivation and

engagement from students and faced challenges reintegrating them into classroom environments.

Socialization is necessary for children to learn how to regulate their emotions, develop empathy,

and feel a connection to others. Losing out on nearly a year of school impacted many children's

ability to socialize and learn essential skills.

The comparison of learning losses between U.S. students and their global counterparts

underscores both shared challenges and divergent experiences. While U.S. students experienced

significant setbacks, their access to resources and recovery programs positions them for potential
recovery. Conversely, students in low- and middle-income countries faced more severe

disruptions, compounded by systemic inequities and limited resources.

The pandemic revealed major differences in access to education worldwide, especially in digital

learning. In sub-Saharan Africa, 89% of students didn’t have home internet and had to rely on

radio-based lessons, which were less effective than online platforms. Girls in countries like

Uganda faced even greater challenges, such as increased responsibilities at home, which caused

many to drop out of school (World Economic Forum, 2022). Bridging the digital divide and

providing extra support for disadvantaged groups is essential for fair educational outcomes.

Marginalized groups were hit the hardest by learning loss during the pandemic. In Liberia, 43%

of children did not return to school after they reopened. In India, many girls dropped out because

they had to take on more household chores. Other vulnerable groups, like children in rural areas

and those with disabilities, struggled even more to access education, showing the need for

targeted help during crises (World Bank, 2021).

The pandemic also exposed weaknesses in how education systems respond to emergencies:

 In Ethiopia, radio and television programs were the primary modes of remote learning,

but their reach was limited. A UNESCO report noted that these programs struggled to

engage a significant portion of the student population, particularly in rural areas where

access to electricity and devices was a challenge (UNESCO, 2020).

 In Mexico, the lack of teacher training for online instruction made it difficult to maintain

student engagement. A study by the World Bank highlighted that many teachers were

unprepared for the sudden shift to remote teaching, which reduced the effectiveness of

online education during the pandemic (World Bank, 2021).

These examples show that education systems need to be more flexible, inclusive, and equipped

with better tools and technologies to keep learning going during crises.

The pandemic also showed the importance of countries working together to address educational

inequalities. South Korea successfully utilized advanced digital platforms for remote learning,

offering a model for other nations to follow (UNESCO, 2021). In Honduras, international

funding, including support from organizations such as the World Bank, helped schools reopen

safely and provided catch-up programs for students who fell behind during closures (World

Bank, 2021). Sharing strategies and pooling resources globally remain critical for supporting

education systems' recovery and building resilience against future crises.

Finland's proactive approach to teacher training highlights the importance of preparing educators

to adapt to changing circumstances, making the country a leading example in building resilient

education systems. Finland’s response to the challenges posed by COVID-19 emphasizes the

critical role of teacher training in ensuring continuity, equity, and innovation in education during

times of crisis (Finnish National Agency for Education, 2021; UNESCO, 2022).

By requiring teachers to hold advanced qualifications and equipping them with strong

pedagogical and digital skills, Finland laid a solid foundation for its education system even

before the pandemic. The rapid scaling of teacher training programs during the COVID-19 crisis

demonstrated the country’s ability to respond effectively to immediate challenges, from

transitioning to remote learning to addressing the mental health needs of students (European

Commission, 2021; OECD, 2021).

Post-pandemic, Finland continues to prioritize teacher development, focusing on lessons learned

from the disruptions. Its emphasis on advanced digital pedagogy, socio-emotional support for

students, adaptive teaching practices, and collaboration among educators ensures that its

education system remains flexible and future-ready (World Bank, 2022).

The results of Finland's investments are evident not only in the improved capacity of its teachers

but also in the resilience of its education system as a whole. Finland has shown that prioritizing

teacher training is not only a response to immediate crises but also a strategy for building long-

term educational stability and equity (Finnish National Agency for Education, 2021).

Other nations can learn from Finland’s example by recognizing that investing in educators is

investing in the future of students and society. By integrating technology, fostering teacher

collaboration, and addressing socio-emotional learning, education systems worldwide can

become more adaptable to crises, ensuring that no child is left behind regardless of

circumstances.

COVID-19 learning loss shows the importance of focusing on basic skills, making education fair

for disadvantaged groups, and preparing schools to handle future disruptions. To achieve this, we

need to invest in digital tools, train teachers, and support students' overall growth. This will help

ensure that all children have equal chances to learn, no matter the challenges they face.

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